Webquest ... a teaching tool


Published on

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Webquest ... a teaching tool

  1. 1. Anna Clifford, Ed.D.<br />EDU555/Science & Social Studies Spring 2011<br />Webquest … a teaching tool<br />
  2. 2. What is a Webquest?<br />Webquest <br />Assignment <br />Web - learn about and/or synthesize knowledge of a specific topic<br />Bernie Dodge and Tom March<br />Original - required synthesis of the new knowledge by accomplishing a “task,” often to solve a hypothetical problem or address a real-world issue<br />Created –Webpage OR multi-media software OR <br />
  3. 3. Bernie Dodge 1995 <br />Blog post: 2008<br /> http://webquest.ning.com/forum/topics/2025678:Topic:75 <br /> “I think Web 2.0 tools offer great opportunities to enhance WebQuests. The collaborative nature of Web 2.0 applications offer so many opportunities for tasks to be taken to a whole new level. For example, I look back at the very first WebQuest I wrote way back in 1997 (Radio Days - http://www.thematzats.com/radio), and with the Web 2.0 tools available now, this WebQuest could really be amazing. Students could create podcasts and get feedback from real listeners all over the world. WebQuests and Web 2.0 are definitely complementary, at least from my small perspective.”<br />
  4. 4. Why Bother?<br />Stimulates learning<br />Puts power of the web behind topic<br />Works at their own pace - individually/teams <br />Explores areas in more depth, but within limits that - differentiation<br />Teaches value of research - modeling <br />Increases "comfort level”<br />
  5. 5. Characteristics - Making it successful?<br />Curriculum based <br />Content in context—topic as part of a larger framework<br />“Hook” - (e.g., treasure hunt, a game, or some other activity which is embedded in the Webquest - incentives)<br />Material is age/ability appropriate—differentiation<br />Can be collaborative—individually or teams<br />Highly visual—lots of pictures, maps, animations, sounds<br />User friendly—smooth navigation<br />Built-in evaluation mechanism—relates to the hook, AND more! <br />
  6. 6. Webquest search …<br />Let’s browse the Web for Webquests!<br />
  7. 7. Before you Begin<br />Thoughts of design –<br />Are the concepts and skills TN Curriculum Standards-based? Across the curriculum?<br />What do I want my students to learn as a result of this lesson? <br />Why is this information important?<br /> Where does the information fit into the specific context of this unit? <br />
  8. 8. Limitations - Operating constraints?<br />Number of computers – teams? individually? <br />Computer lab - lab rules doable <br />Work at home -parents support and supervise<br />Remember Murphy’s law, and anticipate the unexpected! <br />
  9. 9. Webquest Elements<br />Introduction<br />The Task<br />The Process<br />Evaluation<br />Conclusion<br />Credits & References<br />Teacher or Student<br />
  10. 10. Introduction<br />Short paragraph introduces the activity or lesson<br />Role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage (This is a must!)<br />Purpose - to prepare and hook the reader<br />Communicates the Big Question<br />
  11. 11. The Task<br />Describe crisply and clearly what the end result of the learners' activities will be<br />The task could be a:<br />problem or mystery to be solved<br />position to be formulated and defended<br />product to be designed <br />complexity to be analyzed <br />Final product involves using some tech tool (e.g., Audioboo, Glogster), mention it here– JobAid!<br />
  12. 12. The Process<br />What steps should the learners go through? <br />Use the numbered list format. <br />Student - use second person<br />Thoughts – <br />Teams of three students will be chosen.... <br />Once you've picked a role to play.... <br />Access on-line resources identified – hyperlinks?<br />Provide guidance on organization of information gathered (e.g., flowcharts, summary tables, concept maps, checklist of questions to analyze the information with, or things to notice or think about). Important! <br />What about using JobAids? <br />
  13. 13. Evaluation<br />Describe to the learners how performance will be evaluated<br />Specify whether there will be a common grade for group work vs. individual grades<br />Include detailed rubric students<br />
  14. 14. Conclusion<br />Summarize what they will have accomplished or learned by completing this activity or lesson<br />Include some rhetorical questions or additional links - encourage them to extend thinking into other content beyond this lesson<br />
  15. 15. Credits & References<br />List here the sources of any images, music or text that you're using. <br />Provide links back to the original source. Say thanks to anyone who provided resources or help.<br />List any books and other analog media that you used as information sources as well.<br />
  16. 16. … and Teacher or Student?<br />
  17. 17. Search Begins - Locating Materials<br />Research by Wandering Around<br />Locate one Website for your topic that you like, review the references - mining<br /> Structured Researching<br />Uses search engines…searching<br />
  18. 18. OrganizingYour Sites<br />Common themes or contrasts your Webquest could incorporate <br />Different opinions, approaches, or perspectives on the topic<br />Students move logically from one site to another –must plan and follow through<br />
  19. 19. Packaging Your Quest <br />Templates<br />Filamentality<br />Teacherwebquest   <br />Webquest Simple Tool<br />Blogs2Teach tool<br />Weebly<br />http://weebly.com<br />Create and login your account<br />
  20. 20. Test and Tweak! What if …<br />they want more – Give them more! <br />they don’t get it – <br />they get bored – <br />they can’t follow the directions –<br />they don’t remember anything once the computer is turned off – <br />the computers don’t work – <br />a site is down – <br />
  21. 21. Presenting Students’ Results (rubric, please)<br />Students learn in different ways<br />“Real world” task that students try to accomplish<br />a presentation to the board of directors of the Art Museum<br />a design for a war memorial<br />Requires students – take new knowledge and synthesize it into a “product” of some kind<br />Provide opportunities for students to show their strengths by taking different roles within their group or different project options:<br />written projects, such as e-reports, e-booklets<br />multimedia presentations <br />visual/artistic displays or e-posters <br />Provide a clear rubric of the expectations for the different options (search the web for examples)<br />
  22. 22. References<br />http://www.internet4classrooms.com<br />Bernie Dodge<br />Webquest:blogs and wikis<br />http://www.youtube.com/watch?v=KWi2kHD-Kw0<br />Webquest Pitfalls<br />http://www.youtube.com/watch?v=5Yfo8B3PdmI<br />-----and search more “Bernie Dodge” at http://youtube.com<br />
  23. 23. Ready? Let’s go Webquesting!<br />http://weebly.com<br />Create an account <br /> OR<br /> Log in your account (hide pages, as needed)<br />Create title page and pages for each Webquest Element, using hyperlinks (suggested)OR<br />Create a page which included and components<br />
  24. 24. You Are the Designer<br />1. Webquest<br />2. Student Sample <br /> Suggestion: (Glogster, Audioboo, Prezi,<br /> Kidspiration (software is available), Voki)<br /> OR <br /> take a look at Top 10 Web2.0 Tools for the Classroom(http://murcha.wordpress.com/2011/03/22/hers) <br /> Take a jump!<br />
  25. 25. Webquesting? <br />? <br />