production of webquests. agenda developing vs doing a webquest the basic: web-production the design...

Production of WebQuesProduction of WebQueststs

Production of WebQuesProduction of WebQueststs

Agenda• Developing vs doing a WebQuest• The Basic: Web-production• The Design

– The Task– The Process -- Scaffolding– Web Searching– Rubric

• Counter-Examples

Developing vs doing a WebQuest

• Define a problem• Develop questions• Search for and evaluate

resources• Design a site with an

audience in mind• Work on a team for

project creation• Synthesize information• Apply logical thinking• Consider and accept

multiple possible solutions

• Respond to a problem• Respond to questions• Evaluate information

within pre-selected resources

• Navigate within a site• Work on a team for

problem solution• Synthesize information• Apply logical thinking• Arrive at a possible

solution to the problem

Jonassen, D. H., Howland, J., Moore, J. & Marra, R. M. (2002). Learning to solve problems with technology: A constructivist perspective. New York: Prentice Hall. p.48

Webpage Production• Download the template at

– English version: http://www3.fed.cuhk.edu.hk/ited/webquest/webquesttemp/

– Chinese version: http://www3.fed.cuhk.edu.hk/ited/webquest/webquesttempchi/

• Modify the content• Upload to Learning Community by

using FTP

Web Design Process

• Building Blocks of a WebQuest http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

• 10 Deadly Website Sins http://www.sitepoint.com/article/deadly-web-site-sins

Creating a

WebQuest

http://www.spa3.k12.sc.us/WebQuests.HTM

Planning a WebQuest

Selecting a Topic• The WebQuest should:

– be tied to local, state or national curriculum standards;

– replace a lesson that you're not totally satisfied with;

– make good use of the Web; – require a degree of understanding that g

oes beyond mere comprehension.

http://webquest.sdsu.edu/project-selection.html

Select A Topic

http://webquest.sdsu.edu/project-selection.html

The Idea Machine• http://www.ozline.com/learning/

machine.html

WebQuest Design – The Task

• What do you want your learners to know and be able to do at the end of the experience?

• Identify the key concept, and then construct a concept map on all the related concepts

• Visit the WebQuest Portal http://webquest.org/ or the CU WebQuest Resource Bank http://www3.fed.cuhk.edu.hk/community/webquest/ to see if there are sites that work on similar concepts.

• Think about the task that can enable your learners to learn the concepts. The following are some possibilities.

WebQuest Taskonomy• Retelling Tasks • Compilation Tasks • Mystery Tasks • Journalistic Tasks • Design Tasks • Creative Product

Tasks

• Consensus Building Tasks

• Persuasion Tasks

• Self-Knowledge Tasks

• Analytical Tasks • Judgment Tasks • Scientific Tasks

Retelling Tasks• students is to absorb some information and then demonstrate that they've und

erstood it. • report by way of PowerPoint or HyperStudio presentations, posters, or short re

ports. • task requires looking for simple, sure answers to pre-determined questions, is

not a WebQuest butjust worksheets with URLs. • A modest WebQuest could be based on retelling if:

– the format and wording of their report is significantly different than what they read (i.e., the report wasn't produced by cutting and pasting);

– students are given latitude about what to report and how to organize their findings; – skills of summarizing, distilling, and elaborating are required and supported.

• Examples: – Will That Volcano Spoil Our Party – Kia Ora – Deserts of the World – Tropical Travelers

Compilation Task• Students take information from a number of sources and put it into a comm

on format• To make a compilation task qualify as a true WebQuest, there needs to be s

ome transformation of the information compiled. Simply putting a hotlist of web sites or a collection of web images together arbitrarily isn't enough.

• To ramp up the thinking skills– use information resources that are in different formats, require rewriting or refor

matting– set standards for the organization of the compilation, but don't make all the orga

nization and formatting decisions for the students. Leave some of that job for them, and evaluate their product based on the consistency and reasonableness of the organization they come up with;

– require students to develop their own criteria for selecting the items they put together and to articulate their criteria.

• Examples:– a cookbook compiled from recipes solicited from relatives

Cooking with your Three Sisters – a deck of cards to aid field trips Identifying Leaves of Pennsylvania – a selection of web resources to build a virtual exhibition 1960's Museum. – A time capsule A Separate Peace.

Mystery Tasks • A puzzle or detective story • A well designed mystery task requires

synthesis of information from a variety of sources.

• Examples:– Aztec Adventure – King Tutankhamun: Was It Murder?

Journalistic Tasks• ask your learners to act like reporters covering the event. • involves gathering facts and organizing them into an accoun

t within the usual genres of news and feature writing. • In evaluating, accuracy is important and creativity is not. • To design such a lesson, you'll need to provide the right reso

urces and establish the importance of fairness and accuracy in reporting.

