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1 A WebQuest about WebQuests: Student Results ST 2008 © Tobias Unger `08 ([email protected]) Group 1: Specific aspects of a WebQuest that are analyzed: TOPIC/INTRODUCTION/CONCLUSION a) A Method to the Madness! Topic: Irony & Comedy (Styles) - A Historical Development Summary: The web quest “Method to the madness” is an excellent example of a motivating and reasonable activity for students to explore the web. It connects an everyday activity (watching comedies on television) to the more sophisticated task of analyzing Shakespeare. Already the title and the title are excellent hooks and really catch the students’ attention, the “Friends”( although the show is kind of outdated for today’s students, maybe “The Simpsons would provide a better alternative) image in combination with the title evoke curiosity of what this quest is about. The quest also motivates students on a long term basis by employing a variety of methods outside the internet and they are arranged in a way that their level of difficulty is raised from one step/task to the next. There is also an evaluation sheet that provides information for students with the criteria by which they will be graded.

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Page 1: WebQuest student results - WordPress.com · h) Awesome Comics Topic: Save a Comic Label by Creating a new Comic Summary: The WebQuest “Awesome Comics” is an in-class project for

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A WebQuest about WebQuests: Student Results ST 2008 © Tobias Unger `08 ([email protected])

Group 1: Specific aspects of a WebQuest that are analyzed: TOPIC/INTRODUCTION/CONCLUSION

a) A Method to the Madness! Topic: Irony & Comedy (Styles) - A Historical Development

Summary: The web quest “Method to the madness” is an excellent example of a motivating and reasonable activity for students to explore the web. It connects an everyday activity (watching comedies on television) to the more sophisticated task of analyzing Shakespeare. Already the title and the title are excellent hooks and really catch the students’ attention, the “Friends”( although the show is kind of outdated for today’s students, maybe “The Simpsons would provide a better alternative) image in combination with the title evoke curiosity of what this quest is about. The quest also motivates students on a long term basis by employing a variety of methods outside the internet and they are arranged in a way that their level of difficulty is raised from one step/task to the next. There is also an evaluation sheet that provides information for students with the criteria by which they will be graded.

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b) Persuasive Techniques Topic: Discover Persuasive Techniques – Example: U.S. Presidential Election 2008

Summary: Although the intentions of the WQ-author may have been to introduce students to a new an more exciting topic for persuasive essays, I do not think the goal to be accomplished. The WQ starts off with a joke about the freedom of speech, leading up to the topic of the US elections. There are several issues within this WQ, not only refering to connection between content and product (how should the students what parts a persuasive essay needs, if they only read them, but never discuss their structure but only their content), or contradictions (”…what others around the globe think about Election 2008…”, leading up to 12 links from the US and only for from the rest of the world), but there are also severe problems regarding motivation. The students are first asked to check the sites of the major candidates in the US election - but not only are these pages too big and sometimes too complicated, the general goal of this task is to become an expert one. Therefore, not only will the motivation of the students be low as they see the texts, they may also be demotivated by the non-defined task. One thing which may motivate them is the aspect of the expert jigsaw, as they may read the sources thoroughly in order to teach their fellow students. Another contra of this WQ is the number of links given, especially in part 3, where the students are given a long lists of links in order to investigate the term media-bias. This long list, which also oftenly consists of rather complicated texts may again demotivate the students again. In the end, the students are asked to write a persuasive essay to the editor of the high school newspaper answering the question: which candidate would have the most positive impact on our country and should, therefore, become president? The problem with this task was already mentioned.

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c) Who Thought Of That? Topic: Research Facts on Different Mathematicians

Summary: The WebQuest deals with the lives of famous mathematicians and tries to inspire the students by a special scavenger hunt on mathematicians. On the one hand to my mind this is an interesting topic because mathematics are often rather boring and only focused on numbers and formulars. However this WebQuest gives the pupils the chance to go back in history, investigating the lives of famous mathematicians. The introductory questions catch the pupils attention because they are directly adressed and ask themselves what they already know about the topic. On the other hand the scavenger hunt is obviously much too long and the students won’t be motivated anymore if they see 46 questions. Moreover I don’t understand why the students should finally decide whether they would like to be a female or a male mathematician…To my mind it’s not important which gender the mathematicians had, but what they achieved in their lives.

