TABLE OF CONTENTS

Synthesis/Reflection Paper ………………………………………………………………… 3

Part 1. Topic ………………………………………………………………………………... 5-6Part 1a. Stated learning goal ………………………………………………………………… 5Part 1b. Description of the audience ………………………………………………………… 5 Part 1c. Rationale ……………………………………………………………………………. 5

Part 2. Analysis Report ……………………………………………………………………. 7-12Part 2a. Description of the Need Part ……………………………………………………….. 7-82a.1 Needs Analysis Survey ………………………………………………………………… 7Part 2a.2 Needs Analysis Data Report ………………………………………………………. 7-8Part 2b. Description of the Learning Context ……………………………………………….. 9Part 2b.1: Learning Context …………………………………………………………………. 9Part 2b.2: Transfer Context ………………………………………………………………….. 9Part 2c. Description of the Learners ………………………………………………………… 10Part 2d. Learning Task Analysis ……………………………………………………………..11-12

Part 3. Planning …………………………………………………………………………….13-20Part 3a. Learning Objectives (list) …………………………………………………………...13Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan .…………………14-17Part 3c. ARCS Table ……………………………………………………………………….. 18-20

Part 4. Instructor Guide ……………………………………………………………………21-26

Part 5. Learner Content ……………………………………………………………………27-29Part 5a. Learning materials …………………………………………………………………..27Part 5b. Formative and/or Summative Assessment materials ……………………………….27-28Part 5c. Technology Tool Justification ………………………………………………………28-29

Part 6. Formative Evaluation Plan ………………………………………………………..30-32Part 6a. Expert Review ………………………………………………………………………30Part 6b. One-to-One Evaluation ……………………………………………………………..30-31Part 6c. Small Group Evaluation …………………………………………………………….31Part 6d. Field Trial .…………………………………………………………………………..31-32

Part 7. Formative Evaluation Report ……………………………………………………..33-35Part 7a. Evaluation Survey or Rubric ………………………………………………………..33-35Part 7b. Report the results of the expert review ……………………………………………..35Part 7c. Comments on Change ……………………………………………………………….35

Part 8. AECT standards grid …………………………………………………………….. 36-39

Works Cited …………………………………………………………………………………40

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Appendices ………………………………………………………………………………….41-49

Appendix A:KWL Chart……………………………………………………………………41T-Chart ……………………………………………………………………….42Reflection Sheet ………………………………………………………………43Venn Diagram ………………………………………………………………..44

Appendix B:Conference Sheet ……………………………………………………………..45Webquest Rubric ……………………………………………………………..46Objectives Test 1 ……………………………………………………………..47Objectives Test 2 ……………………………………………………………..48Objectives Test 3 ……………………………………………………………..49

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"Taking a panoramic view of learning, and accounting for unique facets and domains, equips a designer with numerous approaches and methods. Instead of only transmitting learning, educators begin to create structures and networks that will foster a lifetime of learning and learning skills....The monochromatic world of course design is replaced with a vibrant environment where learning occurs in an integrated ecosystem. Learning is a continuous stream, rather than a dammed up reservoir (Siemens, 2005)." This quote sums up what I have learned about instructional design perfectly.

I began the course with the thought that instructional design was designing a website that you would use to teach or instruct. Upon reading the course materials I replaced that definition with one that addressed instructional design as a process, facilitated through a series of steps, with which one creates materials to engage and instruct learners. This process is ongoing and involves a non-linear pathway often approached through a linear model. As my own understanding of the design process developed I began to liken it to a science experiment.

Consider the following metaphor, instructional design is like a science experiment. To better understand this metaphor one must first know that both instructional design and a science experiment have the same foundation, the purpose of both is to answer a question or a need. The question or need is assessed, background research is conducted a theory or preliminary idea is proposed, steps are taken to determine if the theory or idea will answer the question or need; and finally, upon receiving the finished product, analyses and further revision take place. In addition to basic foundation and processes of the two concepts being alike, they both require creativity, original thought, and neither is ever 100% perfect and complete. An instructional design is a work in progress, a journey, theories in science are much the same, an experiment is only as valid as the variables tested and new variables are as plentiful as new information in instructional design. The goal of instructional design is to teach, and the goal of a science experiment is the same. Being a science teacher, this metaphor made me realize that instructional design and the theories behind it are something that I can and already do use daily.

