Dooly+webquest+Notes

http://tommarch.com/writings/intro_wq.php =Why WebQuests?, an introduction= circa Web 1998
 * by Tom March**

Internet dif from encyclopedia= it's more alive and more full of opinions and spontaneous or high powered sound and noise. But, hovering side-by-side with these in cyberspace are also desirable gems like the [|Library of Congress], up-to-the-minute reporting like that on [|CNN Interactive], and the persuasive Web sites created by students in the [|ThinkQuest] project

Webquest
 * 1) Authenticity, pertinent, constructivist approach, learner centered, engaging questions that motivate students in problem solving and evaluating.
 * 2) engaging current, less-filtered resources on the net then mags, and encyclopedias.
 * 3) group work> specialization> depended on by rest of group> motivation
 * 4) Live posting> authentic, public, expert or outside opinion evaluation> more motivating then just completing an assignment.

it doesn't help to serve them simplified truths, boiled down examples, or step-by-step formulas. What they need are information and opinions on the topic through which they will sift until they have constructed an understanding Until the Web, this kind of activity was very difficult for the average teacher to create because collecting such a breadth of resources was next to impossible.

most important factor related to student learning and technology use is how teachers relate the technology-based activity to other learning activities

http://webquest.sdsu.edu/about_webquests.html **Some Thoughts About WebQuests** By:[|Bernie Dodge], San Diego State University 1997

**Short Term WebQuests**
1-3 days, knowledge acquisition/integration (Marzano's dimension 2) **Longer Term WebQuest** 1wk-1mo. extending and refining knowledge,(Marzano's dimension 3) usually some created product, from an understanding of material

Critical Attributes
The forms that a longer term WebQuest might take are open to the imagination, since we have few existing exemplars to go by. Some ideas: (with Marzano's thinking skills that possibly are used) 1. A searchable database in which the categories in each field were created by the learners.
 * 1) introduction
 * 2) task (doable)
 * 3) information sources (not necessarily embedded in quest)
 * 4) process (clearly described steps)
 * 5) guidance (how to organize) reminds me of my first web-surfing experiences and how lost I felt without direction, or purpose.
 * 6) conclusion (reminds learners what they've learned, extend experience)
 * 2. Classifying: Grouping things into definable categories on the basis of their attributes.
 * 4. Deducing: Inferring unstated consequences and conditions from given principles and generalizations.

2. A microworld that users can navigate through that represents a physical space. 3. An interactive story or case study created by learners. 4. A document that describes an analysis of a controversial situation, takes a stand, and invites users to add to or disagree with that stand. 5. A simulated person who can be interviewed on-line. The questions and answers would be generated by learners who have deeply studied the person being simulated.
 * 5. Analyzing errors: Identifying and articulating errors in one's own or others' thinking.
 * 4. Deducing: Inferring unstated consequences and conditions from given principles and generalizations.
 * 6. Constructing support: Constructing a system of support or proof for an assertion.
 * 7. Abstraction: Identifying and articulating the underlying theme or general pattern of information.
 * 2. Classifying: Grouping things into definable categories on the basis of their attributes.
 * 1. Comparing: Identifying and articulating similarities and differences between things.
 * 6. Constructing support: Constructing a system of support or proof for an assertion.
 * 3. Inducing: Inferring unknown generalizations or principles from observations or analysis.
 * 4. Deducing: Inferring unstated consequences and conditions from given principles and generalizations.
 * 8. Analyzing perspectives: Identifying and articulating personal perspectives about issues.

One of the examples [|WebQuest 2] would be great for working with NACA Community wikispace. except the links don't work on it. The web page gives a great tutorial at the end of the article on how to develop one's onw web quest