WebQuestsWebQuests

Linda R. DesnoyersLinda R. Desnoyers

Assistant ProfessorAssistant Professor

Hudson Valley Community Hudson Valley Community CollegeCollege

WebQuest Presentation WebQuest Presentation GoalsGoals• DefineDefine the WebQuest concept and explain the WebQuest concept and explain

how it fits into the realm of educational how it fits into the realm of educational practice.practice.

• Describe Describe how cooperative learning, “real how cooperative learning, “real life” scenarios, and integrationing it into a life” scenarios, and integrationing it into a course can be part of a WebQuest.course can be part of a WebQuest.

• DescribeDescribe the critical components and the critical components and assignments for a WebQuest project and assignments for a WebQuest project and how to interlace them into your course.how to interlace them into your course.

• DiscussDiscuss various WebQuest topics and various WebQuest topics and create a template for your own WebQuest. create a template for your own WebQuest.

As Educator’s we may…As Educator’s we may…

• Reflect on what has Reflect on what has been successful and been successful and what has seemed what has seemed lackinglacking

• Try to think of new ways Try to think of new ways to introduce topics.to introduce topics.

• Wonder how to get Wonder how to get students to engage in students to engage in higher-level thinking higher-level thinking andand

• Want to develop Want to develop authentic learning authentic learning productsproducts that that share share with the real worldwith the real world

Hx and Definition of Hx and Definition of WebQuestsWebQuests

• Developed early 1995 by Bernie Developed early 1995 by Bernie Dodge and Tom MarchDodge and Tom March

• The The WebQuest PageWebQuest Page at at http://webquest.sdsu.edu/webquest.hhttp://webquest.sdsu.edu/webquest.htmltml

So Why WebQuest?So Why WebQuest?

• Students go beyondStudents go beyond fact-finding. fact-finding.• It focuses on It focuses on using information constructively using information constructively

rather than just having the students look for itrather than just having the students look for it• The problem isThe problem is “real world”“real world” – – needs a genuine needs a genuine

and reasonable solutionand reasonable solution• It asks studentsIt asks students to analyze a variety of to analyze a variety of

resources which you choose. Students use resources which you choose. Students use resources such as resources such as URLsURLs on the on the internet,internet, authors of text , publications and expertsauthors of text , publications and experts who are often quite who are often quite accessibleaccessible

• Once they access the resources available itOnce they access the resources available it asks asks them use their them use their creativity and critical-thinkingcreativity and critical-thinking toto derivederive solutions to a problem.solutions to a problem.

What do WebQuests do What do WebQuests do for…for…• Student Student

Motivation and Motivation and AuthenticityAuthenticity

• Developing Developing thinking skillsthinking skills

• Cooperative Cooperative learninglearning

• Process and Process and AccessAccess

Student Motivation and Student Motivation and AuthenticityAuthenticity• WebQuests useWebQuests use strategies strategies to increase to increase

motivationmotivation• A A central questioncentral question is used that needs is used that needs

answeringanswering• Directly relevant to the course or curriculum and Directly relevant to the course or curriculum and

combined with combined with real life scenariosreal life scenarios • Students are given Students are given real resourcesreal resources to work with to work with

rather than dated textbooks.rather than dated textbooks.• They can They can directly directly access experts, search access experts, search

databases, gather and exchange information databases, gather and exchange information within a group.within a group.

Developing thinking skillsDeveloping thinking skills

• Built into WebQuest process is the strategies of Built into WebQuest process is the strategies of cognitive psychology and cognitive psychology and constructivism.constructivism.

• The questions posed to student cannot be The questions posed to student cannot be answered simply by collecting and spitting back answered simply by collecting and spitting back information. information.

• The WebQuest forces students to The WebQuest forces students to transformtransform information into something else.information into something else.

• Helping or guiding the students to come up with their own answers by breaking down the task into meaningful “chunks”.

• Some call it scaffolding, prompting, redefining, Some call it scaffolding, prompting, redefining, procedural facilitation this has been shown to procedural facilitation this has been shown to facilitate more advance thinking.facilitate more advance thinking.

According to Dodge…According to Dodge…

• Three types of scaffolding are in a Three types of scaffolding are in a WebQuest:WebQuest:

1.1. Reception Reception – allows us to put students in touch of – allows us to put students in touch of resources that they might not have seen before.resources that they might not have seen before.

2.2. Transformation Transformation – WebQuests ask students to – WebQuests ask students to transform what they read into something new.transform what they read into something new.

3.3. Production Production – WebQuests commonly require – WebQuests commonly require students to create things they never created students to create things they never created before.before.

