WebQuests

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WebQuests

• Integrating Technology into the Classroom
• Michele Mislevy
• http//faculty.albright.edu/edu/mmislevy/Conferenc
  es.htm

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Who Are We?

• Michele Mislevy
• Albright College
• Technology Instructor
• Dr. Alison Shook
• Albright College
• Professor of Special Education

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Workshop Schedule

• Define WebQuests
• Analyze WebQuest parts
• practical examples
• Evaluate WebQuests
• WebQuest Point of View
• Creating a WebQuest
• Online Authoring tools
• Wrap up

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The WebQuest Model

• Bernie Dodge Tom March
• 1995
• San Diego State University
• Uses learners time well
• Focus on using information rather than looking
  for it
• Support learners thinking at levels of
• analysis
• synthesis
• evaluation

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A WebQuest is

• Inquiry oriented
• Based on a doable, engaging task
• Uses predefined resources from web
• not all must be web based
• new trend is to make student find some resources
• Short or long term (1 week or more)
• Promotes cooperative learning

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Scavenger Hunt vs. Quests

• Internet scavenger hunt
• students are looking for specific answers to
  specific questions.
• WebQuest
• provides a framework for the students
• invites an interest
• sets a task
• provides the links with guidelines for what to
  look for
• gives enough freedom for the student to be
  selective in where they want to take the
  learning.
• evaluation sets up a rubric
• student is responsible for the outcome of
  his/her learning as well as the grade.

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Parts of a WebQuest

• Follow this link and examine the building blocks
  of a WebQuest
• Browse some of the examples in each block and
  make notes on your worksheet
• http//projects.edtech.sandi.net/staffdev/building
  blocks/p-index.htm

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Introduction
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Introduction

• Most important part
• Gain attention of the students
• Introduce the activity
• Make relevant to learners
• authentic tasks or real life problems
• Essential question
• Engage students in real world problem solving
• Higher order thinking skills

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Capulet Ball

• Have you ever wished you were a part of the magic
  of Romeo and Juliet's first meeting at the
  Capulet mansion? Think about how lucky you would
  be to witness the famous couple falling in love
  at first sight and to catch a glimpse of all the
  glamorous guests, gourmet food, ornate
  decorations, and music that the Renaissance
  brought to life! It is comparable to walking
  down the red carpet at the Oscars and seeing
  those movie stars that you just
  love...undoubtedly a remarkable experience that
  could only happen in your dreams right? Well, I
  beg to differ because you, yes you, have just
  been called upon by the rich and mighty Capulet
  to cater, decorate, entertain, and design
  costumes for his family and all of his guests
  that are coming to the Capulet Masquerade ball!
  When your job is finished, Capulet has even
  extended his invitation to you! "You're invited!
  Come and crush a cup of wine!"
• http//TeacherWeb.com/NJ/MaryHelpofChristiansAcade
  my/TheCapuletBall/h1.stm

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The Solar System

• Congratulations! Your group has been chosen to do
  a thorough investigation regarding the next
  planet to be transformed for human existence. If
  your presentation is persuasive enough to
  convince the Government and NASA to extend our
  habitat to your chosen planet, you and your
  families will among the first inhabitants. This
  a tremendous opportunity to have a significant
  impact on life as we know it!
• http//TeacherWeb.com/CA/USD/Space/h1.stm

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Shark Attack

• "SHARK ATTACK!" These are the latest headlines
  appearing in the paper referring to a reported
  attack on a surfer. Fact or Fiction? You must
  investigate the report after you have studied the
  habitat, senses, and diet of the great white
  shark. You may choose the role to play as the
  victim, biologist, sheriff, or shark. Get ready
  to go, but beware, people are the greatest
  predator of sharks while sharks instill the
  greatest fear in people...Watch out, remember to
  stay in character as you discover new realms of
  information.
• http//TeacherWeb.com/TX/UH/GreatWhiteSharkAttack-
  FactorFiction/h1.stm

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Task
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Task

• Discusses different roles or perspectives
  students will take on
• Explains what end result or product should be
• Motivating force behind all activities
• NOT the step-by-step process
• Includes Scaffolding

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California or Bust

• Your group will consist of four people
• Car Dealer-main duties are to find a car, gas
  prices and mileage.
• Trip Planner-map out trip, find state capitals
• Driving-find the exact mileage from city to city.
  Buy gas.
• Banker-calculate total cost of car, gas, hotel,
  food.
• Your mission is to travel to the capital of
  California by traveling through state capitals
  only.
• After you have completed your research, your
  group will design a collage poster of your trip
  that includes
• 1. Map of travel route
• 2. Breakdown of cost for trip
• 3. Picture of car
• 4. Answers to questions located under
  "questions" icon
• The group that can make it to California the
  quickest wins bonus points!
• http//TeacherWeb.com/GA/FiveForksMiddleSchool/WQR
  oadTrip/h2.stm

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The Capulet Ball

• Joining the Elizabethans at the Capulet
  Masquerade ball and being in charge of planning
  the whole event is no easy task. You need to
  design costumes, prepare gourmet cuisine, provide
  high quality entertainment such as music and
  dancing, and decorate the majestic Capulet
  mansion! Capulet expects the best since his
  guests are among the highest in Verona, and that
  is what you are expected to give him! Good luck!
  
