Report on the Work Set 2
(WebQuest, Innovative Educational Technology
for Schools)
Directed by Students of the Master Program
in C&I and MEF: Promotion1
Ms. Jutatip LUECHAI 5614653309
Ms. Phattareeya SUKPRASERT 5614653333
Mr. Worawit CHAOKIJKHA 5614653350
Ms. Sirinthip CHEVAKITJAROEN 5614653376
Ms. Akaraya PUENGCHAROEN 5614653392
Ms. Akaraya PUENGCHAROEN 5614653392
Presented to
Dr. Nopphawan CHIMROYLARP
This report is part of the course project
01162531
"ICT in Education and Curriculum
Development"
TOPIC: WebQuest, Innovative Educational Technology for Schools
• Meaning of WebQuest
A
Web Quest is a specific kind of web-based learning activity. It was developed
by Bernie Dodge, a professor of educational technology at San Diego State
University. The web Quests provide students with the opportunity to work
independently or in small group activities that incorporate research, problem
solving, and application of basic skills. This teacher-created lesson guides
student research using the Internet while incorporating skills such as problem
solving.
The simpler web activities designed for students to investigate and collect new knowledge from web-based sources can also be a more engaging and effective replacement for read the chapter and complete the review questions. This tutorial will walk you through the basics to create a simple or more elaborate activity.
Moreover, the quality of your Web Quest depends on the ideas and thought that go into in more than on flashy presentation technologies. It’s easy to create a mediocre Web Quest, and it’s far more difficult to create quest that really works well.
The simpler web activities designed for students to investigate and collect new knowledge from web-based sources can also be a more engaging and effective replacement for read the chapter and complete the review questions. This tutorial will walk you through the basics to create a simple or more elaborate activity.
Moreover, the quality of your Web Quest depends on the ideas and thought that go into in more than on flashy presentation technologies. It’s easy to create a mediocre Web Quest, and it’s far more difficult to create quest that really works well.
• Components
We can divide into 6
components
1. Introduction
The goal of the introduction is to make the activity desirable and fun for students related to students' interests or future goals, to set the stage for the activity.
2. Task
The task is a description of what students will do, will have accomplished by the end of the WebQuest. The teacher finds resources for the student that incorporates the information from the various sites. This task should be interesting. The task should be appealing, inherently important and fun for the students.
1. Introduction
The goal of the introduction is to make the activity desirable and fun for students related to students' interests or future goals, to set the stage for the activity.
2. Task
The task is a description of what students will do, will have accomplished by the end of the WebQuest. The teacher finds resources for the student that incorporates the information from the various sites. This task should be interesting. The task should be appealing, inherently important and fun for the students.
3.
Process
This is a description or plan of the steps learners should go through in accomplishing the task with links.
4. Resources
This section of the WebQuest consists of a list of the resources that the students will need to complete the task. WebQuests should have materials that supplement the online resources. These include things such as videos, audio and models or other motivational techniques.
5. Evaluation
WebQuest must have evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set. Many of the theories of assessment, standards apply to clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation.
6. Conclusion
This step allows for reflection by the students about process and summation by the teacher. Especially, we should discuss about lesson and talk about what we did. For the concluding, the teacher can ask the students who can suggest ways of doing things differently to improve the lesson.
This is a description or plan of the steps learners should go through in accomplishing the task with links.
4. Resources
This section of the WebQuest consists of a list of the resources that the students will need to complete the task. WebQuests should have materials that supplement the online resources. These include things such as videos, audio and models or other motivational techniques.
5. Evaluation
WebQuest must have evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set. Many of the theories of assessment, standards apply to clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation.
6. Conclusion
This step allows for reflection by the students about process and summation by the teacher. Especially, we should discuss about lesson and talk about what we did. For the concluding, the teacher can ask the students who can suggest ways of doing things differently to improve the lesson.
• Design Steps and Process of Webquest development
Technology and WebQuest can be very easy and simple, as long as we can create a document with hyperlinks. It means that a WebQuest can create in Word, PowerPoint or even Excel and the form of a diagram.
