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Date Posted: 09:30:08 03/27/11 Sun
Author: Tati Miranda
Subject: Taks 9 - Part II - What´s a WebQuest?

Girls, I´d like to add this important aspects for our short report about WebQuest theoretical foundations...
Are we going to do it together or do you want me do summarize the text and post it as a group? I´m waitinf for your answers...

WebQuests are interactive learning units that use a variety of Internet resources. According to Bernie Dodge from San Diego State University there are two types of WebQuests: short-term and long-term. The short-term involves knowledge acquisition and integration, making sense of a large amount of information. It can be completed in one to three class periods. A longer-term WebQuest extends and refines knowledge. Students transform information and demonstrate what they've learned by developing a survey, discussion area, or response form. Long-term WebQuests can take from one to four weeks to complete.
From: http://alicechristie.org/edtech/wq/about.html

By thinking critically during a WebQuest, students are able to:
• Identify the similarities and differences among Internet resources as well as the bias, purpose, and point of view of different web sites.
• Assess the credibility of the information collected, decide what to believe about an issue, and evaluate the beliefs of others.
• Interpret the significance of the information collected and synthesize the information to generate hypotheses, form conclusions, and complete a specific task.
From: http://alicechristie.org/edtech/wq/about.html
Components of a WebQuest
Introduction
The purpose of the introduction section of a WebQuest is twofold: first, it's to orient the learner as to what is coming. Secondly, it should raise some interest in the learner through a variety of means. It is an introduction that sets the stage and provides some background information.

The Task
The task in a WebQuest is a description of what the learner will accomplish during the exercise. It could be a product, like a digital video, podcast, or PowerPoint™ presentation, or it might be a verbal act, such as being able to explain a specific topic. The task should be doable and interesting.

The Process
In the process phase of a WebQuest, the teacher suggests the steps that learners should go through in completing the task. It may include strategies for dividing the task into subtasks, descriptions of roles to be played or perspectives to be taken by each learner. The instructor can also use this place to provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session.

Resources
The resources in a WebQuest are a list of web pages which the instructor has located that will help the learner accomplish the task. They should be pre-selected so that learners can focus their attention on the topic rather than surfing aimlessly. Print resources may also be included.

Evaluation
An evaluation rubric is called for. Check out these sample rubrics. Since the learning we're looking for is at the loftier reaches of Bloom's Taxonomy, we can't gauge it (readily) with a multiple-choice test. Click here (and scroll) for an example of chart outlining WebQuest activities that use each of Bloom's seven levels of thinking.

Conclusion
A conclusion that brings closure to the quest, reminds the learners about what they've discovered, and perhaps encourages them to extend the experience into other domains. The Conclusion section of a WebQuest provides an opportunity to summarize the experience, to encourage reflection about the process, to extend and generalize what was learned, or some combination of these. It is a critically important piece, rounds out the document, and provides the learner with a sense of closure.

Reflection
This activity encourages learners to reflect about which resources they found most helpful during the WebQuest. It also encourages learners to reflect on the collaboration process. Finally, learners should reflect on the validity and relevance of the resources they used.

Extension
Extension activities provide opportunities for students to extend their learning beyond the WebQuest both in and outside the classroom. It might also provide opportunities for students to create their own WebQuests to share with their peers.

Notes to the Teacher
This section includes the goals and objectives of the WebQuest, hints on managing a WebQuest, extensive resources for the teacher in planning and implementing the WebQuest, and other appropriate on- and off-line materials.
From: http://alicechristie.org/edtech/wq/about.html

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