WebQuest Requirements

This project requires another collaborative effort by your team. Section IV of your team's thematic unit description identified the learning outcomes for your students. You and your team will design one of the learning activities to support some aspect of those learning outcomes. This is the first of several learning activities you will design in the course to support the unit as you explore how technology can effectively support learning.

The Internet is an incredible resource for learning, but without providing goal-oriented activities, students can easily become overwhelmed by a sea of information or stumble upon inappropriate content. WebQuests define structured, goal-oriented activities for using the internet to support learning. A WebQuest is a collaborative and inquiry-oriented activity in which some or all information that learners need to complete a challenging task comes from resources online.

About WebQuests

• WebQuest introduction Handout
• WebQuest Design Patterns (Different types of WebQuest tasks)
• A class of 1st and 2nd grade gifted students explain what a webquest entails, what they think about webquests and what type of final projects they have explored (YouTube video)

Examples

• WebQuest Demo for Ed Tech & Design
• Examples by previous students
• and more examples on our Symbaloo
• QuestGarden Search (use the Curriculum x Grade Level Matrix or search by keyword)

Note—The examples were created in previous semesters and may not reflect the current project requirements described below.

Plan Your WebQuest

After exploring several examples of WebQuest activities, collaborate with your team to design your own such activity to support your thematic unit. Focus on one or two learning objectives defined in your team's unit description. Do not attempt to teach the entire unit—the intent should be to design just one of the learning activities to support some aspect of the overall unit. Use the WebQuest Organizer worksheet to make preliminary decisions about the activity you will design.

The WebQuest organizer worksheet must be completed in Google Drive. It will be used to share your team's preliminary decisions about the project and receive feedback from your instructor during a team meeting. See the course calendar for related due dates.

Formative Design Meeting

Your professor will have a formative design meeting with you as you develop your WebQuest. At this meeting, your professor will review your completed WebQuest Organizer Sheet. S/he will provide suggestions for developing your concepts that you will turn into your final WebQuest.

Your WebQuest Organizer Workheet must be completed and it must be evident that your team spent a significant amount of effort to complete each section to the best of your ability. (Remember to refer to the examples and/or ask for assistance if you don’t understand what is expected.) Your worksheets won’t be graded for content but rather completeness.

Requirements

Using Google Sites, design a WebQuest activity that supports one or more instructional objectives/skills from each of your subject areas. You have already selected these objectives/skills in the Thematic Unit and now it is your opportunity to create an activity that will support your students achievement of them. Remember, a WebQuest is a collaborative and inquiry-oriented activity. Adhere to the following specific requirements.

Overall:

• The activity supports at least one of the stated objectives/skillsper subject area, from your thematic unit description.
• The project is aligned with InTASC Standards 1, 3 and 8 and includes your written reflections
• Each page includes at least one image displayed
• All images are used with permission or in accordance with a creative commons license, and all image sources are attributed according to the terms of use provided by the source.
• Except for the Teacher page, content should be addressed to and written for the learner.
• All pages maintain an effective and consistent visual design throughout.
• Navigation hyperlinks connect all pages of the site (sidebar navigation is sufficient).
• The web site is viewable by anyone in the world (confirm this by going Share > Who has access > Public on the web - Anyone on the Internet can find and view).
• The URL of the introduction page is submitted to the Assignments area of eLearning by the due date.

Introduction Page:

This section should both prepare the learners and peak their interests.

Include three things:

1. Introduce the activity in a way that is designed to appeal directly to the learners' interests.
2. Present an essential question, scenario, or statement to guide their inquiry throughout the activity.
3. Explain to students how this learning activity relates to the overall thematic unit (more than just citing the unit theme--relate this activity to previous or future learning in the unit)

Task Page

This section should clearly and concisely define the outcomes of the activity

Include two things:

1. Define the tangible outcome of the activity—the culminating task/project
2. List of skills that students should improve by completing the task

Skills should be listed in a format of "I CAN statements" that are aligned with the objectives/ skills listed on a Notes for Teachers page..
Do not list the steps or process that students will follow here, though you may briefly describe background information or a scenario to help students better understand their overall task.

Process Page

This section should provide structure and support for inquiry and group collaboration. Each member of your team will be responsible for at least one role.

Include three things:

1. Outline specific steps the group should follow to accomplish the culminating task . Number these steps.
2. Define individual inquiry-oriented roles (one unique role for each member of the group)
3. Provide guidance and tools to support organizing and sharing information (collaboration)

Support the part of the process that occurs after students work within their individual roles. For the group to effectively collaborate on the culminating task, students will need guidance for working together to synthesize and apply the information they have each gathered individually. This may include specific steps, guiding questions, organizational tools such as graphic organizers or worksheets, etc.