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d) Poetry of War Topic: Poetry: Express War Experiences

Summary: In this WebQuest the students treat the topic of the poetry of war meaning that they are asked to understand the mental feeling or situation of what war was like. Their task is to compare a veteran’s emotions of the situation with th poet’s creation of visual imagery. In the “Process” the teacher gives instructions for the assignments the students have to submit. By visualizing each stanza via drawings they are thus encouraged to work creatively. On the basis of the given poems the students now have to write their own poem.

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e) Plants WebQuest Topic: Growing Plants - What to do, What to consider!

Summary: The provided webquest is mainly constituted for pupils of the 5th or 6th grade. They are asked to imagine a situation in which the Martians are dependent on an instruction to grow plants on Mars because their atmosphere is changing. The pupil’s task is to compile a journal that explains which plants the aliens should grow, why they should grow it, how a plant is made up, how they pollinate, how soil is composed, how photosynthesis goes on and how a garden looks like. So basically it is about botany (a topic pupils deal with in biology). The students are told to work in teams of four and compile their journal within 4(!) days. Special attention is paid on accurateness, handwriting and order the students apply in their journal. As resources they are ordered to use books, articles and provided websites.

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A final model-list about motivating factors in WebQuests (Group 1):

Best to Worst (VERY subjective – but a general tendency):

1. 2. 3. 4. 5.

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Group 2:

Specific aspects of a WebQuest that are analyzed: TASK/PRESENTATION

f) The New Shadow Topic: Fantasy Quest based on J. R. R. Tolkien's Lord of the Rings

Summary: The web quest „The new shadow“ is based on Tolkien’s „Lord of the rings“. This web quest is unbelievable complex. The students will be able to tell their own story about what would occur in the realm of Middle Earth. They have also work on fantasy genre and will have a better few of it. Pupils have to pass seven steps until they fulfil the web quest. First pupils have to become an identity of one character from Tolkien’s Story. In the next step they have to write a kind of characterization of their chosen character. The third task is about a “quest” They have to determine a quest, which are given. The quests imply quiet a lot of work. The following task is about the fantasy genre. Pupils have to be experts of it. During the seven steps, pupils have to work on different task, so they will have their own story at the end. This story has to present in class by everyone. The web quest mentions that pupils need 4 weeks to complete the web quest.

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g) ESOL Learners Topic: Reading a Newspaper Article Effectively

Summary: The web quest deals with the topic how to read a news paper article effectively. It is based on the work you do on your own. It is directed to learners of the English language. First of all the students get to know what an article is and of what it consist for example and various other things as well. The students are also getting linked to a homepage where they can listen to the articles. The next step the author introduces is a program, where you can look for difficult words directly in the article and their translation or explanation. The author of this webquest tries to introduce different strategies to you, how to read an article, and how to memorize the things, but he doesn’t tell you what else you can do with it. A negative aspect for me is, although I don’t know how this problem could be solved, is, that you get no feedback at all… Furthermore there are no communicative parts in it. Everything you do is to work on your own, and read all the articles.

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h) Awesome Comics Topic: Save a Comic Label by Creating a new Comic

Summary: The WebQuest “Awesome Comics” is an in-class project for students whose first language is English and it lasts twelve hours of classroom time. The students start the project by finding information on a comic hero by researching the internet. In the second step the students work in groups and invent their own action hero. In the third step they create a whole story around their comic hero and draw an own comic, which is evaluated and finally published.

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i) The Last Spin Topic: Teenage street Gangs and how They Solve Problems

Summary: The Web Quest deals with the topic of teenage street gangs. The Web Quest is based on a short story called “The Last Spin” the students already had to read. In the introduction the main topic of the Web Quest is described and upcoming questions regarding the street gang problems are provided. The following task is it to split up in groups of four and to make sure that each group member concentrates on another aspect of the story. The idea for the Web Quest activity is it to imagine that all students are reporters for a national teen magazine. The editor and in this case the teacher asked them to find out why a teenager called Danny committed suicide. After each reporter collected the information, the team will collaborate and write a report that combines all other reporter’s aspects. The group will have to make a decision which people in Danny’s life might have saved him. In a group presentation the reporters (students) have to present their findings to their editor (teacher). The web pages the different reporters can refer to are provided by the teacher and are visible in the process section.