Instructional design was not a career field that I had ever considered, not only because I didn’t fully understand what an instructional designer was, but also because I had incorrectly associated it with building a website, a skill I had not acquired. I was nervous when I saw instructional design on my course requirements; I wasn’t sure what it had to do with my career path in the field of educational technology. It wasn’t long before I realized that there is a link between educational technology and instructional design, one couldn’t thrive without the other. The vastness of technology and rate of growth in educational technology has opened a door for instructional designers; it has even created a new subcategory of instructional design for online courses. Without instructional designers educational technology would not function, there would be no curriculum that functioned for an online classroom. In an article that addresses growing up in a digital age, John Brown makes the following observation: “My generation tends not to want to try things unless or until we already know how to use them. If we don't know how to use some appliance or software, our instinct is to reach for a manual or take a course or call up an expert. Believe me, hand a manual or suggest a course to 15 year olds and they think you are a dinosaur (2002).” Without innovations and a direct link between educational technology and instructional design engaging learners in the digital era would be an impossible feat. Instructional design is more important than ever, but it is taking on a new shape that of interactive diversified learning strategies.

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The process of finding a need in my own classroom for an instructional design was very eye opening. The preparation that is required prior to beginning the design process is almost overwhelming. The needs assessment, approaches to learning, instructional strategies, the learning context and environment, the learner profile descriptions, the flow charts for pre-requisite knowledge, and the learning objectives and how they would be addressed on the higher level thinking scale; all of these tasks were prior to writing the actual instruction. Throughout this process I started to see all of the curriculum and online lessons that I had ever purchased, used, taught from or learned from in a new light. One of the first things that I did upon creating the ID project 1 was to revisit a book that I had recently purchased on teaching about DNA fingerprinting for 11th grade students. The book boasted labs and lessons, teacher resources, and student worksheets and rubrics all written to the Florida State Standards. When I purchased the book it seemed like exactly what I needed, but the first time I tried to prepare for a lesson I found it difficult to understand the directions, and the worksheets didn’t match the lesson well, the rubrics were not appropriate for the lab, and the lab required some very costly equipment with no alternatives provided. As someone with half of a semester of instructional design experience I viewed my purchase with new eyes, the instructional designer had clearly not done their homework. The instruction was written far above grade level, the average high school science lab does not own $10,000 DNA typing machinery, and worksheets and rubrics that do not apply to lesson materials are useless; suddenly it was clear that I had not done my homework either. Being, as I am now, a seasoned semester long student of instructional technology I can see that the revision aspects of the ADDIE model, and others like it, were not followed in the creation of this book. If the instructional designer creating this material had been through the steps of analysis, design, development, implementation and evaluation the book would have fulfilled a need, my learners would have been engaged in a lesson, and I would have been able to assess the knowledge gained in a meaningful way. I can now safely say that I understand and appreciate so much more the job of an instructional designer.

At one point, early in the process of the course, I declared that I might be interested in pursuing a career in instructional design; however, upon further consideration I now know that while I have the utmost respect for the position, it is not one that I will be pursuing. This course, and my experience with instructional design throughout the course, has helped me to become a better teacher. As a teacher, I had never given much consideration to what I was teaching from, but more how I was teaching it. This course has shown me that not all instruction is created equal. I have already taken away so much from this course that I have been able to apply in my daily life. Two weeks ago the Science Department was given permission to order new curriculum and lab lessons for next year. Prior to this course I would have chosen the instruction that looked the most interesting, covered the material I needed, and had the most technology applications. This year I read through the background information, I spoke to my students that would be using the materials, I considered my demographics, I assessed the content and usability, I attempted to complete a lesson from each book using the labs and worksheets provided, and most importantly I evaluated the effectiveness of the material afterwards. The book I ordered was not the book I would have ordered prior to this course, it doesn’t look as fancy, but it is far more effective because it was well researched and designed, and it met the needs of my students in my situation.