Resources Page:

• Set of resources provided for each role (Include the name of the person responsible for the role and its corresponding resources)
• Each resource should include a description that clearly identifies:
  • what it provides in terms of information
  • how it can be used to support the learning activity
• Headings organize resources by role and resource type
• Table of contents ( based on heading organization)
• Resources for each role must include:

2 web sites	Provide at least two hyperlinks to the websites with resources helpful to complete the inquiry. It could be a link to a specific web page, a non-YouTube video, or a browser-based game or simulation.
2 gadgets or apps	Gadget: Dynamic web content that is embedded on a web page. Students can interact with gadgets on the resources page without leaving the page. A gadget could be an “embedded” YouTube video, Google Slides, Google Form, Calculator, Google Map, Weather gadget, etc. Embed and describe at least 2 different types of gadgets, including at least one with audio and video. Note— simply linking to a YouTube video would not meet the requiremnts. Videos need to be embedded on your page Application (App): An app is a piece of software that can run on your mobile device. On your computer, an app can be an add-on or extension to the browser (for example Google translator, Skype, currency converter, BMI calculator...)   NOTE: The apps need to correspond with the 1-to-1 devices described in your thematic unit. You cannot have links to the Android store if your students are iPad users, and vice versa.
2 others	Examples of this category may include traditional materials that don't require an internet or even a computer. For example books, maps, DVDs, CD-ROMs, manipulatives, printed materials, photographs, worksheets, graphic organizers, diagrams, slide shows, etc. List the media type, title, author or publisher, year of publication, and a short description for each resource. You may include Amazon or ISBN number so other teachers can find the resource. If you use computer based worksheet or document please attach it in the attachments area at the bottom of the resource page.

Evaluation Page:

• Provide a system describing criteria that will be used to assess learners. This need not be as complicated as rubrics typically used, but it should be well organized and structured with a point system or other self-checking mechanism for students.

Conclusion Page:

Include two things:

1. Provide closure by summarizing what the learners have accomplished or learned as a result of participating in the activity.
   • Include at least two rhetorical questions that encourage students to reflect upon their experience or extend their thinking (perhaps challenge them to apply what they learned to another situation or scenario beyond the scope of this particular activity).
2. Embed student's self evaluation form (google form) in a format of the "I CAN statements"
   • Analyze the demo example. Notice how the google form supports Goals/skills listed on a Notes for Teacher page and skills on a Task Page

Notes for Teacher Page:

Please watch first Dr.Z's explanation on how to write the reflections

Include a written reflection aligning this project to InTASC Standards 1, 3 and 8 . Follow these prompts:

1. This WebQuest supports the interdisciplinary unit theme ________ .
2. The instructional Purpose (based on WebQuest Design Patterns)
3. The instructional objectives/skills this project supports is: Restate related objective/skills from your thematic unit description and include Iowa Core or other standard indicator (from the second column in your Thematic Unit). There must be at least one objective from every subject area listed in a Unit.
4. The intended learners are: (briefly summarize the learners described in your thematic unit description)
5. Alignment with InTASC Standards:

This project supports the component "_________" from standard "_________" , because…
— Explain how specific aspects of the project address this component.
— Repeat this prompt to address at least one component of each corresponding InTASC standard

 

Additional Resources

Color Selection

In Google Sites, go to More Actions > Manage Site > Colors and Fonts to customize the visual appearance of your web site. Use these resources to choose effective color combinations:

• Color Schemer Online (select a color and it generates 15 harmonious colors)
• Color Scheme Designer (select a color and a color scheme such as complement or triad based on the color wheel)
• Color Palette Generator (suggests a color scheme based on an image URL)

Image Sources

• Iowa AEA Online (only iCLIPART for Schools permits reproduction of their images on your website. Sign-in with the username & password provide by your instructor)
• Photos for Class - downloaded images will have the source cited!
• Creative Commons Search
• Flickr - The Commons (Smithsonian, Library of Congress, and other archives)
• Flickr - Creative Commons
• Flickr - Smithsonian photostream
• Flickr - Library of Congress
• Wikimedia Commons (see reusing content outside wikimedia)
• Pics4Learning
• Open Clip Art Library (free for any use, public domain)
• MorgueFile (free high-resolution photos & images organized by category)
• Stock.Xchng (more than 150,000 photos)
• 4FreePhotos (high quality stock images, public domain)
• FreeFoto.com (read the free use rules)
• Library of Congress (you might also check out the LOC Teachers page)
• Smithsonian Photography Initiative
• See Copyright Friendly for many more sources

Non-Internet Media Resources

• Rod Library
• AEA267 Educational Resources (click "Get Media" link in menu)
  You may also visit AEA267 on Cedar Heights Rd in Cedar Falls. Present your UNI student ID for a visitor's card to access AEA267 materials.
• Google Book Search (limited previews and availability at local libraries)

Rubric Generators

A rubric is not required for the evaluation page, but these provide relatively easy ways to generate an evaluation rubric.

• Rubistar
• Teach-nology
• Rubrics 4 Teachers
• RubricStudio

Examples of the interactive resources for your tangible task

• Knightlab: Timeline maker http://timeline.knightlab.com/
  • more free timeline makers
• Interactive multimedia posters: http://www.educatorstechnology.com/2014/02/3-excellent-tools-to-create-interactive.html
• Visual Stories makers: https://edtechideas.com/2011/05/05/3-great-storybook-creators/
• Animated videos makers : http://www.freemake.com/blog/5-best-sites-to-make-animated-video-trouble-free/

Point Structure (120 points)

Special Notes:

• Submission: Copy & paste the URL of your WebQuest introduction page and submit this to the Assignments area in eLearning. Do not attach any files to your submission. Follow the instructions provided in the submission box precisely to avoid losing points on your assignment.
• 10% of points possible will be deducted If you submit the wrong URL or your site is not public and your instructor cannot access your site as a result.
• Preview your page as a viewer (not signed-in) to confirm that all images display properly and all hyperlinks function correctly in advance of the due date! If possible, preview your web site on more than one computer to see how the layout and text wrap may vary.
• Copyright-protected works may only be used with explicit written permission of the copyright owner. You may not use any media under the terms of fair use, because fair use does not apply when publishing material on the open web. Creative commons images may be used in accordance with their license terms.