Sample+WebQuest+Process

=Contributor: Dan Mollette= =On this page you will find samples of the **process** of a WebQuest:=

=
The Process block in a WebQuest where the teacher suggests the steps that learners should go through in completing the task. It may include strategies for dividing the task into subtasks, descriptions of roles to be played or perpectives to be taken by each learner. The instructor can also use this place to provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session.======

__**Example #1:**__ http://edweb.sdsu.edu/triton/PollSol/Week1.html

The Process

 * 1) Choose a group of four students to work with.
 * 2) Decide upon the roles for the members of your group.
 * 3) Identify an area of ocean pollution that is troubling to your group.
 * 4) Conduct a preliminary internet search.
 * 5) If search yields adequate information go to step 7; If search does not yield adequate information go to step 6.
 * 6) Modify original area and proceed from step 4.
 * 7) Conduct an in depth internet search.
 * 8) Print out and complete the answer sheet.
 * 9) Use a map to show geographic location of your selected polluted area.
 * [|Virtual Tourist]
 * [|Olympics]
 * [|Xerox PARC]
 * 1) Bookmark any sites you find to be especially useful.

http://webquest.sdsu.edu/processchecker.html The Process section is where you explain to the learners exactly what they are supposed to do when. It is also where you direct them to specific resources to examine at each point in the project and where you provide links to help files, graphic organizers, templates, and other forms of scaffolding. Project Author: Checked By: Date:** || **Notes:** ||
 * __Example #2:__**
 * **Project Name:
 * **No** || **?**  || **Yes**  || **Aspect**  ||   ||
 * ||  ||   || Roles are well defined. It's clear who does what when. ||^   ||
 * ||  ||   || Roles are integral to getting the job done, not just tacked on. ||^   ||
 * ||  ||   || Logistics are clear (e.g., it's clear how groups get formed) ||^   ||
 * ||  ||   || Enough resources are identified (Web or other) to convince one that the learners would have enough information to go on. ||^   ||
 * ||  ||   || Enough guidance is provided for activities in which learners interact with each other (e.g. brainstorming) or with data (e.g. analyzing a photograph, interviewing an expert) ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">There is enough **specific** guidance on how to produce/perform the task (e.g. suggested outlines, examples,formats) ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">The Process matches the Task description. ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">Consistent voice is used (addresses students as "you", not "the students".) ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">Vocabulary is matched to the reading level of the audience. ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">Bulleted and numbered lists are used to break up long paragraphs. ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">Links are placed so as not to distract readers and cause them to click off to other sites prematurely. ||^   ||
 * ||  ||   || <span style="font-family: verdana,arial,helvetica">Long role-specific information is put onto separate pages. ||^   ||

Example #3: http://www.ema.gov.au/www/ema/schools.nsf/Page/TeachWebQuestWebQuest_Process

=WebQuest Process=

STEP 1.
Once you have established your team, you will need to decide who will research each area of the task. Remember that you may need to compromise in coming up with your final plan. Ensure that each member of your team is given a chance to express which area they would ideally like to research, before making a decision as a team.

STEP 2.
Once you have decided who will undertake the research in each area your teacher will give you a workplan. Before you start the WebQuest you should fill out your Workplan (there is a sample workplan below for you to download). You should fill in the column with the heading ‘how long do you think it will take.’ Think about the task carefully and look at how long your teacher has said you could spend on the task. You may think you need more or less time than your teacher has said, either way is ok as you are just having a guess at how long you think you will need.
 * WebQuest Student Workplan [PDF 33KB]
 * WebQuest Student Workplan [DOC 79KB]

STEP 3.
Conduct research using various sources, keep a bibliography (there is a sample bibliography below for you to download) of where you have got your information from and record results in an individual report. Your individual report could be a digital presentation, a book, a newspaper report, an information brochure, a play, a web page etc.
 * WebQuest Sample Bibliography [PDF 32KB]
 * WebQuest Sample Bibliography [DOC 78KB]

STEP 4.
Get back together as a team and discuss your findings.

STEP 5.
Discuss your ideas for presenting your work as a group. Make a decision on how your team thinks your work will be best presented. Make sure you look at both the self assessment and teacher assessment rubric so that you have an idea about what your teacher will be looking for when he/she is marking your group’s work.

STEP 6.
Put your presentation together and present it to the class/teacher.

STEP 7.
Your teacher will ask you to record your final timeframes into your work plan. Compare how long it took you to actually complete the tasks in your WebQuest to what you thought it might take you in the beginning.

STEP 8.
Congratulations you have completed your WebQuest!

Example #4: http://192.107.108.56/portfolios/p/pizzuto_b/WEBQUEST/process.html

<span style="font-family: Arial,Helvetica"> When working in groups it is important for the group to delegate jobs to individuals so that way each student is using his or her abilities to the advantage of the group. Your group should be be broken up into the following main jobs: two researchers, a presenter and an organizer. To help you in the task of selecting roles for you members and to help you decide which type of presentation to make, check out your **[|learning style]**. This does not mean that two or three members of the group can't present but one member should be in charge of the presentation etc. <span style="font-family: Arial,Helvetica"> When working on this project, you need to think about the four areas that have gone haywire in the world. This will help you decide which mathematicians to choose. Any expert team should include a diverse group of individuals who can solve a number of different problems. Why is the casino having problems? Does this have something to do with Probability? How about computers? Why would a mathematician help in that field? The space shuttle uses math? Answering these questions will help you to make a good argument. <span style="font-family: Arial,Helvetica"> The submitted paper should be two pages in length, double spaced and should include the most important information from your presentation. Some background information about each mathematician such as country of origin and birth date etc. The majority of the information about each mathematician should be about their work in the field of mathematics. Why will each of these individuals be the best choices for our expert team? Did they make contributions to the world already? <span style="font-family: Arial,Helvetica"> The goal of the presentation will be to convince the class that your choices for math experts is the best. Be creative. You may use any of the styles of presentations suggested on the task page but you need to address each of the mathematicians. You may wish to add some ideas about how your expert team may figure out what happened to the world. <span style="font-family: Arial,Helvetica"> The group's cards for the time line should include basic information about the mathematicians. You can possibly download some graphics to add to your card!