Put the Title of Your

Project Heresjarvis (centered)

Introduction:


Write a good, solid paragraph here to introduce the WebQuest to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview.

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The Tasks:

Describe crisply and clearly what the end result of the learners' activities will be. The task could be a:
  • series of questions that must be answered,
  • summary to be created,
  • problem to be solved,
  • position to be formulated and defended,
  • creative work, or
  • anything that requires the learners to process and transform the information they've gathered.

The Resources:

Use this space to point out at least five (5) unique domains/places on the Internet that will be available for the learners to use to accomplish the tasks. At least three (3) of these should include some element of an interactive game, quiz, or activity. Embed the links (as illustrated below) within a two to three sentence description of each resource so that your learners know in advance what they're clicking on. The link should take the student directly there, rather than having to navigate through a maze.
1.  Sample EDU 330 WebQuests at FHU has been designed to aid you in the creation of your webpages. Created by undergraduates in EDU 330, these projects will give you an idea of how to go about setting up your own interactive webpages. (This is just an example with a link embedded within it.)

2.  Sample EDU 506 WebQuests at FHU has been designed to aid you in the creation of your webpages. Created by graduates in EDU 506, these projects will give you an idea of how to go about setting up your own interactive webpages. (This is another example with a link embedded within it.)

3.  Instructions for Interactive Webpages have been written by Dr. Bruce Lewis to provide detailed, step-by-step instructions for the creation of your web projects. Two different versions are available depending upon your operating system. (This is another example with a link embedded within it.)

4.  ... and so on. (Excellent educational resources are indexed on the bookmarks page on the server and from the computers in the Technology Training Center -- through Netscape Communicator's bookmarks.)

5.  ... and so on.

The Process:

To accomplish The Task (above), what steps should the learners go through? The steps should follow the same order as your Resources. Each item of The Process should be linked (again) as in The Resources, but should also detail exactly what the students are to do at each site/step. (The simplest way to accomplish the insertion of the process materials is to copy the #1-5 resources above and paste into place here. Then all that is further required is to add directions as to exactly what the students are to do at each site/step.)
1.  This is step one and might say something like: Visit the Sample EDU 330 WebQuests at FHU and look at how the undergraduates in EDU 330 designed their projects. Notice that some used a Learning Center approach, while others used Learning Activity Packets. (This is just an example with a link embedded within it.)

2.  The next step might be to visit the Sample EDU 506 WebQuests at FHU and look at the variety of projects. Notice how the graduates in EDU 506 used images, backgrounds, and dividers to add to the appeal of their interactive webpages. (This is another example with a link embedded within it.)

3.  This is the third step and might say something like: Visit the Instructions for Interactive Webpages site by Dr. Bruce Lewis and make a hard-copy print-out for your own uses. (This is another example with a link embedded within it.

4.  ... and so on. (By the way, you are not allowed to duplicate a WebQuest that has already been done in either EDU 330 or EDU 506!)

5.  ... and so on.

6.  Create an interactive game, quiz, or activity at Quia.com based on a review of The Tasks.

Learning Advice:

Here you would provide some additional guidance on how to organize the information gathered. This advice could include suggestions to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about.

It's possible that the learning advice would flow best if merged within The Process description. However, if you're providing a lot of advice, or if the data gathering and analysis process has more than a few steps, it might be best to break Learning Advice out to a separate section.

Expectations & Evaluation:

This is perhaps the single most important section of the WebQuest, since it sets down what is expected of the students and explains how the student's work will be evaluated. The Rubric will be used in evaluation and should be constructed to serve as a guide for the students to understand what is expected of them, to serve as a guide for parents, administrators and others who view the students' work for a clear idea of expectations so evaluation informs instruction better and makes it clear to all involved just how the teacher and others should make constructive criticisms and evaluations of their work. It is the key component in demonstrating "Authentic Assessment" at its best.

<editorial note>
An Editorial Note on "Authentic Assessment." The key to "Authentic Assessment" is a matter of scholarship. Scholarship is making one's work public, engaging in peer review, and then passing your work on so others may use it. By making one's work public, we share our ideas with others and thereby allow comment and criticism from peers. This peer review then allows the scholar to reevaluate, reformulate, or otherwise mess with the text if so desired. However what this does, unlike the high stakes test, it allows an interaction between the writer and the reader and thus promoting scholarship and informing instruction rather than drive instruction as the high satkes test does. This review process is crucial in education and is sorely lacking from any form of high stakes test, which by the way is not held accountable by anyone, which I find ironic and criminal since they have so much power over our kids, teachers, and kids. Basically the high stakes test makers are holding education hostage and this is my way of trying to break free. Once the work has been made public and peer reviewed it is left on the web for others to see, use, and modify. This is scholarship in its purest and richest form. The next step in promoting "Authentic Assessment is to boycott the highstakes tests.
</editorial note>

Conclusion:

Put a couple of sentences here that summarize what they will have accomplished or learned by completing this WebQuest. You might also include some rhetorical questions that encourage them to extend their thinking into other content areas. Include a link to your PowerPoint Presentation here.

This page originally written by Dr. Bernie Dodge and last updated on April 7, 1995. (Remove this line when finished using this template!)

Modified for http://teach.fhu.edu/technology/edu506/default.html by Dr. Bruce Lewis on November 1, 2000. (Convert this last line to be your name [linked to your e-mail address] and the date when you created/modified/updated your page.)

This template has been modified from it's Original site by Ted Nellen on June 7, 2001.