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j) Organization of American States Topic: Representing an American Nation in Front of the General Assembly

Summary: I have chosen the Webquest concerning the “Organization of the American States” (OAS). First of all, it is to mention that this Webquest is not focused on the United States of America but on the most countries of the American continent in general. The task is both, pretty creative and simply to assess: The teacher asks the students to pick one of the listed countries in the OAS in order to become her leader. Before starting to work as the leader of a country it is necessary to achieve basic knowledge about one’s country which is already the first task: arranging a country profile. There is one restriction in gathering information on one’s country namely not to use “Google” or something likewise but only stick to the information provided on the pages about the member states in the OAS. The next step is then to find out which major problems there are facing one’s nation so everybody can understand what to fight for on OAS meetings. Students should be able to find three major issues which are then to be taken to the next step. Finally, the students are asked to create a blog in order to publish their findings and present it to others. This is super, since anybody can just enter the blog and read what has been presented. The criteria for the blog entries are the following: All issues need to be explained in one paragraph each which should consist of 6-8 sentences and be written from the leader’s point of view, not in that of a student (what you actually are). The students are finally asked to present and discuss their findings in order to have a better understanding of the multitude of issues facing Latin American countries.

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A final list about activating factors in WebQuests (Group 2):

• frequent change of activities

• change of media (not only reading on the screen)

• alternating tasks (reading, listening, writing, reading, talking, etc..)

• individual vs. group work vs. partner work

• topic should fit to the student’s age

• length of WQ should fit to the students experience and previous knowledge

• the different sub-tasks should not last too long otherwise the student’s attention will fade away

• it should be warranted, that the WQ-participants communicate with each other

• presenting results in class

Best to Worst (VERY subjective – but a general tendency):

1. 2. 3. 4. 5.

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Group 3:

Specific aspect of a WebQuest that is analyzed: EVALUATION

k) Marx and Nietzsche Topic: An Analysis of Philosophy

Summary:

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l) What Caused the Civil War? Topic: The Civil War and ist Roots

Summary: The WebQuest deals with the most important war on American soil, the Civil War. Because there arte several causes of the Civil War the reasons are being debated often. That’s why the students should experience this on their own and do tasks in groups and look at several resources. The pupils have to look upon different opinions (e.g. the North, the South) and have to prepare a Power Point Presentation or a video taped re-enactment and a opinion paper.

What is evaluated?

- Research, paper submitted that described newly formed opinion - Power Point or Video Tape presentation - understanding the opinion of the South + North - creativity, punctuality/participation

How is it evaluated?

- via scores - 5 categories of “beginning” to “exemplary” - transparent description wherefore scores are given - scores are summed up → grade is given

‘Teacher page’- What is this page about?

- introduction (the same as at ‘student’s page’) - learners (11th grade high school) - standards (national standard, page is linked) - process (suggestions, e.g. time management), resources (link to class text book)

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m) The Salem Witch Trials Topic: Salem Witch Trials

Summary/Statement: In this WebQuest students are encouraged to deal with the Salem Witch Trials of 1692 where 19 “witches” had been hanged. In groups of 4, the students are supposed to research four victims (Bridget Bishop, Rebecca Nurse, John Proctor and Giles Corey). Each student has to choose one victim and create a handout containing biographical information and facts about the time and reasons of the victim’s charge. The handouts serve as a basis for the Power Point presentation which has to be done in group work. Finally, a quiz is to be created and fellow students should be able to answer it by means of the information given by the group. First of all, this WebQuest lacks an evaluation page at all which is definitely disadvantageous for the students because they cannot understand the final grading and which criteria are important. There is a very short teacher page which only explains which learners are addressed and why the author chose this topic. As a consequence, there are no concrete hints for teachers on how to implement this task in class, only the suggestion to modify instructions if necessary. Besides, there is no information about curriculum standards. The unknown author offers an email address for upcoming questions but if he or she would have mentioned detailed information in his or her teacher page further explanations would be irrelevant.

