Using WebQueststo Enhance Learning

Alice A. Christie, Ph.D.Arizona State University West

Overview

Definitions Durations Constructivism Components Benefits Examples

WebQuests

What is a WebQuest?

Term coined by Bernie Dodge of UCSD An interactive learning experience that:

explores a theme or question enhances learning through use of:

Internet resources print resources when appropriate

Learning

Maximize student learning by: organizing the learning process into

tangible tasks providing links to appropriate

Internet sites providing learning advice providing clear expectations to

students

Net Resources

Searchable databases Documents that provide

information or elicit analysis of a situation

Microworlds that can be navigated Interactive stories Case studies On-line interview simulations

Other Resources

Print materials Newspapers Magazines Brochures

Personal interviews Opinion surveys

Duration

Short-term (1-3 class periods): acquiring and integrating knowledge making sense of a large amount of

information

Long-term (1-12 weeks): extending and refining knowledge transforming information and demonstrating

what is learned

Constructivism

Engagement in a problem-based process An interdisciplinary approach requiring:

open-minded and critical thinking interpreting, analyzing, evaluating and

drawing inferences problem-solving reflection

Active involvement of students in the learning process

Collaboration with others Structured ways for students:

to guide themselves through discovery of new material

to apply new learning to past experiences to evaluate Internet information

Constructivism

Components of WebQuests

Introduction The Task The Process Resources Evaluation

Conclusion Reflection Extension Notes to the Teacher

Introduction

Purpose: to explain the WebQuest process to raise the learner’s interest in the

WebQuest to provide an overview of the content of the

WebQuest to provide background information about

the content of the WebQuest

The Task

A description of what the learner will accomplish during the WebQuest

Possible tasks should be viable and interesting and may include: HyperStudio stack or a PowerPoint

presentation a speech or letter to the editor a skit, poster or brochure a fair or celebration for sharing

The Process

Steps that learners takes to complete the task Strategies for dividing the task into subtasks Descriptions of roles to be played or

perspectives to be taken by each learner Learning advice Interpersonal process advice

Resources

Web pages or links that the instructor has located that will help the learner accomplish the task

Pre-selected sites or links that help learners focus attention on the topic rather than searching for sites aimlessly

Useful print resources

Evaluation

Rubrics rather than multiple choice tests for learner evaluation Process Product

Evaluation of both lower order and higher order thinking skills

Conclusion

Brings closure to the WebQuest Reminds learners of their discoveries Encourages learners to apply their WebQuest

experiences to other situations Helps learners summarize and reflect on their

WebQuest experiences

Reflection

Encourages learners to reflect about: which resources were most helpful the validity and relevance of the resources

used content (new understandings) process (collaboration, roles, how learning

occurred)

Extension

Opportunities to extend learning beyond the WebQuest both in and outside the classroom

Opportunities for students to create their own WebQuests to share with their peers

Notes to the Teacher

Goals and objectives of the WebQuest Linkage to state and national standards Hints on managing the WebQuest Extensive resources for the teacher in planning

and implementing the WebQuest Other appropriate on- and off-line materials

Benefits of WebQuests

Interdisciplinary Learning Higher Order Thinking Skills Social Skills Collaborative Learning Diverse Thinking Reflection

Interdisciplinary Learning

Students make essential connections between and across content

Connections help students relate learning to real-life experiences

Students have deeper understanding and more meaningful learning with: rich content authentic problem-solving

Thinking Skills

Students Decide what to believe about an issue Evaluate the beliefs of others Interpret the significance of collected

information Synthesize information to generate

hypotheses, form conclusions, and complete specific tasks

Identify the similarities and differences among Internet resources

Evaluation Skills: CARS

Students evaluate: Credibility of the information, author, or host Accuracy of information, including timeliness

and completeness Reasonableness of the information - freedom

from bias, balance, and objectivity Support for the site - availability of confirming

information, sources, and contact information

Social Skills

Students develop social skills including: listening, cooperating, and affirming others giving and taking constructive criticism accepting differing view points expressing opinions effectively using language that will appeal to specific

audiences

Collaborative Learning

Students: use a collaborative process of discovery to

facilitate learning take ownership of their learning

Collaborative learning fosters: a communal learning environment constant comprehension checks opportunities for exchanging ideas

Diversity Students are:

exposed to multiple ways of viewing ideas or content

encouraged to develop open-minded thinking

able to understand and respect diversity and people from cultures different than their own

Careful, Deliberate Reflection

Students: make sense of what they experience and

how to proceed evaluate their own thinking and problem-

solving processes A shift of emphasis:

from the product - or answers to specific questions

to the process of constructing knowledge

Examples of WebQuests

Alice Christie’s WebQuest Page Alice Christie’s WebQuest Matrix Bernie Dodge’s WebQuest Page Bernie Dodge’s Matrix Examples of Evaluation Rubrics

Enjoy Using WebQuests

Alice A. Christie, Ph.D.

alice.christie@asu.eduhttp://www.west.asu.edu/achristie/