• Examples:– The Vietnam Memorial – The Mexico City EarthQuake – The Gilded Age

Design Tasks• requires learners to create a product or plan

of action that accomplishes a pre-determined goal and works within specified constraints.

• Asking students to design an ideal X without also requiring them to work within a budget and within a body of legal and other restrictions doesn't really teach much.

• Examples:– Design a Canadian Vacation; Future Quest;

Designing a Home; Adventure Trip Quest

Creative Product Tasks

• production of something within a given format (e.g. painting, play, skit, poster, game, simulated diary or song) but they are much more open-ended and unpredictable than design tasks.

• The evaluation criteria for these tasks would emphasize creativity and self-expression, as well as criteria specific to the chosen genre.

• Examples: Radio Days , Sworn to Serve

Consensus Building Tasks

• the requirement that differing viewpoints be articulated, considered, and accomodated where possible.

• Examples: Vietnam Mural, Vietnam Memorial,Searching for China,

Persuasion Tasks• requiring students to develop a convi

ncing case that is based on what they've learned.

• Examples: The Amistad Case, Rock the Vote , Conflict Yellowstone Wolves

Self-Knowledge Tasks

• the goal is a greater understanding of oneself, an understanding that can be developed through guided exploration of on- and off-line resources.

• Example: What Will I Be When I Get Big?

Analytical Tasks• learners are asked to look closely at one or

more things and to find similarities and differences, to figure out the implications for those similarities and differences.

• They might look for relationships of cause and effect among variables and be asked to discuss their meaning.

• Examples: – March Madness– Meet the Immigrants– What Qualities Cause a College Teacher to be Rated

Bad?

Judgment Tasks• Judgment tasks present a number of it

ems to the learner and ask them to rank or rate them, or to make an informed decision among a limited number of choices.

• Examples : The WebQuest about WebQuests ; Evaluating Math Games

Scientific Tasks• It would include:

– making hypotheses based on an understanding of background information provided by on- or off-line sources;

– testing the hypotheses by gathering data from pre-selected sources;

– determining whether the hypotheses were supported and describing the results and their implications in the standard form of a scientific report.

• Examples: KanCRN Collaborative Research Network, Journey North

Characteristics of Driving Questions

(Tasks)• Frames the curricular unit• Worthwhile

– Contains rich science concepts/principles

– Promotes higher order thinking

– Related to what scientists really do

– Complex enough to be broken down into smaller questions

– Helps link concepts/principles across disciplines

• Feasible– Students can design and

perform investigations to answer question

– Appropriate time frame– Materials readily available

Contextualized– Anchored in the lives of

learners– Related to real-world

problems• Meaningful

– Interesting to learners– Relevant to learners own lives

• Ill-structured/Open-ended– Divergent– No straight forward answer– Complex

Summary on Choosing Tasks

• A Task should– Involve the use of the Web– Require students to understand the

learning materials and reflect in certain ways

– Inquiry-based• Normally one task for one WebQuest,

although subtasks are allowed.• No need for telling students the steps,

this should be done in the Process.

How you can do that?• Rephrase learning objectives to tasks

– The student will learn to recognize personal responsibility to the community.

– How does my community affect my life? What do I owe my community -- or do I?

• No need to specify the ways (or terms) which should be either done in the Process or be discovered by the students, e.g., – 透過這個網頁，希望你能懂得運用百分率及統計圖去進行比較，從

而反思廣告的真偽。– 究竟，買六合彩中頭獎的機會有多大呢？為甚麼在嘉年華的攤位遊

戲中總是輸多贏少呢？若然要知道答案，我們便要學會和掌握概率了。甚麼是概率？快來看看吧！

Activity• Group work• From the CU WebQuest Resource Bank http:

//www3.fed.cuhk.edu.hk/community/webquest/ , pick out any two of them

• Evaluate these 2 WebQuests by using the evaluation sheet with your group members

• Present your results to the class.

The ProcessThe ProcessThe ProcessThe Process

The Process• To accomplish the task, what steps

should the learners go through?...– Learners will access the on-line resources

that you've identified as they go through the Process....

– you might also provide some guidance on how to organize the information gathered

• Done by scaffolding: provides help at specific points in the learning process

Why Scaffold?• It allows learners to complete a

challenging task which they would not be able to accomplish without help

• Because you can’t be everywhere at once, so it’s useful to capture some of the help you’d give and make it available for just-in-time learning.