There are 4 steps that teacher or WebQuest designer needs to go through before starting to teach on the actual WebQuest elements:
1. We need to familiarize with the resources that is available on-line in their own content area.
2. We have to organize the content according to their relevance (can be main ideas in the subject areas, examples, references, etc.) with the lesson-to-be-taught.
3. We have to identify topics that fit in with their curriculum and for which there are appropriate materials online.
The steps for creating a WebQuest come to give flesh and bones to the teacher's choices.
Below are the 6 parts of WebQuests:
1. Introduction: It provides a general description of the WebQuest and assigns the roles to students.
2. Task: This section describes what students need to achieve, by presenting the research question. The question must be posed in a way that allows students to propose several solutions, based on their research.
3. Process: Students are guided through the process/task of the WebQuest.
4. Resources: To provided students’ facility the generation answers to the research question. The resources vary, according to the topic of the WebQuest, and can be websites, videos, pictures, stories, etc.
5. Evaluation: The teacher can use an evaluation rubric to assess students' performance as well as the effectiveness of the WebQuest. The rubric is specifically designed around the task and is related to the tangible product (presentation, report, etc.) that students create.
6. Conclusion: The WebQuest must be designed in a way that affords reflection on behalf of the students as well as feedback.
The official WebQuest website provides a linear description of the design process, as well as multiple links to resources related to functional WebQuests. According, the first step is to select a topic according to the area that students are expected to gain knowledge on, which is in accordance to the curriculum standards.
Many teachers upload their own experiences on YouTube, describing what worked and how, examples of implementations, and ideas for creating WebQuests. This type of networking seems to be a valuable resource for educators since the videos are highly visited (as observed by the number of views under each video).
• Supplementary Media
Supplementary
Media or Tools for Adaptation is a tool that helps adapting a WebQuest. It
composes with link replacements, primary sources and data, collaborative
experience, process and product resources, and multimedia resources.
• Link Replacements
In this part, you can fix a link that's broken by going back to the root of the web link. Or removing the page file name and just leaving the web-server and sub-directory.
• Primary
Sources and Data
If you need sources of data and primary materials for your work. You can seek online news or reference tools. And you can use some of the following materials to help locate quality information sources:
If you need sources of data and primary materials for your work. You can seek online news or reference tools. And you can use some of the following materials to help locate quality information sources:
§ Digital and Virtual Field Trips from
Teacher Tap
§ Digital and Virtual Libraries from
Teacher Tap
§ Digital and Virtual Museums from
Teacher Tap
§ Primary Sources and Real World Data from
Teacher Tap
§ Real Time Data Sites from
CIESE
• Collaborative
Experiences
You may want to participate with students through email or in a threaded discussion. Children may discuss online with experts or share ideas with children in other countries. Use some of the following materials to help locate collaborative opportunities:
You may want to participate with students through email or in a threaded discussion. Children may discuss online with experts or share ideas with children in other countries. Use some of the following materials to help locate collaborative opportunities:
§ Ask An Expert from
Teacher Tap
§ Book Review Projects from
Teacher Tap
§ Discussion Tools from
Teacher Tap
§ Email Tools from
Teacher Tap
§ Online Annual Events from
Teacher Tap
§ Online Collaborative Projects from
Teacher Tap
• Process
and Product Resources
Students should be actively engaged in the WebQuest materials. And students need to review key concepts, build skills through practice, or challenge themselves. They also need to skills in product development. Collaborate with games and tutorials on your WebQuest. Use some of the following materials to help locate process and product resources:
Students should be actively engaged in the WebQuest materials. And students need to review key concepts, build skills through practice, or challenge themselves. They also need to skills in product development. Collaborate with games and tutorials on your WebQuest. Use some of the following materials to help locate process and product resources:
§ Contests, Fairs, and Publishing:
Sharing On the Web from Teacher Tap
§ Copyright Issues from
Teacher Tap
§ Citing Internet Resources from
Teacher Tap
§ Electronic Postcards in the Classroom from
Teacher Tap
§ Evaluating Internet Resources from
Teacher Tap
§ Interactive Websites, Games, and Activities from
Teacher Tap
§ Magnet Poetry, Stories, & Mad
Libs: Writing Fun on the Web from Teacher Tap
§ Plagiarism and the Internet from
Teacher Tap
§ Search Strategies from
Teacher Tap
§ Search Tools from
Teacher Tap
§ Ten Technology Tools from
Teacher Tap
§ Ws of Information Inquiry from
Information Inquiry for Teachers
• Multimedia
Resources
For decorating the WebQuest you can use online resources for visuals:
For decorating the WebQuest you can use online resources for visuals:
§ Visual Resources; Photos and Clip Art from
Teacher Tap
§ Public Domain / Copyright Free Media from
Teacher Tap
§ Multimedia Seeds - Audio, Video,
and Visual Resources
• Inquiry
and Information Tools
When students need assistance for their work: they can use below resources to assist in their projects.