My Example: My Example: echoprotocol2echoprotocol2.ppt.ppt

Cooperative learningCooperative learning• According to Johnson According to Johnson

and Johnson (2000)and Johnson (2000)– Positive Positive

interdependanceinterdependance: : Learners perceive Learners perceive that they cannot that they cannot succeed without succeed without each other.each other.

– Promotive Promotive interactioninteraction: : (preferably face-to-(preferably face-to-face): Students help face): Students help teach and applaud teach and applaud each other as they each other as they wrestle with wrestle with authentic work.authentic work.

Cooperative learningCooperative learning

– Individual and group Individual and group accountabilityaccountability: The : The group is held group is held accountable for accountable for completing the task, completing the task, and each individual is and each individual is held accountable for held accountable for his or her part in the his or her part in the process.process.

– Group processingGroup processing: : Conversation about Conversation about how to improve the how to improve the group’s effectiveness group’s effectiveness is deliberately built is deliberately built into the process.into the process.

Cooperative learningCooperative learning

• Students take on rolesStudents take on roles in small groups. in small groups. Each student has input.Each student has input. This tends to This tends to promote motivation.promote motivation.

• The learners The learners “divide and conquer”“divide and conquer” to to master all aspects of the topic and project.master all aspects of the topic and project.

• The The students develop expertise in one students develop expertise in one areaarea and bring to their peers a and bring to their peers a contribution for the complete picture.contribution for the complete picture.

• The students at the The students at the later stagelater stage of the of the project project gaingain the overall the overall understanding understanding of the topic.of the topic.

Process and AccessProcess and Access

• It is important to clearly It is important to clearly integrateintegrate the the WebQuest to WebQuest to previous previous and subsequent and subsequent activities so that the activities so that the WebQuest is not an WebQuest is not an isolated experience disconnected from isolated experience disconnected from the rest of the course or curriculum.the rest of the course or curriculum.

• It also helps students to begin to use the It also helps students to begin to use the Web for learning.Web for learning.

• WebQuests direct a more responsible use WebQuests direct a more responsible use of the internet.of the internet.

Long versus Short Long versus Short WebQuestsWebQuests• Short Term WebQuestsShort Term WebQuests

– Good for introducing new information and making Good for introducing new information and making sense of it.sense of it.

– Can be completed in one to three class periods.Can be completed in one to three class periods.• Long Term WebQuestsLong Term WebQuests

– Good for extending and refining knowledge. Good Good for extending and refining knowledge. Good for bring students to a higher order of thinking. A for bring students to a higher order of thinking. A learner would have analyzed a body of knowledge learner would have analyzed a body of knowledge deeply, transformed it in some way, and deeply, transformed it in some way, and demonstrated an understanding of the material by demonstrated an understanding of the material by creating something that others can respond to, on-creating something that others can respond to, on-line or off.line or off.

– Can be completed between one week or a whole Can be completed between one week or a whole semester.semester.

Critical Components of Critical Components of WebQuestsWebQuests

• IntroductionIntroduction

• TaskTask

• ResourcesResources

• ProcessProcess

• GuidanceGuidance

• EvaluationEvaluation

• ConclusionConclusion

IntroductionIntroduction

• ““Sets the stage”Sets the stage” –orientates the learner to –orientates the learner to what is coming.what is coming.

• http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhtm

TaskTask

It’s all about what we ask the students to It’s all about what we ask the students to do with the information.do with the information.

• It is aIt is a description of what the description of what the learner will have done at the learner will have done at the end of the exercise .end of the exercise .This is a This is a product that they will produce.product that they will produce.

• http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

• WebQuest Taskonomy:WebQuest Taskonomy:

http://webquest.sdsu.edu/taskonomy.htmlhttp://webquest.sdsu.edu/taskonomy.html

Task ExamplesTask Examples

• A A positionposition to be formulated and defended such to be formulated and defended such as an ethical dilemmaas an ethical dilemma

• AA product product that you would like your students to that you would like your students to designeddesigned

• AA complexity complexity to be analyzedto be analyzed• Personal insightPersonal insight to be articulated to be articulated • A A summary summary to be created, persuasive message to be created, persuasive message

or journalistic account to be craftedor journalistic account to be crafted• AA problem or mysteryproblem or mystery to be solved to be solved • Anything that requires the learners to Anything that requires the learners to

process and transform the informationprocess and transform the information

ResourcesResources

• What the students are to consider to What the students are to consider to accomplish the tasksaccomplish the tasks

• Documents, experts available via e-mail, Documents, experts available via e-mail, searchable databases on the net, video searchable databases on the net, video conferences, books and other documents conferences, books and other documents physically available in the learner’s setting.physically available in the learner’s setting.

