Transcript WebQuest
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 http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html Prepared for STANSW Conference September, 1999 UniServe Science WebQuests? • Why? • What? • How? • Examples UniServe Science Why WebQuests? • based on sound teaching and learning pedagogy • well resourced on the Internet • growing community of WebQuest developers and users UniServe Science Bloom’s Taxonomy • Knowledge - the student remembers facts • Comprehension - the student understands relations and context • Application - the student can apply his knowledge to new areas • Analysis - the student can analyse and find parts • Synthesis - the student can create something unique of his own • Evaluation - the student can give value judgements based on facts http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://www.wested.org/tie/dlrn/blooms.html http://www.stedwards.edu/cte/bloomtax.htm http://illinois.online.uillinois.edu/model/bloomtaxonomy.htm UniServe Science SOLO - Structure of the Observed Learning Outcome • Prestructural - irrelevant response • Unistructural - the use of one obvious piece of given data • Multistructural - the sequential use of one obvious piece of data • Relational - the integration of the given data to form a unique conclusion or generalisation • Extended Abstract - the use of multiple interacting abstract systems to form a response. This may include a general hypothesis, assessing the quality of models and accepting open-ended answers. http://www.edfac.unimelb.edu.au/DSME/TAME/Arnold/TAME-pages/CandS4.html UniServe Science Constructivism • learning is based on students’ active participation in problem-solving • involving critical thinking • learning activity is relevant and engaging • “constructing” their own knowledge by testing ideas and approaches based on their prior knowledge and experience • applying these to a new situation • integrating the new knowledge gained with pre-existing intellectual constructs http://curriculum.calstatela.edu/faculty/psparks/theorists/501const.htm UniServe Science Dimensions of Learning Dimension 1: Positive Attitudes and Perceptions About Learning Dimension 2: Thinking Involved in Acquiring and Integrating Knowledge Dimension 3: Thinking Involved in Extending and Refining Knowledge Dimension 4: Thinking Involved in Using Knowledge Meaningfully Dimension 5: Productive Habits of Mind Marzano, R. J. (1992) A Different Kind of Classroom: Teaching with Dimensions of Learning Association for Supervision and Curriculum Development, USA UniServe Science Activities for Extending and Refining Knowledge Comparing Classifying Inducing Deducing Analyzing Errors Constructing Support Abstracting Analyzing Perspectives Identifying and articulating similarities and differences between things Grouping things into definable categories on the basis of attributes Inferring unknown generalizations or principles from observation or analysis Inferring unstated consequences and conditions from given principles and generalizations Identifying and articulating errors in your own and others’ thinking Constructing a system of support or proof for an assertion Identifying and articulating the underlying theme or general pattern of information Identifying and articulating personal UniServe perspectives about issues Science 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 http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html UniServe Science Short Term WebQuests • The instructional goal of a short term WebQuest is knowledge acquisition and integration, described as Dimension 2 in Marzano's (1992) Dimensions of Learning model. • At the end of a short term WebQuest a learner will have grappled with a significant amount of new information and made sense of it. • A short-term WebQuest is designed to be completed in one to three class periods. http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html UniServe Science Long Term WebQuests • The instructional goal of a longer term WebQuest is what Marzano calls Dimension 3: extending and refining knowledge. • After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-line. • A longer term WebQuest will typically take between one week and a month in a classroom setting. http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html UniServe Science Critical Attributes • 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. • WebQuests of either short or long duration are deliberately designed to make the best use of a learner’s time. http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html UniServe Science 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. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Because pointers to resources are included, the learner is not left to wander through web space completely adrift. • A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps. • Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps or Vee diagrams. • A conclusion that brings closure to the quest, reminds the learners about what they’ve learned, and perhaps encourages them to extend the experience into other domains. http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html UniServe Science WebQuests might also display the following: • WebQuests are most likely to be group activities, although one could imagine solo quests that might be applicable in distance education or library settings. • WebQuests might be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play. • WebQuests can be designed within a single discipline or they can be interdisciplinary. http://edweb.sdsu.edu/EdWeb_Folder/courses/EDTEC596/About_WebQuests.html UniServe Science How? • Do it yourself • WebQuest Templates http://edweb.sdsu.edu/webquest/LessonTemplate.html • Filamentality http://www.kn.pacbell.com/wired/fil/ • Web-and-Flow http://www.web-and-flow.com/ UniServe Science What is not a WebQuest? • Filamentality also caters for…. – Hotlists – Multimedia Scrapbooks – Treasure hunts – Subject Samplers UniServe Science http://www.ozline.com/learning/theory.html UniServe Science Hotlist • a collection of URLs related to a particular topic http://www.kn.pacbell.com/wired/fil/formats.html UniServe Science Multimedia Scrapbook • is a collection of Internet sites • organized around specific categories such as, photographs, maps, stories, facts, quotations, sound clips, videos, virtual reality tours, etc. • students use the Scrapbook to find aspects of the broader topic that they feel are important • students download or copy and paste these scraps into a variety of formats: newsletter, desktop slide presentation, collage, bulletin board, HyperStudio stack, or Web page • students find an area of interest from within the resources. http://www.kn.pacbell.com/wired/fil/formats.html UniServe Science A Treasure Hunt • is a collection of web pages that hold information (text, graphic, sound, video, etc.) that is essential to understanding the given topic • contains 10 - 15 links • has one key question for each web resource in the collection • defines the scope of the topic and encourages students to explore different facets of the topic • includes a culminating “Big Question” so students synthesize what they have learned and shape it into a broader understanding of the big picture http://www.kn.pacbell.com/wired/fil/formats.html UniServe Science Subject Sampler • students are presented with a smaller number of intriguing web sites organized around a main topic • the selected sites offer something interesting to do, read, or see • students are asked about their perspectives on the topic, for comparisons of experiences they have had, interpretations of artworks or data, etc. • students feel connected to the topic and that the subject matter matters http://www.kn.pacbell.com/wired/fil/formats.html UniServe Science Filamentality - the process • Define your webquest – Choose a topic – Make a collection of relevant web sites – Enter title, location and description (optional) into Filamentality – Choose categories for your web sites (up to 4) – Assign each web site to a category or make it available to all categories • Customize your WebQuest – Modify the Introduction, The Quest and Conclusion • Post your WebQuest UniServe Science Web-and-Flow also caters for …. • Concept Builder • Insight Reflector UniServe Science Exploring WebQuests! http://science.uniserve.edu.au/school/tutes/webquest/ Prepared for STANSW Conference September, 1999 UniServe Science