correction to the last message -- Group FOUR - 2011 CEI course

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Date Posted: 13:25:11 03/26/11 Sat
Author: Isabel
Subject: correction to the last message

Dear Marília,
I have made a addition to the text, read and tell me what do you think. I´m just a litlle confuse if I´m on the rigth track. (I have eddited this text there were some writing mistakes at the last message i sent to you sorry)

What is a webquest?

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, optionally supplemented with video conferencing. The model was developed by Bernie Dodge at San Diego State University in February, 1995. Students participate in a WebQuest to maximize their learning in the most efficient way and are guided through steps to organize the learning process.
The underlying principles of webquests are:
Involvement of students in the learning process.
Structure ways for students to guide themselves through discovery of new material.
There are at least two levels of WebQuests that should be distinguished from one another:
Short Term WebQuests
The instructional goal of a short term WebQuest is knowledge acquisition and integration. At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term WebQuest is designed to be completed in one to three class periods.
Longer Term WebQuest
The instructional goal of a longer term WebQuest is what Marzano calls Dimension 3: extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off - line. A longer term WebQuest will typically take between one week and a month in a classroom setting WebQuests should contain at least the following parts:
1. An introduction that sets the stage and provides some background information.
2. A task that is doable and interesting.
3. A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or realtime conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.
4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
5. Some guidance on how to organize the information acquired. This can take the form of guiding questions,or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990).
6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.

What are it theorical foundation?

Webquests pedagogical principals involve reflexion, collaboration, cooperation, social skill such as consensus-building skills, open minded thinking, multiculturalism, critical thinking, problem solving and interdisciplinary approch. Its principals are an active envolviment of students in the learning process making then guide thenselves through discovery of a new material.
Webquest lead students to use reasoning skills not through memorization but making then get engaging in a problem based proces applying past experience and a wide variety internet information. Critical thinking skills are utilized in a webquest to analyze, evaluate, and to infer from information they have from the net resources doing this student can be able to:
Identify similarities and differences amoung internet resources and also be aware of their bias, purpouse and point of view.
Assess the credibility of the information collected, decide what to believe, evaluate the others beliefs.
Interpret the significance of the informations, synthesize and generate hypotheses, form conclusions and conclude the task.
Social skills: it is developed when students participate in a webquest by:
Listining
Cooperating
Affirming others, giving constructive criticism and accepting different viewpoints.
In all when participating in a webquest students are often exposed to multiple ways of viewing ideas or contents, see things from a variety of perpctives what helps minded thinking and a critical reflection of the world around then.

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