Ed.S. Proposal on the use of WebQuests

I am currently working on an Educational Specialist degree at Valdosta State University. As part of the program, I will be conducting an Action Research Project. I have chosen to use the topic of WebQuests and how the WebQuest model leads to higher-level thinking among 7th grade students. I want to determine if middle school students can attend to analysis, synthesis, and evaluation (Bloom’s Taxonomy). I have used dozens of WebQuests in the past. However, over the last two years I have become frustrated with using WebQuests because the students simply could not, or would not get beyond simple fill-in-the blank questions. I resorted to using what Filamentality classified as a Subject Sampler.

The Samplers seemed to work rather well with middle school students, but I was not satisfied. As I reflected, I began to wonder if brain development was at the core of middle schoolers’ inability to get to higher-level thinking skills. As I talked with colleagues, and experimented with highly scaffolded WebQuests, I have begun to notice that another big problem with our students, is a lack of prior knowledge, or the lack of desire to recall what they should have already learned.

As I asked students questions about their learning experiences, I began to uncover a common thread. Students were being taught the same things year after year after year. Some students had learning gaps, so the teachers felt obligated to reteach the content to everyone. The students that understood the content, began to shut down, figuring if they didn’t get it this time, they’d get it later from some other teacher. By the time students get to middle school they have heard the same lessons numerous times, and believe there is nothing new to learn. When a teacher tries to get them to learn something new, the students think the material is too hard, and they can’t do it. So teachers, out of frustration, revert back to simplistic lessons that are not requiring students to think deeply.

Somewhere in all of this, I believe students can be led to deeper thinking by using WebQuests, as long as they are provided with a lot of guidance (scaffolding). Because of the scenario I am in, I have begun to wonder if there are “missing components” in the WebQuest process.

This is my current big experiment. I will begin reporting some of my findings here. I am in the process of creating the proposal, complete with data collection tools, triangulation ideas, and all the research items necessary to complete the Ed.S. program by May 2006. I keep you posted.

Ric

WebQuest Redesign? Thoughts to start the discussion

This post is not meant to imply there is anything wrong with the WebQuest model. I believe the WebQuest is one of the most important educational creations for the digital age. I am simply experimenting with ideas to help the WebQuest “grow up” since there have been so many new online tools developed since the advent of the WebQuest. The link below will take you to a table that contains some of my thoughts and questions. I have tossed these ideas around with a colleague who is an Understanding By Design proponent. Again, the WebQuest is so strongly based in sound educational theory, the steps fit well with UbD concepts, again a testament to the historical reflecting and forward thinking of Dodge and March.

Click here to see the Table.

If you can hook 'em, maybe you can catch 'em

I teach middle school students (6th - 8th grade) in my Computer Applications class. I have been saying to my colleagues for several years that “students will learn what they want to know.” I really do believe this.

Consider this for a moment. Why is it that students can memorize lyrics to Daddy Yankee, yet can’t seem to recite Shakespeare? It is not that students can’t recite Shakespeare, it is that they do not want to recite Shakespeare. Why are students able to recite song lyrics? Because of the feelings of belonging to a peer group that is important to them. By memorizing and reciting the lyrics, they find a degree of acceptance among their peers.

To me, the true genius of a good teacher is not so much that they know their content (though that is mandatory), it is that they understand their audience and what motivates them. One of the first steps in Instructional Technology is Design. Teachers must design with their audience in mind. The daily challenge to the teacher is “what will capture the attention of my students?” Without answering this question, the teacher is likely in for a long day.

The genius of Dodge and March, and thus the WebQuest model, is that early in the process you must determine who your audience is. In the QuestGarden tool, Dodge has included a Learners section. To prepare to write the Learner section, Dodge states,

As with any writing, it's good practice to have your audience clearly in mind as you design your WebQuest. Who are they? What grade? What course would this WebQuest fit within?

Write a short description of your intended learners in the space below. This description will also end up on the Teacher page of the final WebQuest. Knowing what learners you had in mind will help other teachers anticipate any adjustments needed to work with their students.

This is a good reminder. I would add that it is helpful to know what motivates your students. Describe their motivation when you answer the “Who are they?” question. It is part of a sound pedagogy. This information ends up on the Teacher page. It is helpful for other teachers to know "what kind of students" the original WebQuest was designed to instruct.

I would add similar information to the Introduction of the student pages. The Introduction should be a place where you capture the student’s attention, not with what the teacher(s) may think is interesting, but with what the students might find appealing. Which will intrigue the student? “Romeo, Romeo! Wherefore art thou, Romeo!” or

Who can hold me tight,
keep me warm, through the night
Who can wipe my tears,
when it's wrong, make it right
Who can give me love, 'til I'm satisfied
Who's the one I need in my life

-Lyrics from The Answer by Britney Spears

Truth is, I don’t know which words will capture the attention of every student. But I would be willing to take the risk to get my students’ attention by using more modern song lyrics. The words are “saying” the same thing, with similar emotion. Try to get their attention with their culture, so you can lead them to another.

If I can hook them, maybe I can catch them.

WHY THIS BLOG?

I have used the WebQuest as a classroom tool since 1997, just after Tom March came to North Georgia to evangelize teachers to the new instructional model, and instructional tool (Filamentality). The WebQuest is 10 years old now (as of February 2005). It is growing up. As children grow up, many new and wonderful things are added to their lives. I think the same can be true with the WebQuest.

Bernie Dodge, the father of the WebQuest, has introduced a new online tool called QuestGarden, wherein teachers can create, collaborate, and host WebQuests. This tool promises to save time in the process of creating WebQuests. I have tried it, and it will save users time while also allowing them to include all the things necessary for a quality WebQuest.

My new angle...I have been using Bloglines for a while now. It consolidates all the blogs I like to read (I am sure I am missing some good ones). You can read what I read by looking at My Blogroll. I have also been podcasting for the school where I teach. I have become a believer in the power of Wikis as a tool for connect thoughts and ideas. I have often found that as my students are working through a WebQuest, there should be something more for them at the end. Bernie and Tom call it "transforming" old knowledge into new content. I like that component, but too often there is not an outlet.

Thus the answer to WHY THIS BLOG? I want to offer ideas, suggestions, and examples of how bridging the generations of the old relative (WebQuest) with the younger family members (RSS, Wiki, Blog, Podcast) can allow students to contribute to and connect with the world of teaching and learning.

I also want to demonstrate how the WebQuest model is based upon accepted educational theory. The WebQuest works for a reason. When a WebQuest does not work, it is probably not the fault of the quest itself. There is likely a lack of theoretical underpinnings.

Post your comments anytime. They are very welcome. I hope to add a podcast soon, that will go along with this blog. I hope you enjoy it.