How Do We Scaffold?• By

– Providing outlines, guides and templates

– Guiding thinking through visual and other means

Key attributes of good scaffolding

• Available for Just-in-time learning• Skippable by those who don’t need it• Blends content and structure an appro

priate degree• Fades as students become more adept

http://edweb.sdsu.edu/webquest/TV/

Types of Scaffolding

Examples of Reception Scaffolds

• Guidance on how to interview an expert

• Reading guides• Dictionaries and glossaries• Observation guides

Reception Scaffolds

Transformation Scaffolds

• Guidance on applying specific transformations

Transformation Scaffolds

Examples of Production Scaffolds

• Guidance on organizing information in particular formats

• Prompted writing templates• Multimedia templates

Production Scaffolds

Scaffolding Your Own WebQuest

• For every Input, ask yourself…– Do all of my students know how to make

sense of this source of information?

• For every Transformation, ask ..– Do all of my students know how to

manipulate information in this way?

• For every Output, ask…– Do all of my students know how to produce

information in this format?

Process Guide: http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm

Scaffolding the Process• Process section

– Teachers explain to the students exactly what they are supposed to do

– Teachers direct them to specific resources – Other help files, graphic organizers,

templates, and other forms of scaffolding

How much guidance shall we give to our students (in a project)?

Scaffolding the model• Full model

– Introduction (title/topic)– Task– Process (information sources)– Evaluation– Conclusion

Scaffolding the model …• Model 1


Common project learning



What is it?

Scalfolding Heuristics versus Procedures

• Heuristic– involving or serving as

an aid to learning, discovery, or problem-solving by experimental and especially trial-and-error methods

– relating to exploratory problem-solving techniques that utilize self-educating techniques (as the evaluation of feedback) to improve performance

• Procedure– 1 a : a particular way of

accomplishing something or of acting b : a step in a procedure

– 2 a : a series of steps followed in a regular definite order <legal procedure> <a surgical procedure>

FOCUS:Five Rules for Writing a Great WebQuest• Find great sites – master a search engine;

keep record of good sites• Orchestrate learners and resources

– Ensure trouble-free group work by creating a cooperative learning environment

• Challenge learners to think– A WebQuest is not the vehicle for mastering a list

of U.S. presidents and their terms of office.– Take your learners to task like design, persuasion

amid controversy

Dodge, B. (2001). FOCUS: Five Rules for Writing a Great WebQuest. Learning & Leading with Technology, 28(8).

FOCUS:Five Rules for Writing a Great WebQuest• Use the Medium

– Access to multimedia resources such as video or audio

– Take advantage of the unique features the Internet contains

• Scaffold high expectations– Make it easy for students to succeed by providing

guides that help them acquire, transform, and present knowledge.

– Types of scaffolding include: Reception, Transformation and Production

Concept Map and Webquest Process

• Can you link up your concept map on the topic you have chosen and the different stages of WebQuest?

Four NETS for Four NETS for Better SearchingBetter Searching

Four NETS for Four NETS for Better SearchingBetter Searching

Sources: Sources: Bernie DodgeBernie Dodge (2004) retrieved at (2004) retrieved at

http://webquest.sdsu.edu/searching/fournets.htmhttp://webquest.sdsu.edu/searching/fournets.htm

What to Do Before Searching?

• Think About Your Topic• Create a 3M List of Searc

h Terms

What is NETS?

Start Narrow

Use Exact Phrases

Trim the URL

Seek Similar Pages

Google Advanced Search

Net 1: Start Narrow • Bad search

– With all the words: hong kong legislative council

• Good search– With all the words: hong kong legislative

council– With at least one of the words: voters– Without the words: democracy

Net 2: Find Exact Phrases

• Bad search– With all the words: hong kong legislative cou

ncil • Good search

– With all the words: hong kong legislative council

– With the exact phrase: political reform– Return pages written in Chinese (Traditional)

Help teachers to find out whether students’ work is being copied from Internet

Net 3: Trim Back the URL

• Start here:– http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1z

pda.htm

• Trim back segments by segments– http://www.ncrel.org/sdrs/areas/issues/students/learning– http://www.ncrel.org/sdrs/areas/issues/students – http://www.ncrel.org/sdrs/areas/issues – http://www.ncrel.org/sdrs/areas– http://www.ncrel.org/sdrs

Tell us where the pages come from;Help us to find out the missing pages

Net 4: Look for Similar Pages

Use the tool below to find pages that are linked to a page that you find useful

Rubrics for Project LearRubrics for Project Learningning

Rubrics for Project LearRubrics for Project Learningning

Why Rubic?• Evaluating student performance in areas

which are complex and vague• Giving clearer idea of what is expected

in terms of specific performance• Foster high level of learning which

cannot be scored by numbers, such as critical thinking, creativity …

• Authentic assessment tool• Evaluating a wider range of students’

work/deliverables

Authentic assessment• Learning tasks in WebQuest

involves real life activity where students are engaged in solving real-life problems

