Introduction to WebQuests

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Introduction to WebQuests

• Southern Regional ETTC
• Richard Stockton College
• http//www.ettc.net
• Adapted from articles byBernie Dodge Tom March

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World Wide Web

• Myth 1 - The Web is the World's Biggest
  Encyclopedia.

• Myth 2 - The Web is an Information Superhighway.

• Myth 3 - The Web is Full of Useless Junk.

• Myth 4 - The Web is too chaotic to be used in
  education.

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Why WebQuests? because they have shown to

• fosters student motivation authenticity

• developed critical thinking skills

• promote cooperative learning activities

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Definition of Web Quest

• An inquiry-oriented activity in which some or all
  of the information that students interact with
  comes from the Internet.

• Main Purpose of Web Quest.. develop higher order
  thinking skills they are not a source of simple
  information retrieval.

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What makes a good Web Quest?

• A Quest that promotes higher order thinking.
• A Quest that is linked to previous and subsequent
  activities.
• A Quest that is student centered and promotes
  scaffolding.
• A Quest that is FUN!!!

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Two types of WebQuests

• Short Term
• Goal knowledge acquisition and integration.
• Learner makes sense of large amounts of
  information.
• Typically completed in 1-3 class periods.

• Long Term
• Goal extend and refine knowledge.
• Learner analyses a body of knowledge and
  transforms it . into a product.
• Typically completed in week to month.

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Six - Critical Attributes

• Introduction
• Task
• Resources
• Process
• Evaluation
• Conclusion

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Six - Critical Attributes

• 1. Introduction
• Sets the stage for what is coming
• Provides background information
• Grabs the students interest
• i.e...Role Playing

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• 2. Task
• Single most important part of a Web Quest
• A description of what the learner will have done
  at conclusion
• Series of questions that need to be answered
• Problems to be solved
• Position to be formulated and defended
• Creative work-product or verbal presentation.

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• 3. Resources
• lists of web pages
• Web documents
• Experts via email
• Searchable databases
• Books and magazines
• Forms. For example.. and another

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• 4. Process
• Description of what is required to accomplish
  the task
• Chunked steps task should be broken down
  into clearly defined steps
• Often includes teacher hints
• To manage time
• Assign roles
• Collect data
• Strategies for working together
• Timeline
• Deadlines

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• 5. Evaluation
• Measures results
• May include rubrics.. to assess
• Lower grade Example

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• 6. Conclusion
• Brings closure to quest
• Reminds learners of what has been learned
• Encourages learners to extend the experience

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Your assignment..

• Surf the web and discover some cool Web Quests
• Everyone needs to pick a Web Quest they could use
  in their classroom and share that site with the
  group.

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Web Quest Collections

• San Diego State Universitys Quests
  http//edweb.sdsu.edu/webquest/webquest_collection
  s.htm
• Berks County Intermediate Unit Quests
  http//www.berksiu.k12.pa.us/webquest/
• BioPoints Quests http//www.biopoint.com/online_g
  allery/Welcome.html
• WebQuests by other teachers http//edweb.sdsu.edu
  /webquest/matrix.html
• Hewitt's Index of Best WebQuests
  http//www.davison.k12.mi.us/academic/hewitt14.htm
  

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Your second assignment..

• WebQuest on WebQuests
• http//edweb.sdsu.edu/webquest/webquestwebquest-hs
  .html

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Great WebQuest URLs

• The original WebQuest Page http//edweb.sdsu.edu/
  webquest/webquest.html
• Kathy Schrocks WebQuest Pages
  http//school.discovery.com/schrockguide/webquest/
  webquest.html
• Ten steps to WebQuest Nirvina http//www.ozline.co
  m/learning/10stages.html
• Web Quest rubric for evaluation of Web Quests
  http//edweb.sdsu.edu/webquest/webquestrubric.html
  
• ACETTCs Quick Web Quest site -http//www.acettc.s
  tockton.edu/webquests.html
• Library of Congress - http//www.loc.gov/
• CNN InterActive - http//www.cnn.com/
• Thinkquest - http//www.thinkquest.org/library/

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Questions

• once again..
• http//www.ettc.net
• Adapted from articles byBernie Dodge Tom March