When students need assistance for their work: they can use below resources to assist in their projects.
§ ThinkTank:
Tool for brainstorming and organizing topic ideas.
Web
2.0 Applications:
Blogs. Incorporate blogs, audio casts, and podcasts as communication tools.
Blogs. Incorporate blogs, audio casts, and podcasts as communication tools.
§ Walt Whitman WebQuest: Singing the
praises of American life Wiki: Involve young
people in creating a wiki as part of a WebQuest
Google
Earth:
Incorporate Google Earth as a tool to explore literature connections.
• WebQuest Example
EX1.
Dino Quest:
It
made by Ruby Carreon from Azusa Pacific University
It
allows students to learn about paleontology. And will lead students to
understand the process of a fossil in order to make it into a museum.
Author
separated Web Page into 2 main pages; student page and teacher page.
In
the student page, it composes with 6 parts which are introduction, task,
process, evaluation and credits.
-Introduction:
talking about what students are going to do.
-Task:
explaining about students’ work tasks.
-Process:
describing how students can achieve their works step by step.
-Evaluation:
showing the table of how students will be evaluated.
-Credit:
giving resources for where author took pictures and videos from and also giving
a little biography of author.
In
the teacher page, there are 5 parts which are introduction, learners,
standards, process and resources.
-Introduction: introducing
about what this WebQuest serves.
-Learners: showing
the level of students who can attend this lesson.
-Standards: showing
the standards and objectives of this lesson.
-Process: giving
a suggestion for teachers who will use this WebQuest in order to use it effectively.
-Resources: telling
about the tools that can be useful for this lesson.
EX2.
Quest for Fun
It
made by Linda Adkins from Montello Elementary School
It
separated into 2 main sections which are student page and teacher page.
In
the student page, there are 6 parts of introduction, task, process, evaluation,
conclusion and credits.
-Introduction: just
a tiny but interesting welcome address.
-Task: giving
a fun task to students.
-Process: describing
each tasks with eye-catching photos.
-Evaluation: students
need to tell teacher what they like about this fun quest.
-Conclusion: proposing
readers a link to give feedback to author.
-Credits: giving
a special thanks to who author took animated pictures from and also to the
subscribers.
In
the teacher page, there are only 5 parts of introduction, learners, standards,
process and resources.
-Introduction: (nothing
written in the part)
-Learners: declaring
who is suitable for this WebQuest.
-Standards: giving
the objective of this WebQuest.
-Process: (nothing
written in this part)
-Resources: (nothing
written in this part)
EX3.
The Outsiders Quest
It
made by Caitlin Coles from Georgian Court
It
combined with 2 main sections: student page and teacher page.
In
the student page, there are 6 parts which are introduction, task, process,
evaluation, conclusion and credits.
-Introduction: addressing
of what students will become after reading The Outsiders.
-Task: giving
the work tasks that students have to do.
-Process: giving
the details and websites that are necessary for students in order to create
their works.
-Evaluation: showing
the table of rules that students will be evaluated.
-Conclusion: letting
students know that they have to present their works to the class.
-Credits: giving
a little biography of author.
In the teacher page, there are 5 parts which are introduction, learners, standards, process and resources.
-Introduction: stating
the aims of this WebQuest.
-Learners: informing
that this project is operable for everyone.
-Standards: (nothing
written in this part)
-Process: explaining
what teachers should prepare for this lesson and what is the concept of this
work.
-Resources: giving
the book name which is the source of this quest.
And
here is the WebQuest example that we found from the internet
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