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Part 1- Topic

1a. Goal StatementLearners will create a webquest, using Zunal.com that serves as an effective study guide

for an assigned chapter in the Biology book.

1b. Audience Description The target audience consists of 12th grade advanced level IB biology students.

1c. RationaleWhat need does this meet?

Currently the IB students in Biology do not have study materials to help them prepare for the IB examination. The IB examination is a cumulative exam covering material from 11th and 12th grade Biology, if the students do not receive a high enough score they do not receive the IB diploma. The school is willing to create a revision course to provide students time and resources to create the webquest study materials.

Supplantive or Generative?

This project has both supplantive and generative approaches to instruction. In order to create the account on Zunal and to follow the basic structure of the site students will use supplantive strategies approximately 75% of the time. The information being used on the site, the organization of content, the overall look, or design of the pages, are generative. The generative learning strategies would account for approximately 25% of the instruction.

Major Instructional Strategy

The major instructional strategy that applies to this project is instruction leading to learning procedures. Upon breaking down the learning objectives the majority of learning objectives required following and completing a series of procedures. By focusing on the instruction of procedures the learner would have the opportunity to use more generative approaches to the content of the webquest. Some of the procedures throughout the process are simple, but some are more complex. According to Smith and Ragan (2005), “procedures may be classified as simple or complex depending on the type and number of steps to be completed (p.190).”

Why Procedural Strategy?

Procedural strategy is the major instructional strategy because the majority of the learning objectives require the ability to complete a series of procedures. The primary learner goal is to create a Zunal webquest. In order for the learner to create a Zunal webquest students must first learn to manipulate the Zunal website. By providing scaffolding for students, step by step directions or procedures, for learners to master the procedures for manipulating zunal.com we allow the students to expand their knowledge and cognitive processes in the generative section of

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the webquest design. Once the learner can “list the steps to the procedure, learn to determine if the procedure is required, learn to complete the steps in the procedure, and finally check for the appropriateness of a completed procedure” then the learner can stop thinking about the process of building the webquest and start thinking about the content and visual design elements (Smith & Ragan, 2005, p. 190).

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Part 2- Analysis Report

2a. Part 1 Needs Assessment SurveyThe needs assessment survey was sent to the 11 senior students in the IB Biology

program.

2a. Part 2 Needs Assessment ResultsThe results of the survey came back with the majority of the students in agreement. All

but one student felt that the need for study materials was crucial and the same students were willing to create the materials. Students were open to the idea of using a webquest to create the study materials, and several students commented that they had used a webquest to learn material before and they thought it was more interesting than traditional pencil and paper methods. The students liked the idea of the study materials being online and using online resources, as they always carry technology, even when travelling. Some of the students were concerned about using resources created by classmates, but ultimately they felt that if a teacher were to check it prior to students using it that it would be sufficient. Several students noted that by only having to create one chapter of learning material they would have more time to study the other chapters, than if they were creating personal materials and attempting to create for every chapter. The results of the survey show that students recognize a need for study materials and are willing to put in the time to create them. The majority of students agree that using technology is the best option, and are open to learning to create a webquest.

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2b. Description of the Learning ContextBased on the needs assessment survey this design belongs under the innovation model.

The definition of innovation is “something new or different introduced”, this project falls into that category perfectly. Students currently have no experience building a webquest, and they do not presently have study materials for the IB Biology exam, everything they create will be an innovation for them, as well as for the school’s IB program. The IB diploma program is difficult and requires commitment; students will spend a minimum of 20 hours a week outside of class time completing assignments and studying for exams. The students are under a great deal of pressure to succeed and can be somewhat high strung. It is necessary as an IB instructor to be patient and provide the students with as much information as is possible to help them through the process. Students in this program are willing to put time and effort into their work.

