Without Teachers, Where Would The World Be?

My StoryBoard

My WebQuest

              




                         My WebQuest

Brushster

Glogster

Evaluating WebQuests

A Rubric for Evaluating WebQuests The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points	2 points There is only one picture, though there is a change in layout when comparing pages.	4 points	2
Navigation & Flow	0 points	2 points	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	4
Mechanical Aspects	0 points	1 point	2 points There are no broken links.	2
Introduction
Motivational Effectiveness of Introduction	0 points	1 point	2 points The introduction draws the reader into the lesson by the mentioning of paper machè.	2
Cognitive Effectiveness of the Introduction	0 points	1 point The introduction previews to some extent what the lesson is about.	2 points	1
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points	2 point	4 points The task is clearly connected to what students must know and be able to do to achieve proficiency, and contains a table showing the standards to meet.	4
Cognitive Level of the Task	0 points	3 points	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.	6
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points	2 points	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	4
Scaffolding of Process	0 points	3 points	6 points The process provides links with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to help the students understand the project.	6
Richness of Process	0 points	1 points	2 points Different roles are assigned to help students understand different perspectives and share responsibility in accomplishing the task.	2
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points	2 point	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. There are many resources, and every resource carries its weight.	4
Quality of Resources	0 points	2 points	4 points Links make excellent use of the Web's  colorfulness. Varied resources provide enough meaningful information for students to think deeply.	4
Evaluation
Clarity of Evaluation Criteria	0 points	3 points	6 points Criteria for success are clearly stated in the form of a rubric. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task.	6
Total Score				47/50

Original WebQuest rubric by Bernie Dodge.
This is Version 1.03. Modified by Laura Bellofatto, Nick Bohl, Mike Casey, Marsha Krill, and Bernie Dodge and last updated on June 19, 2001.

WebQuest

Alebrijes!!

WebQuest

Your Role

X   Efficiency Expert

___Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	Contains questions for students to answer. Contains much information about the topic.	Getting into groups can be time consuming. Who knows how long this assignment will take?
Shakespeare	There is a lot of information that can be used in later English courses.	Time consuming; may take a few days to have complete assignment.
+Earthquake	May be helpful in later experiences of life.	Very time consuming.
-Foreign Country	May only take one day to finish if homework is given. Lets students research other countries.	Time must be made for all students to present to the class.
Waves & Sound	It is fun and teaches a good topic. Seems fast.	Unless homework is given, may take two days to complete all questions.

Bernie Dodge, Department of Educational Technology, SDSU

Double Entry Journal #15

The purpose of this chapter is to move beyond commonly held views of students as digital natives. 

"Young people use technology, what technologies and technology-based tools young people are using and the extent to which they are using them."

Information Literacy is "the digital (and non-digital)strategies university students use to locate and access information and resources for their studies."

The clear message is that "all that is required is a computer, Internet access, and for access to sanctioned scholarly content, the necessary authentication." This information also reflects my information seeking behaviors.

"The social scientist Herbert Simon is attributed with coining the term 'satisficing' in the area of decision-making to describe the decisions individuals take that are satisfactory but are not 'maximal' or optimal."

When contending that "students' behavior, attitudes, and values surrounding scholarly information seeking reflect a culture of 'satisficing' decision-making that is in turn indicative of a surface approach to learning."
"Students who adopted a 'deep' approach to the learning task were inclined to focus on trying to comprehend the meaning behind learning material, whereas students who adopted a 'surface' approach to the learning task tended to focus on simply reproducing what was contained within the learning material with little concern for understanding the overall meaning."

To improve the scripts student have for sophisticated online information seeking, educators should make the topic being researched more interesting.

"Undergraduate students had difficulties finding and using appropriate information for their studies."

According to this book, I am not "digitally wise." When I research information about artists for my design course I always use Google or other search engines.

In my opinion, the Internet has helped students find information faster by containing most, if not all, information contained in books. Also, this can make students smarter to a certain extent. Because it contains all of this information with easy access through search engines, the Internet could possibly research skills away from students, but at a good cost.