Web Quest

Web Quest

Three changes to Web Quest

 

The three changes I would make to this webquest would be on the task page i would of not linked the questionnaire quite yet. I would of waited to do that on the process page. The reptiles and the amphibians links all the pictures are broken so how are the students going to pick one.

Web Quest Rubric

	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 There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.  See Fine Points Checklist.	4 points There is pictures in here but they are on links but great pictures.
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	4 points the places where the students need to go is linked and in a different color.
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted.  See Fine Points Checklist.	1 point  when you go on the links some of the pictures you can't see.
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2 points for the age group the intro really gets the readers attention.
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	2 points in the intro they tell you about what the activity is about and what they are going to do.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points in this webquest they don't go off subject they stay on subject.
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	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. See WebQuest Taskonomy.	6 points The task is deffinetly doable, and it goes beyond the webquest.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	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 points the instructions are very clear.
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	6 points The students will learn different strategies in finding out what the animal is and etc. They do not go off topic at all.
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	2 points There is separate roles one students from each group could do a different questionnaire.
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 Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	4 points There is a clear connection it stays on topic.
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	2 points some of the links are broken so you can't get the information.
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	6 points the criteria is clearly states. They give really good instructions they children would understand it clearly.
Total Score				47/50

   

WebQuest

Here is my webquest. It is called Animal Snooper Trooper.

Double Entry Journal #15

1. What is the purpose of this chapter?
How students, who are so clearly familiar and apparently adept with internet tools, are at times so poor at using the internet academically.

2. What is the major finding from a review of studies that have looked at technology adoption of young people? Does this finding seem to reflect your own use of technology?
When young people use the internet its to look at information they want to look at or watch a video or a movie. But when asked to use it for a class project or something they don't want to do it because they are not interested in the subject.

3.How do the authors define information literacy?
Eisenberg defines information literacy as the set of skills and knowledge that allows us to find, evaluate, and use the information we need as well as to filter out the information we don't need.

4. What is the "clear message" from a review of the studies focused on college students information seeking behavior? Do these findings reflect your own information seeking behaviors?
While students are often strategic and efficient information seekers within the digital landscape, they can also express frustration and impatience in their own searching abilities and skills.

5. What does the term "satisfacing" in the area of decision making mean?
One that is acceptable to an individual based on some personal criterion but it is a decision or course of action that is known not to be the best one.

6. What are the differences to deep and surface level approaches to a learning task?
Students who adopted a deep approach to the learning task were inclined to focus on trying to comprehend the meaning behind learning material. 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.

7. What should educators aim to do to improve the scripts student have for sophisticated online information seeking?
They should aim to improve technology by giving them certain websites to go to. And don't let them take their homework outside of class schedule in class homework for one day this week.

8. Why is Google's page rank system problematic for information seeking?
Students can become disappointed  and frustrated  with the functionality and ease of use of online academic tools and services.This in turn may result in heavy reliance on familiar tools that are known to produce results.


9. Are you "digitally wise" when it comes to information seeking? Give an example of how you approached an information seeking task for one of your academic courses this semester.
Yes I think I am because in my math class I didn't understand slope and it was a day that I didn't have math class so I looked up a lesson on slope and I ended up passing the test with a 100%.

10. Has the popularity of the internet and the information contained on the web created a new problem for undergraduate students research skills? Why or Why not?
Yes because when more years come undergraduate students is going to think that when they get homework or something that they will just look the answers up on the internet.

Web Quest

___Efficiency Expert

__X_Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Grow School Greens	They have a good project ideal in mind. It looks like a promising project with a great outcome.	The problem is will they be able to make that much vegetables for the truck.
Where is My Hero?	This is a great activity for children to do about their heroes.	The sentences are all spreaded out it should be one sentence.
Underground Railroad	Children need to know what happened with slaves and this looks like a good activity for it. I like how this webquest is laid out and the instructions.	The part about the role they need to get the pictures right they are all mixed up.
Ice Cream	This is a great activity and fun for everyone. It has good layout and enough instructions where they shouldn’t get confused.	The student and teacher page should be the same thing not different.
Ancient Egypt	It is a good ideal.	It needs to have more pictures or be more creative. There are not many instructions. It’s just there for information.

Story bird

All about me poem! by savannahhilvers on Storybird