WebQuest Design Patterns

Please note that the deadline to withdraw from classes is Tuesday, March 7. If you withdraw from EDIT 2000 after this date you will be assigned a WF. I will be sending out attendance notice in the next few days for anyone who has missed more than 1 class - please note the attendance policy in the syllabus.

Have you sent your response to the 5 questions from Tuesday's class? You can still earn a few points if you send it by 5:00 pm today!

It seems like the majority of you have found some direction in where you are going with your WebQuest. You've done a good job of choosing topics that really lend themselves to WebQuests - now let's put your ideas into a useable format.

How do you ensure that students will be engaged in your WebQuest activity? View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a "hook" or introduction and your WebQuest category.

Now that you have an idea for your WebQuest, how will you design the entire process section for your learners? What are the major components of a WebQuest and what is the role of each in the learning activity? The Building Blocks of a WebQuest page will help you to better understand the purpose of each.

So, how do you get started writing your own WebQuest? The WebQuest Design Process
flowchart created by Tom March is a great way to keep track of what you are doing.

Now that you have an idea for content flow how do you put it all together into a web-based learning activity?

9:30 class: We will be testing out a new way of creating WebQuest by using the QuestGarden tool designed by Bernie Dodge. This tool will allow you to create your WebQuest through an online template and automatically upload it to the web when it is complete.

1. Go to the website and create a login name and password (I recommend using your MyID -- I will have no way to access your login information should you forget it).
2. Create a new WebQuest.
3. Follow the steps provided to complete your WebQuest. It is strongly recommended that you work on long sections (Introduction, Process) in Word and then copy/paste the text into questgarden.
4. Don't forget to click the "Submit" button each time you want to save your work or go to a different page within your Webquest.
   
5. Complete at least 1/3 of your WebQuest before Tuesday's class.

11:00 class: Bernie Dodge has put together a large list of templates you can use to create your activity.

1. Choose the appropriate template from the WebQuest Design Patterns page. You should download the student page only. You can access the template for the teacher page here.
2. Open your student page (student.htm) in Word. You may need to choose "all files" in the Open Files window in order for Word to know to open an .htm file.
   
3. Spend some time working on your WebQuest, making sure to check the project description and rubric to ensure you are including all required elements. Have at least 1/3 of your WebQuest completed by Tuesday's class.
   

On Tuesday, you will be given the majority of class to work on your WebQuest. You will need to complete at least half of your WebQuest before next Thursday's class - as we will be working in groups to review them.

Here are some questions to consider as you are working on your WebQuest (you do not need to turn in responses to these questions):
*Is your WebQuest topic authentic in order to engage your students?
*Is your WebQuest task challenging and doable?
*Do your learners need to think independently and critically during the WebQuest activity?
*Is collaboration between your students important for the successful completion of the WebQuest?
*What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?

What is a WebQuest?

What exactly is a WebQuest? What are its main characteristics? What are your initial reactions to WebQuests in terms of teaching and learning? What advantages and disadvantages do you see in teaching with WebQuests? What standards in your content area lend themselves to WebQuests?

Viewing exemplary webquests is a good way to get started on your own. Go to the main WebQuest page and click the words "Find WebQuests" on the left navigation bar. Using the Curriculum/Grade Level Matrix (in the middle of the page), spend a few minutes viewing 2 or 3 WebQuests in your content area. You can also see interviews with teachers who have used WebQuests here.

Hopefully, you're beginning to formulate an idea for a "hook" for your own WebQuest. It may be related to work you have already done in our class or work you are currently completing in other courses. It could even be something completely new in your content area. After you have some ideas together, review the WebQuest assignment so that you are clear on what is expected. Before Thursday's class, you'll want to identify your WebQuest topic. Use this website to help you in the selection process.

Generally, a good WebQuest topic should have some inherent complexity, such as controversial issues, multiple perspectives, unknowns, etc. The topic needs to have your students take information in and transform it, using their own judgement and creative problem-solving techniques -- a LoTi level 4 or higher -- the learning should be authentic. Certain topics tend to lend themselves more to the WebQuest format than others.

By 9:00 am on Wednesday, March 1-- please email a response to the following questions related to your WebQuest. Make sure to include your name in the body of the email. I will provide you with feedback about your topic choice via email before class on Thursday, March 2.

1. Briefly describe your topic
2. Why did you choose this topic?
3. How will your WebQuest be tied to Georgia or national curriculum standards?
4. How will web resources play an important role in your WebQuest?
5. How will your WebQuest require students' deep understanding or higher-level thinking instead of mere comprehension?