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n) A Lesson in Civil Disobedience Topic: Standing up for One’s Own Opinion

Summary/Statement: This WebQuest wants the students to investigate techniques of Civil Disobedience such as peaceful rallies, sit-ins, speeches or boycotts by which individuals voice their opinion and wish for change towards an institution that take measures against rights of individuals. In this case, a school situation is presented: After a series of robberies a school take invading measures on the privacy of students in order to act against robbery. By using a very personal questionnaire about the students’ privacy, possible robbers should be identified. The authentic scenario induces the students to research techniques of Civil Disobedience. In the first step, the students are supposed to individually research one technique. In the second step, they work in groups of three and have to define Civil Disobedience in regard to plan a program of Civil Disobedience which can be adapted to their own situation. At the end, they have to shortly present their results in a creative way. The authors prepared thoroughly structured evaluation charts which make the students understand how their work will be graded at the end. The individual research and group work will be graded separately as well as the final presentation. Each table contains various criteria which correspond to specific points. Due to its complexity, students might get confused, nevertheless it is a good example of an evaluation page. The teacher page introduces helpful hints for teachers to use this WebQuest in their lessons. Curriculum standards including teaching goals and possibly needed resources are presented as well as additional advices for the general implementation in class. Finally, background information is given about the development of this WebQuest.

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o) Ice Age Topic: Climate Change

Summary: The WebQuest “Ice Age” by Dustin Swann deals with Ice Ages and Climate Change. It wants students to find answers to the questions what actually caused ancient Ice Ages, how they finally came to an end and whether the future climate might bring another Ice Age with it again. The students are required to do some research concerning these questions in four different groups, whereas every single group is supposed to deal with another part of the whole topic. They are expected to collect a variety of information (some resources are already provided) and to finally present their results using different media.

What is evaluated? There are 4 different categories that are evaluated in this WebQuest:

• Research Time Utilization • Participation in Project • Accuracy of Information during Project • Clarity of Presentation

How is it evaluated?: Students are graded either “poor”, “good” or “excellent”. There are no further points given. It is precisely explained what needs to be fulfilled in order to receive the respective rating.

What is this page about?

• Organizational suggestions (e.g. “Provide materials for the presentations.” or a very precise format and timeline for the WebQuest)

• Additional teacher reference • Contact address for feedback and comments

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A final list about the ‘Evaluation page’ in WebQuests (Group 3):

• Every WebQuest should have an evaluation page

• There should be one to provide transparency for the students!

• Separated evaluation of individual work and group work and presentation!

• This page has to be clearly structured!

• It should contain only relevant criteria which correspond to specific points!

• The importance of each category should be made clear (e.g. percentages, points etc.)!

• A precise definition of what has to be fulfilled in order to get the highest score has to be available for the students for each category!

A final list about the ‘Teacher page’ in WebQuests (Group 3):

• There should be a direct addressor (school grades)!

• It should include the teaching goals regarding to Curriculum standards!

• It should contain the information if prior or interdisciplinary knowledge is required for completion!

• There should be further hints for the implementation in class!

• It should include further resources that might be used (websites, books)!

• It should contain a model solution!

• Acontact adress should be given (e.g. for further questions etc.)!

• Precise instructions how to use the WebQuest should be available!

• A rough timetable should be given so that the teachers know how much time they will approximately need!

Best to Worst (VERY subjective – but a general tendency):

1. 2. 3. 4. 5.

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Group 4:

Specific aspect of a WebQuest that is analyzed: LEARNING-HIGHER LEVEL THINKING

p) Gallery of Art-i-Facts Topic: Brief World Histroy

Summary: The webquest is created for students of 10th grade. They are instructed to work in groups of three and shall inform themselves about non-Western arts in order to develop an art gallery for a specific kind of topic and region. Each group consists of three experts: a historian, a geographer and a financial analyst who shall create a presentation taking into account the different aspects concerning their chosen art. The task is very precise and prevents misunderstandings by leading the student right to the point. They just have to decide about the experts. This webquest is very constructive because the students have to work on different aspects like history, geography and mathematics. Although the links they have to work with are given, they have to select the art and the region on their own and evaluate whether information fit into their topic in all three aspects or not. As they have to work on different aspects the approach is interdisciplinary and this webquest enables students while working on a specific topic to take as many aspects into account as possible.

