Difference between revisions of "Creating a WebQuest to Teach Pet Emergency Preparedness"

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==[[Unit III: Characteristics of Effective WebQuest Design]]==
 
==[[Unit III: Characteristics of Effective WebQuest Design]]==
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WebQuests can be designed within a '''single discipline''' or they can be '''interdisciplinary'''.  Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area [[http://webquest.sdsu.edu/about_webquests.html 1]].
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WebQuests promotes '''collarbortive work''' and group activites amongst students.  Students work together to complete a task and to create a project to show their completed research.  Students could work together to create a slideshow presentation, create a pamphlet using computer software, create a short video, a public service annoucement or any other multimedia presentations. 
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Webquests also adds '''motivational elements''' to its basic structure by giving students a role to play.  The roles students can play and scenarios that teachers can create are endless.  Role-playing also encourages students to look at issues from multiple perspectives. The group then synthesizes the information they find and creates a product that demonstrates their learning [[http://www.thematzats.com/webquests/page4.html 2]].
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Back to [[Creating a WebQuest to Teach Pet Emergency Preparedness]]
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Move on to [[Unit IV: Design a WebQuest]]
  
 
==[[Unit IV: Design a WebQuest]]==  
 
==[[Unit IV: Design a WebQuest]]==  

Revision as of 20:11, 13 May 2008

Onepaw.gif Miriam Ramos' Portfolio

Catandlaptop.jpg

Onepaw.gifIntroduction to Inquiry-based Activity

Welcome to my professional development lesson, Creating a WebQuest. Designed by Bernie Dodge and Tom March at San Diego State University in 1995, a WebQuest is an inquiry-based activity in which the information the learner interacts with comes from resources from the Internet. In WebQuests sstudents learn to work in a collaborative environment and become responsible for their own learning--and they use technology to complete a task. There are five components used to help teachers design a WebQuest: Introduction, Task, Process, Evaluation, and Conclusion.

Onepaw.gif Performance Objectives

General outcomes: Through cooperative and collaborative work, participants will gain an understanding of how a WebQuest is created, how WebQuests are tools that can be used in any subject matter and will demonstrate how to apply the concepts of a WebQuest lesson.

Specific outcomes: After completing this course the learners should be able to:

  • Choose resources from the Internet to use in a WebQuest
  • Create a WebQuest for your content area
  • Develop plan to implement WebQuest learning in the classroom

To learn how to create a WebQuest, read the following step-by-step process:


Unit I: What is a WebQuest

Unit II: Process

Unit III: Characteristics of Effective WebQuest Design

WebQuests can be designed within a single discipline or they can be interdisciplinary. Given that designing effective interdisciplinary instruction is more of a challenge than designing for a single content area [1].

WebQuests promotes collarbortive work and group activites amongst students. Students work together to complete a task and to create a project to show their completed research. Students could work together to create a slideshow presentation, create a pamphlet using computer software, create a short video, a public service annoucement or any other multimedia presentations.

Webquests also adds motivational elements to its basic structure by giving students a role to play. The roles students can play and scenarios that teachers can create are endless. Role-playing also encourages students to look at issues from multiple perspectives. The group then synthesizes the information they find and creates a product that demonstrates their learning [2].


Back to Creating a WebQuest to Teach Pet Emergency Preparedness

Move on to Unit IV: Design a WebQuest

Unit IV: Design a WebQuest

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