• If you useIf you use Blackboard or your Faculty Blackboard or your Faculty Web Site, Web Site, you need to provide active links.you need to provide active links.

• TheThe URLs URLs for the links should also be given for the links should also be given so that students could use a paper copy to so that students could use a paper copy to complete the WebQuestcomplete the WebQuest

Process and GuidanceProcess and Guidance

• The steps the learner should go through in accomplishing The steps the learner should go through in accomplishing the task.the task.– Timelines, writing requirements, bibliography Timelines, writing requirements, bibliography

requirements, concept maps, cause-and-effect diagrams requirements, concept maps, cause-and-effect diagrams etc.etc.

• Break it downBreak it down into clearly described steps into clearly described steps• There should be some There should be some guidanceguidance on how to organize the on how to organize the

information acquired.information acquired.• You can give them someYou can give them some strategiesstrategies for dividing the task for dividing the task

into subtasks, descriptions of roles to be played or into subtasks, descriptions of roles to be played or perspectives to be taken by each learner.perspectives to be taken by each learner.

• You can use this space to give You can use this space to give learning advicelearning advice or or interpersonal process adviceinterpersonal process advice. (How to brainstorm). (How to brainstorm)

• http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

Evaluation and ConclusionEvaluation and Conclusion

• We need to be able to measure results.We need to be able to measure results.• You should use a You should use a rubricsrubrics . . Students usually ask Students usually ask

if there is going to be common grade or individual if there is going to be common grade or individual grades.grades.

• http://projects.edtech.sandi.net/staffdev/buildingblocks/p-inhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmdex.htm

• A A conclusionconclusion which will which will bring closurebring closure to the to the quest. The quest. The final word.final word. It It usually summarizesusually summarizes the the experience, reminds the learners about what experience, reminds the learners about what they’ve learned, and perhaps encourages them to they’ve learned, and perhaps encourages them to extend the experience extend the experience to other domainsto other domains..

• http://projects.edtech.sandi.net/staffdev/buildingblocks/p-inhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmdex.htm

Summary - Design Steps Summary - Design Steps   

Become familiar with resources online in the content Become familiar with resources online in the content area you plan to use. area you plan to use. Master a Search Engine!Master a Search Engine!

• Organize the resourcesOrganize the resources into categories (e.g. into categories (e.g. databases, reference material, and people.) databases, reference material, and people.) Don’t lose what you find!Don’t lose what you find!

• Describe the steps the learners should go Describe the steps the learners should go through. A lot of detail and care should go into through. A lot of detail and care should go into this. This will also allow you to see how the this. This will also allow you to see how the lesson flows. lesson flows. Create aCreate a problem or scenarioproblem or scenario and and place it within the introduction, write the place it within the introduction, write the WebQuest with the student as the intended WebQuest with the student as the intended audience. Prepare and hook the reader.audience. Prepare and hook the reader.

          

Summary - Design StepsSummary - Design Steps

• Describe clearlyDescribe clearly what the end result what the end result of the learners’ activities will be. of the learners’ activities will be. Take your learners to task!Take your learners to task!

• Create a grading systemCreate a grading system, how will , how will the learners performance be the learners performance be evaluated. Be specific if it will be a evaluated. Be specific if it will be a common grade vs. individual grades.common grade vs. individual grades.

• Sum it up for them!Sum it up for them!

Feedback from the Class of Feedback from the Class of 20022002

• The following video was made using a The following video was made using a structural feedback technique. This feedback structural feedback technique. This feedback given by two students who were willing to given by two students who were willing to share their ideas and answer question about share their ideas and answer question about the two WebQuest projects they were involved the two WebQuest projects they were involved in.in.

• This help me to work on some problem areas This help me to work on some problem areas within the WebQuest project to make the within the WebQuest project to make the project better for subsequent classes.project better for subsequent classes.

• Click here…….denoyer.aviClick here…….denoyer.avi

WebQuest ExamplesWebQuest Examples

• http://www.hvcc.edu/~desnolin/projects.hthttp://www.hvcc.edu/~desnolin/projects.htmlml

• http://webquest.sdsu.edu/matrix.htmlhttp://webquest.sdsu.edu/matrix.html

• http://geocities.com/edtechwebquesthttp://geocities.com/edtechwebquest//

• http://train.rps205.com/tift2/http://train.rps205.com/tift2/• http://school.discovery.com/schrockguide/museum/webquehttp://school.discovery.com/schrockguide/museum/webque

st.htmlst.html

Additional ResourcesAdditional Resources

• www.infotoday.com/MMSchools/oct00/march.htmwww.infotoday.com/MMSchools/oct00/march.htm