2b. Part 1 Learning Context EnvironmentThe learners will be completing this project both in school and at home. The majority of

the project should be completed at school. The classroom where students will be working is equipped with wireless internet, large tables for each student, and access to electrical outlets. Students at the school are required to have a laptop, so each student will have their own laptop with wireless access. The 12th grade students have Biology class once a day for a 45 minute period, and they also have a revision course 4 days a week for 45 minutes. The revision class is specifically provided to help students review old material to prepare for the IB exam. Most of the webquest project would be completed during this revision class time. The instructor is very familiar with zunal.com and has the necessary technology skills to assist students with any computer issues that might come up along the way. Currently there are only 11 students taking the Biology IB exam. The only materials currently available to students are the IB biology course book, and any materials provided by the instructor, which range from biology websites, to PowerPoint’s, to sample tests from previous years.

2b. Part 2 Transfer ContextThe primary use for this project is to help students pass their IB biology exam, but the

skills they are learning will extend beyond this one exam. The skills that students are acquiring with this project include but are not limited to: organizing ideas, planning and designing online materials, defining important information from a larger body of text, uploading and linking to outside materials, and teaching information to others in an engaging way. These skills can help the students in future projects, and in whatever profession they decide upon. If any of the students decide to go into teaching as a profession they will understand how to design a learning unit for their students.

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2c. Description of LearnersThe students that have signed up for the IB Biology have done so by choice, it is not

mandatory to take the IB level biology course. The majority of the students taking the exam are A students, with an excellent work ethic. All eleven of the students are from different countries, only one of which is American. Some of the students have only been in the country a short time and their knowledge of the English language is somewhat limited, but this does not impede their effort. According to the survey data, the majority of the students in the course are willing to do the additional work necessary to complete this assignment, and most feel confident using technology. Half of the learners are in an intensive athletic performance program and prefer the materials to be available online so that they can access the information when they are travelling for tournaments.

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What is Important

Having study materialsOnline resourcesEngaging materialsSeparate webquest for each chapterLearning how to design webquestKnowing how to manipu-late a webquest

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2d. Learning Task AnalysisThe flow chart image below can also be found at the following link.

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The flow chart below can also be found at the following link.

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3. Planning

3a. Learning Objectives1. Learners will list the steps necessary to create a webquest. 2. Learners will describe the function of each step in the design of the webquest. 3. Learners will construct an attractive welcome page.

a. The student should incorporate an image that illustrates the purpose of the unit. b. The learner will compose an engaging description of the webquest.

4. Learners will design an informative introduction page. a. Learners will explain all of the learning standards for the chapter.

5. Learners will create a concise task page. a. Learners will assemble, using a bulleted list, all of the activities to be completed.

6. Learners will devise a detailed process page. a. Learners will list reading materials.b. Learners will select appropriate media to support learning. c. Learners will organize information to assure its accessibility. d. Learners will assemble 3 tasks to be completed by users. e. Learners will create an assessment quiz for users.

7. Learners will evaluate the IB rubrics that best exemplify their tasks. 8. Learners will measure the workability of the technology functions.

a. Learners will demonstrate proper page function. b. Learners will operate links on all pages.

9. Learners will operate the webquest. 10. Learners will justify the use of a webquest as a learning tool.

a. Learners can describe the purpose of a webquest.b. Learners can identify the benefits of learning new information using a webquest. c. Learners will measure webquest success.

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3b. Matrix of Objectives

LearningObjectives

(a)

Bloom’sTaxonomy

Classification(b)

Format of Assessment

(c)

Description of

Test Form(d)

Sample Items

(e)

1.0Learners will list the steps necessary to create a webquest.

Knowledge Paper- and- Pencil

Short Answer List, in order, the steps needed to create your webquest.

2.0Learners will describe the function of each step in the design of the webquest.

Comprehension Paper- and- Pencil

Constructed Written Response

Using the list of steps you wrote out for your webquest; describe the purpose or function of each step in the process.

3.0Learners will construct an attractive welcome page.

Synthesis Performance Observation with a checklist

Build your welcome page, paying close attention to the allure of the site to users.

3.1The student will incorporate an image that illustrates the purpose of the unit.

Application Performance Observation with a checklist

Find and use an image that represents the information you are teaching in your webquest.

3.2The learner will compose an engaging description of the webquest.

Synthesis Paper- and- Pencil

Constructed Written Response

Write an engaging description of your webquest, consider your audience and attempt to gain their interest.

4.0Learners will design an informative introduction page.