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q) Feudal Times in Global 9 Topic: Investigate Life during the Middle Ages in Europe

Summary:

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r) Conflict Yellowstone Wolves Topic: Yellowstone National Park Wolves - A Conflict

Summary: In this WebQuest a specific biological problem is presented to the pupils and they are to analyse it in small groups and find a solution. Leading question of the the groupwork is whether the wolves in the Yellowstone national Park should be removed. The pupils work together as a group of 3 to 6 pupils on the following aspects: Investigate wolf behavior, Research the Yellowstone Wolf Reintroduction Program, define and analyze the current problem from different perspectives, Develop a solution, report your solution to the world. Each member of the group has to work on one of these topics, become an expert and inform the other members of the group about it. Thereby the group is to collect convincing data which supports their later decision and solution to the problem which is written down in an editorial.

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s) The Gilded Age Topic: Documenting Industrialization in America

Summary: The aim of this WebQuest is to make ESL students familiar with the industrialization in America. The idea of producing a film sets up the frame for the group work: Choosing one out of five possible subtopics such as “technology”, “immigration” or “urbanization”, the students are asked to form small groups. Within these groups, they should take on different roles, e.g. a media expert or a lead historian, and solve special tasks which are further specified in the WebQuest. After all, they need to cooperate in order to solve the task professionally. A final “production” in class, based on PowerPoint, helps to present their findings. Grading will be based on both individual effort and group engagement. I particularly like the idea the theme is embedded in: The plan of producing a film should be highly motivating for pupils at school. At first, they specialize on certain aspects of industrialization, but will have gained a deeper insight in other elements of this topic in the end. Since they have to fall back on authentic material, their research skills should be trained as well. Cooperation with other subjects (such as history) seems to be possible. But after all, this WebQuest is rather behavioristic than cognitive-constructivistic.

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t) Extra, Extra… Read All About It Topic: The Great Gatsby

Summary:

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A final list about the ‘Higher-Level Thinking’ in WebQuests (Group 4):

• problem-oriented

• interdisciplinary

• explorative

• reflecting

• criteria for evaluating “good” material

• forming your own opinion

• tackling situations

• self-organized

Best to Worst (VERY subjective – but a general tendency):

1. 2. 3. 4. 5.

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Group 5:

Specific aspect of a WebQuest that is analyzed: DESIGN

u) CurriculumQuest Topic: Integrate the Internet into the Curriculum

Summary: This WebQuest is designed for teachers who want to integrate the internet into their lesson. In groups of two, teachers should acquire the basics of the Internet and learn how to use search engines. The task consists of four missions. The aim of the first mission is to learn how to use the World Wide Web. The second one deals with the evaluation of an educational web site. Then the teachers are supposed to use four search engines. The last one includes the task to create a lesson plan. Moreover, they should learn how to evaluate an educational web site. The WebQuest provides various references.

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v) Composing a WebQuest WebQuest Topic: Design and Create a WebQuest for Georgia Middle Schools

Summary: This WebQuest is designed for students to design their own WebQuest. This way they will be thoroughly introduced to the idea of WebQuests. The task is to take in the roles of four teachers from a middle school in Germany who want to form an Educational Internet Business. These teachers want to create a WebQuest for Georgian students at a middle school. For this purpose they split up their work on the computer into four different fields: the architect, the taskmaster, the evaluator and the researcher. Advantages of this WebQuest for the students are a better understanding of the advancement of educational technology and appreciation of the workload of their own teachers. Furthermore, they have to manage working in a group with a common goal and thus learn to make compromises. In this task they have to find the role that suits them best in the group and eventually reflect whether they made the right decisions.

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w) Who’s Who in Human Learning Topic: Introducing Theories of Human Learning

Summary: This Webquest is developed as an introduction for undergraduate and graduate students to theories of human learning. After a successful completion of all tasks they will have learned that there are different learning theories and theorists and how far they have affected the field of human learning. There are five steps: Step one deals with models of learning. Students have to evaluate the distinct learning theories in step two. Then they have to compare their results in groups. At the end of step four they have to come up with the three best theorists. In the last step they have to decide which one is the best.

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x) Shakespeare Survival Guide Topic: Putting up a Production of Romeo and Juliet

Summary:

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y) Typography Topic: The Evolution of Type Design

Summary:

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A final list about the ‘Design’ in WebQuests (Group 5):

• Colours: suitable background, good contrast, use of complementary colours should be avoided

• Structure: menu, Well-structured

• Access: It is easy to find necessary information

• Font: Readable

• Usage of space: links should not exceed the text column

• Use of Multimedia: Pictures support the tasks, visual support

Best to Worst (VERY subjective – but a general tendency):

1. 2. 3. 4. 5.