• Each group member will take on one of the
  following roles
• The Party Decorator
• The Costume Designer
• The Chef
• The Entertainer
• Be sure to use the designated links on the home
  page to find out specifically what your role
  entails. As a group, you will then create an
  instructional video that educates people on how
  Elizabethans entertained back in Shakespeare's
  time of the Renaissance a time in which arts of
  all kind flourished.
• http//TeacherWeb.com/NJ/MaryHelpofChristiansAcade
  my/TheCapuletBall/h1.stm

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Process
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Process

• Step-by-step instructions
• Guidance for students to complete task
• Be detailed
• Write for students
• Lists are acceptable

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The Capulet Ball

• Good morrow, students! Thou may begin!
• You will meet in groups of four upon which you
  were divided.
• The teacher will assign the designated roles
  randomly.
• Once roles have been assigned, students will
  discuss a meeting time and place to work on this
  project, as well as exchanging phone numbers or
  e-mail addresses.
• Each member will review their role using the
  links on the homepage of the WebQuest.
• Each role will be researched extensively by the
  student using the links below as a starting
  point.
• The group will come together and share
  information on the topic that your role required.
• As a group, brainstorm ideas to create an
  instructional video of no longer than five
  minutes on how to entertain in the Elizabethan
  Age.
• Create and practice your performance, be sure to
  have any props you need to perform your role,
  come up with a creative name to represent your
  video and then film it!
• Write a reflection of no more than two pages that
  expresses the pros and cons of living in the
  Elizabethan Age and incorporates specific
  information you learned while working on this
  project. Other reflections are welcome in
  addition to the ones specified above.
• Be prepared to present and discuss your videos on
  the date designated by the teacher.
• http//teacherweb.com/NJ/MaryHelpofChristiansAcade
  my/TheCapuletBall/h3.stm

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The Capulet Ball Roles

• The Party Decorator must research how art was
  incorporated and used in homes during the
  Renaissance since it was a time marked by freedom
  of thinking and choice. For the Capulet Ball,
  you must seek information on what kinds of
  artwork, etc. was used to furnish a house to make
  it appealing to guests, as well as the typical
  styles that were in at the time. From this
  information you will decorate the Capulet house
  for the masquerade ball. Use the information from
  the links below to help you. Consider yourself a
  party decorator!
• Internet Links
• See Florentine Art and Architecture and related
  resourceshttp//www.learner.org/exhibits/renaissa
  nce/
• Refer to this Art History site to understand how
  Renaissance art beganhttp//www.witcombe.sbc.edu/
  ARTHLinks2.htmlgeneral
• Refer to this site to understand better the
  different terms in arthttp//www.artcyclopedia.co
  m/history/early-renaissance.html
• Other Resources
• Just because this is a WebQuest doesn't mean that
  the students should be limited to using the web
  for
• resources. Think of other resources for this
  role or perspective and list them here.
• http//teacherweb.com/NJ/MaryHelpofChristiansAcade
  my/TheCapuletBall/wqr1.stm

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Scaffolding
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Scaffolding

• Locate and review the 3 kinds of scaffolding
• Browse some of the examples and make notes on
  your worksheet
• Reception Scaffolding
• http//projects.edtech.sandi.net/staffdev/patterns
  2000/reception.html
• Transformation Scaffolding
• http//projects.edtech.sandi.net/staffdev/patterns
  2000/transformation.html
• Production Scaffolding
• http//projects.edtech.sandi.net/staffdev/patterns
  2000/production.html

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Evaluation
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Evaluation

• How will the students be evaluated?
• What assessment tool/rubric will you use?
• Group and/or individual rubrics
• Can be simple checklists or multi-dimensional
  rubrics
• Consider using rubistar to help create
• http//www.4teachers.org

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The Capulet Ball

• This project is a GROUP grade. Any group member
  who fails to complete one of the components below
  will bring down the grade of the whole group!
• The criteria everyone in your group must have
  are
• Each group member is cooperative and displays
  teamwork...10 points
• Information for each role is well
  researched...10 points
• Discussion of video before and after class
  viewing shows insight into the Renaissance....10
  points
• Each group member produces a clearly written,
  organized, and grammatically correct reflection
  on their role
• of no more than 2 pages (double spaced, MLA
  format, 12 pt font)...30 points
• The group video is creative and shows teamwork
  and extensive preparation...40 points
  
  
  
• TOTAL 100 points
• http//TeacherWeb.com/NJ/MaryHelpofChristiansAcade
  my/TheCapuletBall/h1.stm

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Conclusion
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Conclusion

• Summary or Reflection on Quest
• Final thoughts/questions can be answered
• Extensions
• Additional resources

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The Capulet Ball

• CONGRATULATIONS! The Capulet Masquerade Ball was
  a success! The Capulet family as well as the
  guests are calling it the event of the year! I
  hope you enjoyed your visit to the time of the
  Renaissance, and gathered much knowledge from the
  Elizabethans. Don't forget to enhance your own
  creativity in not only the roles that you played,
  but in everything you do in life! If there is
  one thing the Renaissance gave us, it is the
  freedom to express ourselves eloquently using
  dance, music, and art. Actions speak louder than
  words! Keep the tradition going!
• http//teacherweb.com/NJ/MaryHelpofChristiansAcade
  my/TheCapuletBall/h5.stm

