Evaluating Webquests!

What is a Webquest?

“I hear and I forget. I see and I remember. I do and I understand.”
- Confucius

According to Bernie Dodge (1995), ‘a webquest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.’

Critical thinking skills are guaranteed when learners use trusted internet resources to complete tasks by answering open-ended questions. The better webquests allow learners to take on different jobs or perspectives to achieve these tasks. These perspectives may be a politician, principal, scientist, student on one given topic. Learners gain better understanding of a task when they have opportunities to practise skills, ask questions and see the results of their work.

Webquests usually require the learner to examine current controversial global issues and transfer this knowledge by relating it to the local setting. Some of these issues may be on the environment, healthy eating, energy, pollution etc.

A webquest can be a win-win for both students and educators; designing a webquest also gives teachers and educators better ICT skills, more understanding of a topic and in turn they pass this information on to other educators.

A webquest follows a formula to promote higher order thinking.
According to Bernie Dodge, these are the six building blocks of a webquest:
1. The introduction – orients students and captures their interests.
2. The Task – describes the activity’s end product.
3. The process – explains strategies students should use to complete the task.
4. The resources – are the web sites students use to complete the task.
5. The evaluation – measures the results of the activity.
6. The conclusion – sums up the activity and encourages students to reflect on its process and results.



Evaluating Webquests

1

The first Webquest which I will evaluate according to Bernie Dodges Rubric is Exploring Simple Machines which is found at: http://www.lakelandschools.org/EDTECH/Machines/Machines.htm.
I am undertaking this unit this term. I will score the Webquest based on the Rubric scoring system. I have also made brief comments under each score. (There were problems uploading tables so the Evaluation Rubric is not included in this blog)

2

I will evaluate the second Webquest according to Tom March’s Best Webquest Matrix.
I chose Designing a Park Webquest as we studied State and National Parks / Local Environments last term. This webquest is found at: http://www.tenafly.k12.nj.us/~teisenberg2/mapquest/
(Evaluation Matrix not included in this blog)

This webquest scored 18. This would give it 4 stars.
This webquest did have some valuable links; however, the links were sites that required the learner to read through a lot of information. This webquest is certainly for upper primary. As this unit is for stage 2 and the activities are stage 2 based, I felt that the resources were at a higher level. The creators should have had links which were not so wordy; otherwise this webquest would require ongoing teacher support and less independence for the learner.

3

As our school has a healthy eating policy, I felt that a Webquest based on healthy eating would be beneficial. The webquest is Chocolate Chip Cookies: To eat or not to eat. It can be found at: http://collier.k12.fl.us/weblessons/cookiewq/index.htm

I will again score the Webquest based on the Bernie Dodge’s Rubric scoring system.
(Evaluation Rubric not included in this blog)

This webquest could have been improved. There needed to be some links to other sites; possibly sites about healthy eating, fats, obesity, statistics etc.
The site also lacked an appealing introduction to grab the reader’s attention.
I did enjoy the sites ease of use. It was very simple to navigate your way through, making it appealing for younger learners. I also found the idea of giving the children clues to nurture their thinking skills and encourage the learner to ask questions.
Perfect for younger children!

A review of 6 Web 2.0 technologies and tools for the use in teaching and learning.

I have investigated 6 Web 2.0 technologies and tools. Here is a brief review of each, outlining my opinion on the advantages and disadvantages of using the tool in teaching and learning.

The term Web 2.0 has several meanings. Generally speaking, it is a move away from static web pages to a more interactive, real-time environment. It’s the next generation (Entrepreneur, 1 Jan. 2006). This refers to a change in the direction of the web where users are able to communicate and share information through social networking sites, wikis and communication tools.

Blog - Web log, log or personal journal posted on the World Wide Web

A blog is short for Weblog which is an informal online journal where people post their thoughts, comments or philosophical ideas on the ‘web’ to share with the public. It should be frequently updated. It is arranged in chronological order and generally it has at least one weblink per entry. A person who keeps a weblog is known as a ‘blogger’ and the act of updating the blog is known as ‘blogging’.

The advantage of a blog is their ease of use and that they can be worked on at any time with a computer that has an internet connection. It is said that the blog ‘appears to enrich the learning experience and provide an opportunity for learners to shift from surface to deeper levels of learning’ (Bartlett-Bragg A, 2003). This refers to experiencing an event, standing back and then recording ones thoughts and feelings.

From my experience I believe students are more creative and reflective in their writing when they know their entry will be viewed and commented on by others. The blog also has the advantage that it is informal: ‘There is no pressure to stay in line with the focus questions or issues. They can publish small, unconnected pieces of knowledge that may suddenly have meaning for them (Bartlett-Bragg A, 2003).

