Webquest Collaboration


Published on

Presentation explaining the role library teachers can have in creating and teaching using the Webquest model

Published in: Economy & Finance, Education
  • 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 Collaboration

  1. 1. Webquests Using existing Internet programs to help build collaboration between teachers and libraries
  2. 2. What is a Webquest? <ul><ul><li>Online inquiry-oriented activity </li></ul></ul><ul><ul><li>Most/all of the information used is drawn from online sources </li></ul></ul><ul><ul><li>Designed with the following in mind: </li></ul></ul><ul><ul><ul><li>Use learners' time well </li></ul></ul></ul><ul><ul><ul><li>Focus on using rather than looking for information </li></ul></ul></ul><ul><ul><ul><li>Support higher level thinking for learners’ </li></ul></ul></ul><ul><ul><li>The model was developed in 1995 at San Diego State University by Bernie Dodge and Tom March </li></ul></ul>Source: http://webquest.sdsu.edu/overview.htm
  3. 3. Pedagogy Principles <ul><li>Webquests </li></ul><ul><li>Definition: </li></ul><ul><li>“ to focus on using information rather than looking for it” </li></ul><ul><li>“ support learners' thinking at the levels of analysis , synthesis and evaluation ” </li></ul><ul><li>Bloom’s NEW Taxonomy </li></ul><ul><li>High Order Skills </li></ul><ul><li>Create (Evaluation) </li></ul><ul><li>Evaluate (Synthesis) </li></ul><ul><li>Analyze (Analysis) </li></ul><ul><li>Apply (Application) </li></ul><ul><li>Understand (Comprehension) </li></ul><ul><li>Remember (Knowledge) </li></ul><ul><li>Low Order Skills </li></ul>Source: Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy of learning, teaching, and assessment: A revision of Bloom's taxonomy of educational objectives. New York: Longman. and http://www.apa.org/ed/new_blooms.html Source: http://webquest.sdsu.edu/overview.htm
  4. 4. Regurgitation Warning <ul><li>“ Students become smarter when teachers show them how to use their minds to wrestle with challenging questions, but scooping and smushing does little to advance their skill” -Jamie McKenzie </li></ul><ul><li>“ Unfortunately, they're carrying the tradition forward using the WebQuest format, too. As I look over the WebQuests being submitted … I see far too many of these same, lame research reports…The world doesn't need any more &quot;WebQuests&quot; that consist of kids looking up information about a planet or a state and then making a PowerPoint presentation about them.” -Bernie Dodge </li></ul><ul><li>Source: http:// webquest.org /news/ Apr 5, 2007 </li></ul>
  5. 5. Build on Bloom <ul><li>“ By definition, a WebQuest requires … a task that is authentic , a smaller version of something adults do. … Teacher educators: let's move up Bloom’s ladder.” -Bernie Dodge </li></ul><ul><li>Source: http:// webquest.org /news/ Apr 5, 2007 </li></ul>
  6. 6. Library Link <ul><li>Adults use the library for real world applications </li></ul><ul><li>Library teachers want to teach information literacy for effective lifelong learning </li></ul><ul><li>Information literacy models can match up well to the Webquest model </li></ul><ul><li>Sound familiar? </li></ul>
  7. 7. Component Comparison <ul><li>Webquest steps </li></ul><ul><ul><li>Introduction </li></ul></ul><ul><ul><li>Task </li></ul></ul><ul><ul><li>Process </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul><ul><ul><li>Conclusion </li></ul></ul><ul><ul><li>(Credits) </li></ul></ul><ul><li>Teacher’s page </li></ul><ul><ul><li>Learners </li></ul></ul><ul><ul><li>Standards </li></ul></ul>
  8. 8. Intellectual Integration <ul><li>A Webquest goal: to USE not FIND information. </li></ul><ul><li>Who, then, does the FINDING? </li></ul><ul><li>The library teacher </li></ul><ul><li>Let the library teacher do the work for you…with you </li></ul><ul><li>The library media teacher can assist with finding real world applications to curriculum standards </li></ul><ul><li>Students are then able to move on to Higher Order Thinking </li></ul><ul><li>Consider this… </li></ul>
  9. 9. Webquest Wonders
  10. 10. But how did we get there? <ul><li>Meetings with teacher </li></ul><ul><ul><li>Her GOAL: real world application to vocabulary from 2 chapters </li></ul></ul><ul><ul><li>Her idea: take a trip to a foreign country and give directions from the hotel to tourist destinations </li></ul></ul><ul><ul><li>My idea: different groups would have different budgets </li></ul></ul><ul><li>Mapped out assignment </li></ul><ul><ul><li>Worksheets for each group member </li></ul></ul><ul><ul><li>Expected end product </li></ul></ul><ul><ul><li>Number of library visits (4) </li></ul></ul>
  11. 11. Ease of use <ul><li>QuestGarden http://questgarden.com </li></ul><ul><ul><ul><li>Free trial, $20 membership for 2/yrs </li></ul></ul></ul><ul><li>Searchable database Author Subject School URL </li></ul><ul><li>Can be uploaded to another location </li></ul>
  12. 12. Creation and Collaboration <ul><li>Began working on Webquest </li></ul><ul><ul><li>Both able to edit Webquest at QuestGarden site </li></ul></ul><ul><ul><li>Many hours spent at the beginning of this project </li></ul></ul><ul><ul><li>Essential to communicate with one another </li></ul></ul><ul><li>Scheduled library visits </li></ul><ul><ul><li>Discussed use of library time </li></ul></ul><ul><li>Continued to revisit goals and objectives </li></ul>
  13. 13. Research Resources <ul><li>Searched Internet for relevant, authoritative, current, usable sites </li></ul><ul><li>Included books owned by the library </li></ul><ul><li>Supplemented collection with public library travel guides </li></ul>
  14. 14. It goes there . . .
  15. 15. Lessons learned . . . <ul><li>Teacher work was done at the beginning </li></ul><ul><li>Students visited Webquest, w/out teacher assistance </li></ul><ul><li>Public library supplement </li></ul><ul><li>High learning curve for all, worth doing again </li></ul><ul><li>More mini lessons needed: one for each visit </li></ul><ul><li>Make resources more obvious - edit options? </li></ul><ul><li>Citations and translations </li></ul><ul><li>Absence = ignorance: translators </li></ul>
  16. 16. And Success stories <ul><li>Absence = permission: Honduras mission ($7000) </li></ul>
  17. 17. Relevance Review Did our Webquest go beyond regurgitation? Did we move up Bloom’s ladder?
  18. 18. Bloom and Bishop Feehan <ul><li>(Apply) Application </li></ul><ul><li>(Analyze) Analysis </li></ul><ul><li>(Evaluate) Synthesis </li></ul><ul><li>(Create) Evaluation </li></ul>Task: work together to find a map of a Spanish-speaking country and chart 5 destinations you and your family will visit. Create a travel plan of where you and your family can go and how you all can get around. Conclusion: Compare and contrast your trip to those of other groups in class. How well did your group work together? Concluding handout: was your budget realistic? Did budgets make a difference for your group’s trip? How did the money you spent compare to the income of the country you visited? Concluding handout: Could you see yourself (and/or) your family taking a trip to a Spanish speaking country? Where? Why or why not?