• http://www.iste.org/LL/archive.cfmhttp://www.iste.org/LL/archive.cfm– Volume 28 (2000-2001) May No. 8Volume 28 (2000-2001) May No. 8– Volume 26 (1998-1999) April No. 7Volume 26 (1998-1999) April No. 7

• http://www.ozline.com/learning/index.htmhttp://www.ozline.com/learning/index.htm• http://www.macomb.k12.mi.us/wq/wqdmain.htmhttp://www.macomb.k12.mi.us/wq/wqdmain.htm

• http://www.hvcc.edu/~desnolin/websiteevaluationhttp://www.hvcc.edu/~desnolin/websiteevaluation.html.html

Your Assignment Your Assignment

• Develop a draft of an idea that you would use as Develop a draft of an idea that you would use as a WebQuesta WebQuest

• Create document using all components to a Create document using all components to a WebQuest. Use the template provided as a guide. WebQuest. Use the template provided as a guide. Roughly sketch in the elements. It doesn't have to Roughly sketch in the elements. It doesn't have to be a completed project.be a completed project.

• I will hand you out a rubrics. I will hand you out a rubrics. “Are You or Aren’t “Are You or Aren’t You a WebQuest?”You a WebQuest?”

• Please feel free to contact me if you want me to Please feel free to contact me if you want me to look at your WebQuest. look at your WebQuest.

• desnolin@hvcc.edudesnolin@hvcc.edu or ext. 7706 or ext. 7706

BibliographyBibliography

• Dodge, B (2001). The webquest page. Retrieved March 4, Dodge, B (2001). The webquest page. Retrieved March 4, 2001, from San Diego State University Web site: 2001, from San Diego State University Web site: http://webquest.sdsu.edu/webquest.htmlhttp://webquest.sdsu.edu/webquest.html

• Dodge, B. (1999). WebQuest taskonomy: a taxonomy of Dodge, B. (1999). WebQuest taskonomy: a taxonomy of tasks. Retrieved March 4, 2001, from San Diego State tasks. Retrieved March 4, 2001, from San Diego State University Web site:University Web site:http://edweb.sdsu.edu/webquest/taskonomy.htmlhttp://edweb.sdsu.edu/webquest/taskonomy.html

• Dodge, B. (1997) Building blocks of a webquest. Retrieved Dodge, B. (1997) Building blocks of a webquest. Retrieved January 20, 2002, from January 20, 2002, from http://projects.edtech.sandi.net/staffdev/buildingblocks/p-http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htmindex.htm

BibliographyBibliography

• March, T. (2000). WebQuests for learning: Why webquests?, an introduction. Retrieved March, T. (2000). WebQuests for learning: Why webquests?, an introduction. Retrieved March 14, 2001, from ozline.com Web site:March 14, 2001, from ozline.com Web site: http://www.ozline.com/webquests/intro.htmlhttp://www.ozline.com/webquests/intro.html

• March, T. (2000). Working the web for education: WebQuests 101 tips on choosing and March, T. (2000). Working the web for education: WebQuests 101 tips on choosing and assessing webquests. Retrieved January 31, 2002, from MultiMedia Schools Web site:assessing webquests. Retrieved January 31, 2002, from MultiMedia Schools Web site:http://www.infotoday.com/MMSchools/oct00/march.htmhttp://www.infotoday.com/MMSchools/oct00/march.htm

• Johnson, D.W., & Johnson, R.T. (2001) An Overview of Cooperative learning [Online]. Johnson, D.W., & Johnson, R.T. (2001) An Overview of Cooperative learning [Online]. Retrieved January 15, 2003 Available: Retrieved January 15, 2003 Available: http://www.clcrc.com/pages/overviewpaper.htmlhttp://www.clcrc.com/pages/overviewpaper.html

• Schrock, K. (2000). Kathy schrock’s guide for educators. Retrieved November 15, 2001 Schrock, K. (2000). Kathy schrock’s guide for educators. Retrieved November 15, 2001 from Discovery School Web site:from Discovery School Web site:http://www.school.discovery.com/schrockguide/webquest/webquest.htmlhttp://www.school.discovery.com/schrockguide/webquest/webquest.html

• Yodder, M (1999). The student webquest - A productive and thought-provoking use of the internet. Yodder, M (1999). The student webquest - A productive and thought-provoking use of the internet. Retrieved January 15, 2003, from International Society for Technology in Education Web site:Retrieved January 15, 2003, from International Society for Technology in Education Web site:

http://www.lesley.edu/faculty/myoder/webquest.pdfhttp://www.lesley.edu/faculty/myoder/webquest.pdf