WebQuests for Use in the Classroom PPT


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WebQuests for Use in the Classroom PPT

  1. 1. Juliana Lovett EDCI 691
  2. 2. What is a WebQuest? <ul><li>“ An inquiry-oriented activity in which some or all of the info that learners interact with comes from resources on the internet” (Dodge, 1995). </li></ul><ul><li>WebQuests integrate technology into the curriculum and make it beneficial for students. </li></ul><ul><li>Good teaching with the Web. </li></ul>
  3. 3. Where did the WebQuest come from? <ul><li>Bernie Dodge, a Professor at San Diego State University came up with the idea of the WebQuest after he prepared a task (WebQuest) for pre-service teachers. It went so well that he decided to do it more often, named it, and created a webpage that described the idea (www.webquest.org). </li></ul>
  4. 4. The Three R’s of WebQuests <ul><li>Real : Are students looking at a question or topic that concerns people in the real world (March, 2000)? </li></ul><ul><li>Rich : Does the WebQuest introduce students to interesting roles that encourage students to problem solve? Does the WebQuest engage students in rich discussion (March, 2000)? </li></ul><ul><li>Relevant : Does the WebQuest allow students to find themselves, their concerns, or their interest in the scenarios given to them (March, 2000)? </li></ul>
  5. 5. Benefits of Using WebQuests <ul><li>Increase student motivation </li></ul><ul><li>Cooperative learning </li></ul><ul><li>Authentic tasks </li></ul><ul><li>Address real world problems or issues </li></ul><ul><li>Timely sources </li></ul><ul><li>Single discipline or interdisciplinary </li></ul><ul><li>Higher-order thinking skills </li></ul>
  6. 6. 5 Elements of a WebQuest <ul><li>Introduction </li></ul><ul><li>Task </li></ul><ul><li>Process and Resources </li></ul><ul><li>Evaluation </li></ul><ul><li>Conclusion </li></ul>
  7. 7. Introduction <ul><li>Introduces an activity to students and raise the interest of the students. Often has a scenario or role involved. </li></ul>
  8. 8. Task <ul><li>Provides a goal and focus for student/s. Describes what the student/s will have completed by the end of the assignment (product, presentation, etc.). </li></ul>
  9. 9. Process <ul><li>Describes and identifies steps students will go through to accomplish the task, including resources they will need and learning advice. </li></ul>
  10. 10. Evaluation <ul><li>Evaluation rubric that measures results. </li></ul>
  11. 11. Conclusion <ul><li>Summarizes and reminds learners what they learned and accomplished by completing the WebQuest and encourage them to extend their thinking. </li></ul>
  12. 12. Two Types of WebQuests <ul><li>Short term : Takes 1-3 class periods to complete. The goal is knowledge, acquisition and integration. Learners will have made sense of the significant amount of new information they managed (Dodge, 1995). </li></ul><ul><li>Long term : Takes one week to one month to complete. The goal is extending and refining knowledge. Learner will have analyzed knowledge, transformed that knowledge, and demonstrated an understanding by creating something others can respond to (Dodge, 1995). </li></ul>
  13. 13. WebQuest Pitfalls <ul><li>Creating a task that is not authentic. </li></ul><ul><li>Choosing an inappropriate topic. </li></ul><ul><li>Using a WebQuest for research papers. </li></ul><ul><li>WebQuests that only look at something in one way or have one right answer. </li></ul>
  14. 14. WebQuest Topics to Avoid <ul><li>Topics that are well covered by the textbook </li></ul><ul><li>Factual recall (ex. 50 state capitals) </li></ul><ul><li>Procedures (ex. Pythagorean Theorem) </li></ul>a 2 + b 2 = c 2
  15. 15. Questions to Help Create More Authentic WebQuest Tasks <ul><li>When do adults use this knowledge? </li></ul><ul><li>How can that knowledge be applied to another kind of situation? </li></ul><ul><li>Does my WebQuest use life verbs like decide, design, create, predict, or judge? Or does it use classroom verbs like know, tell, or remember? </li></ul>
  16. 16. A Successful WebQuest <ul><li>Has an open-ended task, is achievable, and is authentic. </li></ul><ul><li>Students show they are engaged and motivated. </li></ul><ul><li>Students results are different from each other. </li></ul><ul><li>Students bring up great issues. </li></ul><ul><li>The WebQuest is unique and rich and shows individual creativity. </li></ul>
  17. 17. Assessing WebQuests <ul><li>This “Rubric for Evaluating WebQuests” was created by Bernie Dodge. </li></ul><ul><li>http://www.webquest.sdsu.edu/webquestrubric.html </li></ul><ul><li>This particular rubric created by Tom March is for assessing the strengths and weakness of WebQuests you find or create. </li></ul><ul><li>http://www.bestwebquests.com/bwq/matrix.asp </li></ul>
  18. 18. Useful Resources to Help Build a WebQuest <ul><li>The most important site to go to is Bernie Dodge’s WebQuest site where you can find a lot of useful information. http://webquest.org/ </li></ul><ul><li>QuestGarden which was created by Bernie Dodge helps with creating WebQuests. The site provides direction in creating a Webquest and sample WebQuests to look into. http://questgarden.com/ </li></ul><ul><li>Rubistar is a great site to look into for creating an evaluation rubric for the WebQuest. http://rubistar.4teachers.org/ </li></ul>
  19. 19. Works Cited <ul><li>Dodge, B. (1995). Some thoughts about WebQuests. Retrieved from http://webquest.sdsu.edu/about_webquests.html </li></ul><ul><li>March, T. (2000) The 3 R's of WebQuests: Let’s keep them real, rich, and relevant. Multimedia Schools Magazine . 7(6), 62-63. </li></ul>