Synthesis Performance Observation and Checklist

Using the criterion provided, create your introduction page on Zunal.com

4.1Learners will explain all of the learning standards for the chapter.

Comprehension Paper- and- Pencil

Constructed Written Response

Provide a detailed explanation of the IB standards for your chapter, be sure to include

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standard numbers and command terms.

5.0Learners will create a concise task page.

Synthesis Performance Observation with a checklist.

Create a task page using the criterion provided.

5.1Learners will assemble, using a bulleted list, all of the activities to be completed.

Synthesis Paper- and- Pencil

Short answer Create a bulleted list of activities users will complete throughout the webquest.

6.0Learners will devise a detailed process page.

Synthesis Performance Observation with a checklist.

Create a detailed process page on zunal.com using the criterion provided.

6.1Learners will list reading materials.

Knowledge Paper- and- Pencil

Short Answer List the reading materials users will need to complete the tasks assigned.

6.2Learners will select appropriate media to support learning.

Evaluation Performance Observation with a checklist

Find or create media resources that will aide users in completing tasks and meeting standards, follow the criterion provided.

6.3Learners will organize information to assure its accessibility.

Synthesis Performance Observation with a checklist.

The process page will be organized in such a way that the user can navigate easily through each activity. Criterion will be provided.

6.4Learners will assemble 3 tasks to be completed by users

Synthesis Performance Observation with a checklist

Create three activities that users will need to complete to show comprehension of the material being covered. Criterion

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for the activities will be provided.

6.5 Learners will create an assessment quiz for users.

Synthesis Performance Observation with a checklist

Using the standards and the criterion provided create an assessment quiz to test for knowledge of the chapter material.

7.0Learners will evaluate the IB rubrics that best exemplify their tasks.

Evaluation Paper- and- Pencil

Constructed Written Response

Evaluate the various rubrics available from the IB and justify your choice of rubric(s) for your webquest.

8.0Learners will measure the workability of the technology functions.

Evaluation Paper- and- Pencil

Written Constructed Response

Collect data and use that data to describe the workability and ease of use of your webquest.

8.1Learners will demonstrate proper page function.

Application Performance Observation and checklist

Demonstrate that your pages are complete and functional.

8.2Learners will operate links on all pages.

Application Performance Observation with a checklist

Demonstrate that your links throughout your webquest are functional.

9.0Learners will operate the webquest.

Application Performance Observation with a checklist

Demonstrate that you are able to complete all of the activities in your webquest using materials that you provided.

10.0Learners will justify the use of a webquest as a learning tool.

Evaluation Paper- and- Pencil

Constructed Written Response

Using at least one outside source, justify the use of a webquest as a proper learning tool.

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10.1Learners can describe the purpose of a webquest

Comprehension Paper- and- Pencil

Short Answer Describe a webquest, and what purpose it serves.

10.2Learners can identify the benefits of learning new information using a webquest.

Comprehension Paper- and- Pencil

Short Answer Explain the benefits of using a webquest as opposed to a more traditional learning method.

10.3Learners will measure webquest success.

Evaluation Performance/ Paper-and Pencil

Observation with a checklist and Constructed written answer

Gather information to assess data from past years mock exams that will be completed after the projects. Then analyze the data. Write a conclusion as to whether or not the project was successful in increasing scores.

3c. ARCS Motivational Strategy Plan

ARCS Motivational Strategy PlanAttentionA.1. Perceptual arousal Students will be shown a Zunal webquest about a fun topic.

http://zunal.com/webquest.php?w=75992A.2. Inquiry arousal Provide students with several websites that discuss the benefits of

using technology, specifically webquests to learn.Ex.) 1.http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf2.Using webquests3.http://pd-network.com/lessons/Webquests.pdf

Have the students get into small groups to list three benefits to creating the study guide using a webquest. Students will then choose one person to share the list aloud, creating a group list.

A.3. Variability Give students the option of working in small groups (no more than 4) or working alone. They will then go to Zunal.com and find a webquest that interests them. They will then evaluate the webquest pointing out three positive aspects of the site and three areas that need improvement.

