Webquests as a Learning Activity

1
Webquests as a Learning Activity
Forum Website
www.ceo.woll.catholic.edu.au/home/mwoolley/library
2
Overview

• What is a webquest?
• What advantages does this style of learning
  activity possess?
• Where do we find them?
• How do we pick a good one?
• Constructing a webquest

3
What is a webquest?

• A WebQuest is an inquiry-oriented activity in
  which some or all of the information that
  learners interact with comes from resources on
  the internet.
• A web based research activity engaging students
  in a challenging open ended project.
• Reconciliation
• This section is based on and article by Bernie
  Dodge entitled Some Thoughts About WebQuests

4
The Future?
Are we educating for this future?
5
Why use WebQuests?Some Research

• Research (Dede 1998) shows that ICT teaching
  models such as WebQuests result in at least four
  kinds of improvements in educational outcomes
• guided inquiry, project-based collaboration and
  mentoring relationships have increased learner
  motivation
• technology-based instruction enables students to
  learn-how-to-learn and master advanced topics
• students in team environments are able to perform
  complex tasks and create intricate products by
  acting as experts do
• as teachers master these new models of learning,
  students have better outcomes on standardised
  tests

6
Using the Information

• The WebQuest model assumes using information is
  the most important component of intellectual
  activity.

7
(No Transcript)
8
Critical Attributes

• WebQuests of either short or long duration are
  deliberately designed to make the best use of a
  learner's time. There is questionable educational
  benefit in having learners surfing the net
  without a clear task in mind, and most schools
  must ration student connect time severely.

9
Process and Product

• Longer term WebQuests can be thought about in at
  least two ways what thinking process are
  required during student creation, and what form
  they take once created.

10
WebQuests should contain at least the following
parts

• An introduction that sets the stage and provides
  some background information.
• A task that is doable and interesting.
• A set of information sources needed to complete
  the task.
• A description of the process the learners should
  go through in accomplishing the task.
• Some guidance on how to organise the information
  acquired.
• An Evaluation
• A Conclusion tying the project together

11
Advantages?

• Structured research centred web based learning
• Effective use of learners time
• Clearly defined process for students to work
  through

12
Advantages

• Open ended tough tasks
• An Easy introduction to technology enhanced
  learning for reluctant teachers

13
Where do we find them?

• On The Net
• Choose from the 100 examples that Wollongong
  Diocese teachers have created.
• Go to Google, type webquest and whatever the
  topic is you would like to find eg. webquest
  rainforest

14
How do we pick a good one?

• Find a webquest of interest in a group of 3
  people.
• With each person in the group using a different
  rubric, evaluate the webquest.

15
(No Transcript)
16
Evaluating

• Take on the persona of one of the educationalists
  on the sheet and approach the evaluation as that
  person would
• As a group discuss the webquest and its
  effectiveness/usefulness from the view point of
  your character. Choose a group spokes person to
  present your findings

17
(No Transcript)
18
Constructing Your Own Webquest