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Nutrition and Food

• You have learned about the Food Guide Pyramid and
  how it is used to make intelligent food choices.
  Whether you are eating at a fast food restaurant
  or at home the Food Guide Pyramid is a useful
  tool. You now have the knowledge to make better
  food choices to ensure good nutritional habits.
  If you would life to expand the work you have
  completed with this Web Quest, you may choose on
  of the following projects1. Design the interior
  of the restaurant you created2. Establish the
  prices for the menu in the restaurant3.
  Create a food pyramid for pregnant females4.
  Create a food pyramid for older adults
• http//teacherweb.com/TN/TTU/nutritionwebquest/h5.
  stm

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Teacher Page/Standards
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Teacher Page/Standards

• What state standards are addressed?
• mention your state/school district
• What technology standards are being addressed?
• http//cnets.iste.org/students/s_stands.html
• Give tips for implementing
• special needs, esl
• lack of web consent form
• variations on activities

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Lets Evaluate WebQuests

• Choose 2 WebQuests from the links below and
  evaluate using the rubric given in class
• http//webquest.org/matrix3.php
• http//www.frederick.k12.va.us/wq/matrix.html
• http//cmcweb.lr.k12.nj.us/webquest/webquests.htm
• http//sesd.sk.ca/teacherresource/webquest/webques
  t.htm

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Discussion
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A WebQuest about WebQuests

• Follow this link and click on Elementary
• http//webquest.sdsu.edu/webquestwebquest-es.html
• Group discussion to follow

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Designing a WebQuest
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Dont Touch That Computer

• What do I want my students to learn as a result
  of this lesson?
• Why is this information important?
• Where does the information fit into the specific
  context of this unit?
• How does the information fit into the broader
  curriculum?
• How will it help students make connections across
  subject areas?

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Limitations?

• Do you have enough computers?
• teamwork
• centers
• If done in a lab
• time
• lab rules
• equipment
• Resources

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Framework

• Choose a topic, curricular goals and/or essential
  questions for your Quest
• Assign tasks
• end product(s), match to standards
• Design rubric for end products
• Step-by-step instructions for process
• Create scaffolds
• Conclusion and teacher page
• Polish all parts
• Post to Web

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Lets Get Started
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Gathering Your Thoughts

• Step 1
• Brainstorm topics, curricular goals and/or
  essential questions for a possible WebQuest on
  your worksheet
• Step 2
• Taskonomy - visit the link below to investigate
  some possible tasks students could perform
• http//projects.edtech.sandi.net/staffdev/tpss99/t
  asksimap/
• think about possible storylines, roles

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Keep Working

• Step 3
• Set up the tasks
• Use the WebQuest Task Design Sheet
• also found at http//edweb.sdu.edu/webquest/task-d
  esign-worksheet.html
• use the taskonomy link on the previous page for
  help
• design roles
• Step 4
• Gather your resources
• check reading level, navigation of sites
• evaluate the intent and quality of info
• Some must be web, consider others

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Almost There

• Step 5
• Create Rubrics for tasks (end products)
• Step 6
• Write Process, step-by-step instructions
• Construct scaffolds
• Step 7
• Write Intro, Conclusion and Teacher Page
• may start work on these at earlier times
• Polish all parts
• Step 8
• Post to Web

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Computer Time

• How will you post your WebQuest?

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Authoring Tools
Ok to go to Computer

• Word or PowerPoint
• low learning curve
• can hyperlink
• must ftp to website
• must have website
• FrontPage or editors
• difficult learning curve
• can hyperlink
• must ftp to website
• must have web space

• Online authoring
• Instant WebQuest QuestGarden
• new choices
• easy to learn
• instant publication to web

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Instant WebQuest

• Easy to use
• prompts
• Instant publication to the web
• Can add pictures and external docs
• scaffolds and rubrics
• FREE
• http//www.instantprojects.org/webquest/

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QuestGarden

• Created by Bernie Dodge
• October 2005
• Instant publication on web
• Easy to use
• prompts
• Can add pictures and external docs
• rubrics and scaffolds
• FREE until October 2006
• 20/2 years after that
• http//webquest.org/questgarden/author/overview.ht
  m

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Tips for Successful Integration

• Allow for plenty of time
• lab, tasks
• Be flexible
• Check all resources before implementing
• Obtain Internet Permission Slips

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You Made It

• Discussion and feedback

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Resources

• http//webquest.sdsu.edu/Process/WebQuestDesignPro
  cess.html
• http//edweb.sdsu.edu/webquest/task-design-workshe
  et.html
• http//www.teachersfirst.com/summer/webquest/quest
  -a.shtml
• http//webquest.org/forum/viewtopic.php?t117
• http//webquest.sdsu.edu/NECC2005/
• http//projects.edtech.sandi.net/staffdev/tpss99/t
  asksimap/