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RelevanceR.1. Goal orientation Create a (Know, Want to know, Learned) chart as a class to

determine what the students already know.

Introduce the students to the learning objectives and match them with what they want to know.

R.2. Motive matching Face to Face instruction will provide the students with the foundation that they need to get a better understanding of the expectations.

Videos and written instructions will provide continued support as they come across difficult sections.

Rubrics will help guide students in making appropriate choices while still allowing for creativity in expression.

R.3. Familiarity Have students create a list of similarities between a webquest and a scavenger hunt, a webquest and an outline, and a webquest and a website.

Ask the students to work in groups to create a metaphor for a webquest, and explain their metaphor.

ConfidenceC.1. Learning requirements Students will be provided with a rubric for all assignments so that

they know what is expected of them.

Instruction will be broken down into steps, each step thoroughly explained and support provided.

Students will be provided with an agenda breaking down the project into manageable sections, with clear and reasonable deadlines.

C.2. Success opportunities Conferences between the teacher and student will take place several times throughout the process, whereby the teacher will reinforce student work and assist with any obstacles the student has come across.

Students will be given prompt feedback on all section assignments so that they can make corrections as needed.

Students will be provided with rubrics in order to set them up for success.

C.3. Personal control The teacher will provide examples of webquests that are done well and webquests that are done poorly.

Students will be asked to use the class rubric to evaluate 3 webquests in order to help them understand the expectations.

Students will be encouraged to be creative when creating their webquest. Images, resources, videos, and tasks to be completed by

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the reader will be the student’s choice.

SatisfactionS.1. Natural consequences Upon completion of the webquest students will be sharing their

webquests with fellow classmates. Each student will complete the other student’s webquests as a way to prepare for the IB examinations.

Students will be asked to reflect on the how they can use some of the same skills they learned while creating this webquest for future studies or careers. For example finding resources to teach material using information learned in a text to create activities to help in the learning process, compiling information to help others or themselves learn a concept, using creativity to individualize an assignment or project.

S.2. Positive consequences The most positive consequence for students will be the use of their tool to help others.

Students in future classes will also be using their tool as a guiding model to create their own tools.

S.3. Equity The students will be encouraged to present their webquest to the school’s IB committee as a possible project across the curriculum.

Students will also be encouraged to submit their projects to the teachers World IB forums as a possible study guide for others outside of the school.

Students will be encouraged to voice their thoughts on the process in both a written reflection and through small group, and whole group discussion.

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Part 4- Instructors Guide

Introduction Active Attention or Gain Attention

1. The instructor will begin by introducing the goals for the day.2. The instructor should inform the students of the supplies that will be needed for the

project.a. Notesb. Computerc. Text book

3. The instructor will show an example of a Zunal website.http://www.zunal.com/webquest.php?w=179791

4. The instructor should have students split up into small groups to create a KWL chart about webquests.

Establish Purpose1. The instructor will create a large KWL chart on the board to discuss the purpose of a

webquest.a. Students should provide input from their small group KWL charts

2. The instructor will introduce the learning objective to the class.a. Learners will create a webquest, using Zunal.com that serves as an effective study

guide for an assigned chapter in the Biology book.

Arouse Interest and Motivation1. The instructor will show the following YouTube video tutorial for how to use zunal.com

a. https://www.youtube.com/watch?v=f8CaPbCE5MI

2. Instructor will allow the students to work in small groups to create a fun Zunal webquest about an appropriate topic of their choice. Emphasize that content and completion is not the goal; just encourage the students to explore the site.

a. Example- http://zunal.com/webquest.php?w=75992b. Instructor should walk around the room to assist with technology issues.c. This activity should take no more than 30 minutes.

3. Students should be provided with 5 mins. per group to show other students their work.4. The instructor should encourage students to take the fun and creativity from their free

choice Zunal with them as they create their biology webquest.5. The instructor should provide students with objectives test one, to ensure that students

understand the steps necessary to create a webquest.

Provide an Overview1. The instructor will break down the project assignment in small pieces, providing a

calendar of important project dates.a. The instructor should emphasize that this project will take place over a two month

period and each phase will be facilitated.

