Week 10's Readings

Webquest

• inquiry-orientated online tool for learning
• a classroom-based lesson in which most or all of the information that students explore & evaluate comes from the World Wide Web
• can be as short as a single class period
  
• can be as long as a month-long unit
  
• usually (but not always) involve group work
• students taking on specific roles
  
• built around resources that are preselected
  
• information is used,NOT searched
  

What ain't WebQuests

• web based lessons taught on a computer screen. e.g. IVLE virtual class
• web based lessons with talking heads e.g. webcast
• do it yourself website
  
• lessons on YouTube

Benefits of Webquests

• encourages critical thinking
• encourages cooperative learning
  
• encourages authentic assessment
• encourages technology integration
• learners given real resources to work with
• learners work together
  
• work with information that is at first,unclear

Limitations of WebQuests

• not the best way to teach factual recall, simple procedures,or definitions
• finding time to design webquests
• using new tools
  
• requires learners to have a certain level of reading ability
• only effective for less defined tasks that invite creativity & problems with several possible solutions (e.g. what should be done to preserve Pulau Ubin's flora & fauna)
  

Components of a Webquest

1. Introduction - provide background information & motivational scenarios, gives overview of learning goals. can be stretched over the course of a long term webquest to engage learners
   
2. Task - formal description of what learners will have to accomplish by the end of the WebQuest.Resources for a topic on the Web is searched for --> An activity that incorporates the information from various sites is devised --> task should be interesting = most difficult & creative aspect
   
3. Process - description of the steps that are required to go through in accomplishing the task,with links embedded in each step
   
4. Resources - a list of resources (bookmarked web sites,print resources etc) that learners will need to complete the task. Recent WebQuests have them embedded within the Process section to be accessed at the apprioprate time.A variety of resources should be used to enhance the WebQuest.
   
5. Evaluation - a rubric for evaluating learners' work.Standards should be fair,clear,consistent,and specific to the tasks set.
   
6. Conclusion - allows learners to reflect on & for teachers to summate.Set aside time for discussion of possible extensions & applications of the lesson,as an honour to the constructivist principle (learn by doing,learn even better by talking about what we did). Encourage learners to suggest ways of doing things differently to improve the lesson
7. Teacher's page

• what is inside
• purpose of webquest
• statement of goals & objectives
  
• target audience
  
• any other info
• credits
  

What makes a good WebQuest

• utilize the Internet
• utilize a scaffolded learning process (temporary frameworks to support learners'performance beyond their capacities, e.g activities that help develop the right mindset, engage learners with the problem, divide activities into manageable tasks & direct students' attention to essential aspects of learning goals)
  
• to turn research based theories into dependable learning-centred practices
• inspire learners to see richer thematic relationships (thematic teaching helps learners understand why they are engaged in the current study;making logical connections among disciplines & thus increasing chance of transferring learning from one context to another, and faciliating of a sound knowledge base)
  
• faciliate a contribution to the real world of learning
  
• reflect on their own metacognitive processes through clever applications of authentic assessment (test their newly constructed knowledge against real world feedback)