I believe you could use the blogs for students as young as stage 2 (years 3 and 4). Some of the activities could be:
Posting homework tasks and class newsletters.
Creative writing for students to practise there writing skills and share stories with peers and families.
Parents and family viewing their child’s work from home.
Older students commenting on younger student’s written work in a peer or buddy system.
Obviously the scope of the activities will differ significantly depending on the age of the child.

The obvious disadvantage of a blog is that they can be viewed publicly and teachers may have little control over the material which is posted. Students must be aware of AUP (acceptable users’ policies) and understand that anything they post must not have the possibility of being defamatory and offending others.

Also, students must understand that like the web, blogs are created by individuals for a variety of purposes and the information on them may not always be factual.

Ann Bartlett-Bragg - Blogging to Learn http://knowledgetree.flexiblelearning.net.au/edition04/html/blogging_to_learn_intro.html


Vlog – A picture tells a thousand words.

A videoblog, or vlog, is a web log (blog) that uses video rather than text or audio as its primary media source (www.educause.edu/eli/ August 2005).

A vlog is similar to a web blog as the entries are also journals, thoughts, reflections and philosophical ideas. However, it is said that the vlog offers a richer experience because it uses video, still images and sound to share information and also emotion.

I believe vlogging is a valuable communication tool as people digest information in different ways. Some people are visual learners and text to some can be dry and lifeless.

In education, students can learn video editing skills using Windows Movie Maker or CyberLink Power Director. Both of these solutions allow basic editing, titles, transitions, sound layers, etc. Students can also create story boards based on class units using Photo Story.

Teachers can use a vlog to record video or audio of lessons or lectures and for students to use as a study tool or as a ‘catch-up’ for those who missed that lesson. Like a blog, teachers can use a vlog to show parents what is happening in the classroom by filming artworks, room displays and class assembly items.

The obvious disadvantage of vlogging is that the sites and its material are viewed publicly and students could use video imaging to misrepresent, offend or defame others. Because video can now be recorded on camera-capable mobile phones students can take ‘spur of the moment’ images of just about anything.

Cost is also another disadvantage. For vlogging to be an effective tool for students, the school will need more than one video camera, otherwise you run the risk of material being outdated by the time each student has had a turn creating there video. Web cameras are fine; however, you do not have the mobility of a hand held camera.

http://www.educause.edu/librarydetailpage/666?ID=ELI7005

Podcasting – iPod and broadcasting. The merger of blogging and radio. Blogging without the writing.

Podcasting is essentially radio programming that can be produced with a standard computer, microphone, free software and a website for posting your programming (Attributed to David Weinberger). http://www.epnweb.org/index.php?view_mode=what).

Podcasting is like broadcasting in that someone creates a show for an audience. The difference is that broadcasting is done for a general audience to tune in (through television, radio or Internet radio) while podcasting is different in that you can target a specific niche. This makes the power of podcasting much more exciting (2005 - 06 RSSToolChest.com). http://www.rsstoolchest.com/rss-glossary.html

Very simply, podcasting allows you to create regular recordings of lectures or lessons and transmit these to subscribers via RSS feeds. Subscribers use RSS feeds to check the web for any new recordings which you have posted for your audience to listen to through an iPod or desktop. For more detailed information on RSS go to: http://en.wikipedia.org/wiki/RSS_(file_format)

Podcasting is like a radio station for your classroom. Students have the ability to create there own regular broadcast on the web. Advocates of podcasting believe that this form of medium is perfect for learners who take information aurally.

Within a school teachers could use podcasting to give their students feedback about assignments. Podcasting could also be used to give parents information about there child’s learning.

Also podcasting could be used by schools to give parents other information. Families could get regular updates of upcoming events within the school. The students could be in charge of creating the broadcasts.

Broadcasts can be downloaded by students and listened to in their own time. It also has the added advantage of students being able to download lessons at exam time and to catch up on lessons which may have been missed.

It is also an ideal way for teachers to meet their students’ needs via tools such as the iPod which today’s students perceive as ‘cool’.

At this stage I believe podcasting is more suited to students at a secondary and tertiary level as well as employees of large organisations. For podcasting to be an effective learning tool, everyone within the targeted audience would need to have one. According to one article http://www.learningcircuits.org/2005/jun2005/0506_trends, iPods were issued to every first year student at Duke University to ‘encourage creative uses of technology in the classroom’ and recorded many benefits as a result of their use.

Unlike blogging, Podcasting does not allow 2-way interaction. It also requires initial training to get it ‘up and running’.

Wikis – Meaning ‘quick’ in Hawaiian. Wikis allow open Editing.

A perfect example of a wiki is the Wikipedia website which allows anyone to edit anyone else’s work. This means that the information on the website has shared ownership.

See http://en.wikipedia.org/wiki/Wikis

Any learning environment can set up their own free wikispace where participants can experience adding entries and editing others’.

