Buncombe County Schools
WebQuest Workshop

A WebQuest for WebQuest Builders

Developed by
David Warlick
The Landmark Project

Introduction
To use the Internet in our classrooms, it is necessary to put a face on the Internet -- to mold and shape the Net so that it fits our students needs, our curriculum, and our own teaching styles.  It is also necessary to wrap around the Internet a context for what students are doing that is meaningful to them.
Task
Your tasks are simple:
  1. To study and to engage in discussions and interactive only activities to learn what a WebQuest is, its instructional and technology management benefits, and how to plan, build, and implement a WebQuest.
  2. To create one or more WebQuest during this week that you students can use during the 2000 - 2001 school year and to register that WebQuest with Buncombe County Schools, and with the North Carolina Department of Public Instruction, and other depositories of educational WebQuests.
Process
Day 1

1.

 We will begin by exploring a few existing WebQuests.  You should visit:

Matrix of Examples

...and scan through several WebQuests that are at your grade level.  Select one to share with the other workshop participants.  You will be asked to share it with your neighbors and perhaps with the entire workshop.  As you are scanning through these WebQuests, start thinking of a topic for which you would like to develop a WebQuest.

After you have shared your selected WebQuest with other educators, please describe briefly but clearly what a WebQuest is and why they can be so useful in Education:

Your Name:
Your Text:

2.

 After viewing a presentation about WebQuests and reading the article, Building Blocks for WebQuests (by Bernie Dodge), participate in the sharing activity and then do the following Activity:

Thinking about WebQuests

3.

 Learn to build a web page by duplicating an existing WebQuest of your choice using Claris Home Page.

4.

 By tomorrow, decide on three instructional topics or themes that you teach for which you would like to create a WebQuest for your students.  You will report on these first thing on day two.
Day 2

1.

 Independent practice using web editor (Claris Home Page).  Select an existing WebQuest an duplicate it using your editor.

2.

 Learn some strategies for searching the Internet and begin finding and selecting resources.  Strategies include:

3.

 Explore various types of Tasks and select one that is appropriate for your WebQuest and its instructional objectives.

4.

 Begin work on WebQuest page(s).
Day 3

1.

 Fundamental Qualities of the Internet that are especially suited for teaching and learning
  1. Rich & Interactive Information
  2. Collaboration
  3. Contributive Expression

2.

 Independently work on WebQuests
Resources
Major WebQuest Resources

Where to Find Existing WebQuests

Web Building Resources

- HTML

- Design

- Graphics

Evaluation
WebQuest Evaluation Rubric

Objective Performance Indicator 1 Performance Indicator 2 Performance Indicator 3
Page Design & Communication Grammar & spelling are sufficient to communicate effectively.

1 pt

 The previous indicator plus text is layed out on the page so that the information is easy to read, not over textual, and easy to scan.

2 pts

 The previous indicators plus images and other graphic elements are designed to more effectively communicate ideas, motivate student excellence and to help use the WebQuest.

3 pts
Introduction & Task The theme & activities of the WebQuest should lead to student outcomes consistent with local curriculum standards.

1 pt

 The previous indicator plus the theme & activities will be engagin and motivating to students

2 pts

 The previous indicators plus theme and activities will serve to integrate disciplines and to provoke higher order thinking skills and processes.

3 pts
Process The process will reasonably lead to the completion of the described task.

1 pt

 The previous indicator plus the process is concise and clear.  Students will spend little time reading their instructions and more time completing the tasks.

2 pts

 The previous indicators plus the process is stand-alone. Students will be able to work through their tasks with little or no clarification from the teacher.

3 pts
Resources The resources are relevant to the task, process, and the learning outcomes of the WebQuest.

1 pt

 The  previous indicator plus the resources are organized and supported in a way that adds to the likelihood that they will result in the desired learning outcomes.

2 pts

 The previou indicators plus the resources provide students with opportunities to enhance their knowledge and skills beyond the expectations of this WebQuest.

3 pts
Evaluation The evaluation directly addresses the learning outcomes expected from this WebQuest.

1 pt

 The previous indicator plus the evaluation results lead to a clear assessment of the students strengths and weaknesses, and a clear assessments of the WebQuest.

2 pts

 The previous indicators plus the evaluation contains at least some elements of authentic evaluation.  Students are receiving some real-world feedback on their work.

3 pts

-- Run Rubric --
Conclusion
Now that you have completed your first WebQuests, share them with other educators.  You may submit it to the Buncombe County Schools listing of WebQuests, North Carolina WISEOwl at the North Carolina Department of Public Instruction, and also to Bernie Dodge's WebQuest Page.