Transcript WebquestSSrev

Using Technology as a Tool for Learning
An Introduction to Web Quests
http://webquest.org/
Data base of searchable webquest that
are categorized by subject, grade level, &
quality
http://www.eduref.org/cgibin/lessons.cgi/Social_Studies
Collection of searchable lessons
http://www.emints.org/ethemes/
Thematic web collection
http://trackstar.4teachers.org/trackstar
/
Thematic web collection
Web Quests are….
• Inquiry-oriented activities in which
teachers choose Web resources to assist
students in gathering information for the
purpose of constructing their own
understanding of the topic. It is NOT
about finding the one right answer
• Jonassen et al. (2003)
Elements of quality Web quests
• Engage students in a task that goes
beyond collecting & reporting information.
– NOT just an on-line worksheet
– Students should synthesize information they
collect in a webquest into a creative product
• Use graphics, sound, video, audio to
enhance understanding
• Involve students in cooperative learning
Criteria for evaluating Web Quests
• Incorporates cooperative
•
•
learning with specific
tasks
Considers multiple
perspectives
Provides opportunity to
analyze or synthesize
information
• Provides opportunity to
create an original product
that demonstrates
knowledge gained.
Components of a Web Quest
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Introduction
Task
Process
Evaluation
Conclusion
Resources
http://www.zianet.com/cjcox/edutech4learning/c
inco.html
Skill Based Web Quests
• Secondary Example
• Algebra/History
– http://www.ms.uky.ed
u/~carl/ma330/project
2/al-khwa21.html
• http://math.rice.edu/
•
•
~lanius/Lessons/
Geography
http://www.nationalg
eographic.com/educat
ion/lesson_plans/inde
x.html
Inquiry and Exploration lessons
• Teacher provides an
•
example of a journey to
another country or city
with websites and
prompts for student
exploration of each site.
Transportation to the
location, accomodations,
restaurants, tourist
attractions, cultural
events at a particular
time of year, and budget.
• Students form
cooperative groups and
each group develops a
webquest for a different
city or country
• Group explains why
they want to travel
there. Each group
member is responsible
for researching a
different aspect of the
trip. Students create
webquest activities.
Students participate in
and evaluate other
Sample Exploration Web Quests
• Exploring the roots of revolution in China
• http://projects.edtech.sandi.net/kearny/ro
ots/
Interdisciplinary Web Quests
• Students explore
•
different world
cultures, comparing
and contrasting
symbols, history,
language, religions/
holidays/
celebrations.
Geography: locate
the culture in
time/place.
Interdisciplinary continued.
• Read a story or poem that represents the culture
• Create an artistic display.
• Engage in discussion of how cultures studied are
•
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similar and different to each other and to US
culture today
http://www.emints.org/ethemes/resources/index
.shtml
http://www.maria-brazil.org (Brazil)
Problem Solving Web Quests
• Topic: Pollution
• Cooperative group
• All students in the
group define pollution
from perspective of
studies pollution and
their research, provide
apply findings via
examples, alternative
solutions, determine if
analysis sheet.
the specific form of
– Air pollution (acid
pollution is a problem in
rain; global warming)
the local
– Water pollution (rain
neighborhood/communi
forests, wetlands)
ty
– Noise Pollution
• Suggest solutions to
(sounds)
appropriate policy
makers
Problem Solving Web Quests
• Process to Middle East Peace
• http://www.personal.psu.edu/faculty/j/x/jx
z8/Student_Webquests/kulp/quest.html
• Global Water Scarcity
• http://projects.edtech.sandi.net/kearny/ch
allenges/
Creating versus Doing a Web Quest
• Define problem
• Develop questions
• Find & evaluate
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resources
Design a site for
audience
Work on team
Synthesize info
Use logical thinking
Consider multiple
solutions
• Respond to problem
• Respond to questions
• Evaluate information
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within pre-selected
source
Navigate within site
Work on team
Synthesize information
Apply logical thinking
Arrive at possible
solution to problem
Steps to Research and Evaluate
Internet Resources
1. Plan the Internet Search
What do I want to find out and why do I need
to know it?
2. Search strategy
Do I need to use a search directory (e.g.
Yahoo), search engine (e.g. Google); or Meta
search engine (e.g. Ask Jeeves)
3. Evaluate the website for relevance
– Does it adequately address my topic?
4. Evaluate the credibility of the site
– Primary versus secondary source of data
5. Triangulate the data from multiple sites
Evaluation Questions
• Who provided
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information? Known
expert? Credible source?
Are author’s credentials
listed?
When was website
created or last updated?
Is someone selling
product or point of view?
Source of the site? com.
edu. gov. org
• Biases of providers?
• Citation of sources ?
• Can we validate the
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sources?
Does info represent
theory, evidence, opinion
Impact of visuals, sound,
animation