Unlike blogging where blogs are created by a single author, wikis have many authors. The information in wikis is usually objective where a blog is usually personal.

Advantages of wikis are that students require little initial training. There is no HTML to learn or any complex programming. Because wikis provide a ready to use site with a simple user interface, students can spend time creating their entry rather than wasting time setting up the website.

Wikis would be great for students as young as year 3 or year 4. Wikis allow students to write, edit and revise an assignment topic and the teacher can review their progress. This would be great for students to write weekly summaries of a unit taught in class.

Wikis would also be ideal for stage 3 and older students when working on group projects as students can work together at school or from home to build on each others’ work. Wikis are also a great tool for creating presentations. Once Microsoft PowerPoint was the common presentation software. However, it has limitations as students can only work on the computer the presentation is saved on. With a wiki they can work on it from any computer which has an internet connection.

I could also use Wikis as a class discussion forum. I could post weekly questions related to the class unit and students are then required to submit answers or ask further questions for discussion.

The following site has information on how to use wikis in the classroom: http://www.teachinghacks.com/wiki/index.php?title=Wikis

The initial problem with using Wikis is demystifying the use of a new learning tool to students as well as teachers. Students will also need to be trained in the editing process. One example of not fully understanding this is that students run the risk of deleting other people’s work. Also, in a classroom setting, editing a wiki may be limited to enrolled students to avoid abuse or improper or defamatory comments.

Social Bookmarking

Social bookmarking is where some sites allow users to post their list of bookmarks or favourite web pages for others to view. Some examples of these websites are:
http://del.icio.us/
http://www.wirefan.com/
http://www.simpy.com/
http://www.digg.com/

Social bookmarking sites allow users to post their favourite web pages onto one site so they can access them from any computer. It is also a great way for organisations to share sites which are valid. This is particularly advantageous for schools where useful websites can be posted so students and teachers can access them. This can take all the hassle out of searching for worthy websites.

Social bookmarking sites also allow visitors to see what other sites people have bookmarked or tagged. If websites have been bookmarked more than once, you can be guaranteed that the site is useful.

Another advantage of using bookmarking sites is they allow you to tag the site with a key word or descriptor so they can easily recognised by yourself and others. Some bookmarking sites will also allow you to write a small commentary about the site. This will help your co-workers and students to find out what the site is about or what are the valuable links before they visit it.

Social bookmarking sites will also allow you to listen to podcasts as they will provide RSS feeds for you.

These sites are fantastic! I wish I had known about these years ago. I remember walking into the school’s computer lab on a daily basis and writing websites for students on the whiteboard.
However, there are a couple of small disadvantages. One of these is bookmarks not being correctly or accurately tagged and may lead to synonym or antonym confusion which may lead to other sites.

Another disadvantage is that spammers are manipulating theses sites. Spammers have started bookmarking the same page numerous times using a lot of popular tags to deceive users into visiting useless sites.

Social Networking or Internet Social Networks

‘The Web 2.0 is a place where you can create content, share content, tag content so that others can find it…and, even more popular, where you can meet, form groups, make friends and collaborate with others’ (Furney Pam, March 2007).
Social networking sites allow people to communicate and share information with other people anywhere in the world.

Below is a list of the top 10 social networking sites. This information was obtained from: http://socialsoftware.weblogsinc.com/2006/05/17/top-10-social-networking-sites-see-47-growth/

What implications do these sites have on education and learning in the classroom?
Social networking also refers to weblogs which are sites where people can invite others to their site and share information. However, when browsing the internet for articles about the use of social networking sites within the school I found many debates, especially over the use of the site MySpace.

My daughter has a MySpace page and I am forbidden to look at it or read its content; not that it would have incriminating material on it, but it is a place where she can discuss teenage issues, post photos and share gossip free from adults. So, how could these particular sites have any place in the school?

I believe that since sites like MySpace are so popular, we would be crazy and naïve to want to ban them! Surely like weblogs, students and teachers could also use these sites to share relevant information about assignments, projects, homework and other matters.
Schools need to be able to adapt to this form of networking. A teacher could be seen as ‘cool’ by using them. It is also noted that students are using email less frequently as they are now able to message each other through these sites.

An obvious disadvantage of these sites is it could lead to inappropriate teacher-student relationships. Again, there must be strict user guidelines agreed upon before these sites are used for educational purposes.There is a mass of information about the use of these sites at school. I have only touched briefly on the viability of their use. As students are using these sites at home and sharing information that they would not normally do in public, it seems that almost everything 'is acceptable’ because it is online. It would seem that if we use sites such as MySpace at school, we must accept, ignore and overlook some of the inappropriate material we see. After all, we cannot punish students for what they do outside of school; or are we opening up a ‘can of worms’ by creating capabilities that give access to sites where we cannot control the nature of the content of the sites?