• Peer- and self-assessment– Students’ declaration on how much

they have done

Creating A Rubric for a Given Task

• Generate Potential Dimensions • Select a Reasonable Number of Dime

nsions• Write Benchmark Descriptions• http://

webquest.sdsu.edu/rubrics/rubrics.html

Potential DimensionsIfthe Task has these elements

thenconsider these as possible dimensions

Design Solution effectivenessSolution creativityJustification of solution

Oral Presentation Voice projectionBody languageGrammar and pronunciationOrganization

Persuasion Quality of argumentMatch of appeal to audienceOrganization & sequence

PowerPoint or HyperStudio Presentatio

Technical qualityAestheticsGrammar and spelling

Analysis (Scientific or otherwise)

Data gathering and analysisInferences made

Written products Grammar and spellingOrganizationFormatting

Judgment Adequacy of elements consideredArticulation of ranking criteria

Creative products Surprisingness, noveltyTechnical qualityAdherence to conventions of the genre

Compilation Selection criteria Organization

Collaboration CooperationTaking responsibilityConflict resolution

Journalism AccuracyOrganizationCompleteness

• A Rubric for evaluating WebQuests: http://edweb.sdsu.edu/webquest/webquestrubric.html

What is NOT A What is NOT A WebquestWebquest

What is NOT A What is NOT A WebquestWebquest

A web containing educational resources is

NOT a Webquest• Examples:

– 全唐詩網頁 http://members.xoom.com/tangpoetry/

– 中國超級地圖集 http://come.to/china2000

• Reasons– No Task– No Processes, No product….

Virtual Experiment is NOT a Webquest

• Examples– 永權網頁

http://home.netvigator.com/~wingkei9/ – 台灣師大物理系實驗室

http://www.phy.ntnu.edu.tw/class/demolab/index.htm

• Reasons– Just use information or tools provided by the

same website.

Web-based Learning Environment may NOT be a

Webquest• Examples:

– HAS Centre 超媒體自學中心 http://www.ied.edu.hk/has/

• Reasons:– Instructional Approach that

• Present materials• Quizzes

Inquiry-based learning but NOT on the Web is NOT a

Webquest

• Example: a website for students to download experiment instructions and worksheets to work on an experiment

• Reasons– Not involve resources on the Web.

Examples of WebQuestsExamples of WebQuestsExamples of WebQuestsExamples of WebQuests

Examples

• The Best WebQuest on the Web http://eduscapes.com/tap/topic4.htm#1

• WebQuests.com http://bestwebquests.com/• Ozline.com http://www.ozline.com/learning

/

專題研習-讓學生親自去開啟智慧的寶庫

Physical Education and the WebQuest Project

• I really thought that the webquest projects turned out to be a very educational experience. When it was first introduced in class that we had to do the webquest project I was very skeptical. I thought to myself, “How is this applicable to physical education and how are my group members and I going to find things to do this project?” As we got the project moving my outlook really changed. My group and I had to construct a health webquest so we thought about things we could use in the project, and we came up with doing it on the debate over the legal drinking age in Wisconsin. It turned out to be a really good webquest and after it was all said and done I finally realized that a person can use reading and technology in any aspect of education, even health and physical education.

Physical Education Webquest:http://academics.uww.edu/cni/webquest/PE/

EndEndEndEndSpecial thanks:Special thanks:

Prof Bernie Dodge, Adjunct Professor, Faculty of Education, Prof Bernie Dodge, Adjunct Professor, Faculty of Education, CUHK, for all the ideas he has given to our IT group;CUHK, for all the ideas he has given to our IT group;

Our PGDE students, without their contributions a local WebOur PGDE students, without their contributions a local WebQuest resource bank cannot be realized.Quest resource bank cannot be realized.

References• WebQuest for learning http://ozline.com/webquests/intro.html• WebQuest Taskonomy http://webquest.sdsu.edu/taskonomy.html• WebQuest Design Process

http://webquest.sdsu.edu/designsteps/index.html • Web Design Patterns http://webquest.sdsu.edu/designpatterns/all.htm • WebQuest Workshop• WebQuest Collections• WebQuest Templates• WebQuest Taskonomy• Why WebQuest http://www.ozline.com/webquests/intro.html • WebQuest Collection http://edweb.sdsu.edu/webquest/webquest_collectio

ns.htm • http://www2.hkedcity.net/iclub_files/a/1/119/webpage/project_learning_0

3/feature/jun04/webquest/mainpage.htm

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