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Sample Calendar- should be adjusted as needed to fit your time frame and curriculum needs.

Week 1 Introduce the concept of webquests whole group Smaller groups will meet together to discuss ways to use the information they must teach

in the webquest format. Individuals will create an outline for their webquest to share with the instructor.

Weeks 2-7 Each week following will be dedicated to one of the pages to being created (some pages

may require less and some more) adjust as needed. One additional week of time was added to this section to allow for the task and process pages.

The instructor should walk the students through a demonstration on how to create the page

The students should begin creating their pages The instructor should supervise and offer suggestions Students should be reminded to have the rubric with them as they create the pages

Week 8 Students should check every page for functionality

o Do the links worko Do the documents openo Is the font readableo Can you access each pageo Does the sequence of the information and activities make sense?

Students should check every page for accuracy o Are the facts presented accurate- if you weren’t sure about any section go back

and review it find more sources.o Did you do a spelling and grammar check?

Students should add more images and elements of creativity with any additional time remaining

Double check the rubric before you submit your link.

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Body

Recall relevant prior knowledge 1. The instructor will have students compare past experiences with websites, scavenger

hunts, and outlines to what they have learned about webquests. They can do this by creating several intersecting Venn diagrams (example

provided) They can do this by creating a T chart to compare and contrast (example

provided)2. The instructor will have students create a KWL chart about webquests (example

provided)3. The instructor will have students discuss in small groups their experience in creating

study guides, what worked and what didn’t, and how they think the webquest could address some of their concerns.

Process information and examples While still in small groups the students will be assigned a webquest to evaluate, using the

following criterion. It is recommended that students use the rubric they will be evaluated with. (sample provided)

Is the webquest attractive- have the students expressed what qualities make a webquest attractive (at least three).

Is the information used in the webquest properly cited Did the creator of the webquest make errors- consider spelling, grammar, and

factual errors? Have the students write down three reasons why the creator of a webquest should check for accuracy.

Is the webquest functional- does it all work? Have the students express what makes a webquest functional.

Does the webquest achieve its purpose- have the students write down what the webquest was trying to teach and how the creator went about accomplishing this task.

Finally have the students write a list of three aspects of the webquest that worked well, and three things that you would change.

Focus Attention 1. The instructor will focus the attention of the learners by demonstrating the process of

creating each page on either a Smartboard or a projector, while students follow along on their personal computers.

2. The instructor will also focus attention by working closely with each student, and walking around to help students as needed.

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Employ Learning Strategies

The instructor should supply students with the steps needed to complete the webquest, so that they are able to reference the procedural steps and focus their attention on the concepts being taught.

Example)

Provide for and Guide Practice 1. Instructor should be demonstrating each phase of the creation process on the Smartboard

or projector, as the students follow along.2. Students should be provided with the procedures and the rubric to reference throughout

the process.3. The instructor should break down the creation process into steps that are easy to follow

a. Start with the demonstration b. After a each step or every other step check to see if everyone is following alongc. As students begin to enter into the sections that no longer require demonstration

the instructor should circulate the room, paying careful attention to those that seemed to struggle throughout the process.

4. As students complete each page time should be arranged to have brief conferences with each student to review their progress.

Provide Feedback1. While conferencing with students the instructor should provide at least one positive

aspect of the student work and at least one suggestion for improvement.a. The instructor should have at least 5 mini conferences throughout this process.b. The instructor should also make informal observations and provide feedback as

they walk around the room assisting students.2. Throughout the process the objectives tests should be given to ensure that students are

familiar with and meeting their objectives. (sample objectives tests are provided)

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Conclusion

Summarize and review 1. The instructor should ask the students to fill out the L (learned) section of the KWL chart

to review what they have learned as a class. 2. Students should be instructed to reflect on the process that they have completed.

a. Students should include their feelings about the processb. They should include 3 things that worked well and three changes that they would

make. (sample sheet provided)3. After the mock exams the instructor should meet one more time with each student to

discuss the effectiveness of the webquest as a study guide.

Transfer learning 1. After the final meeting the instructor should have students gather in small groups to

discuss what aspects of the study guides were most beneficial for the mock exams and what aspects need to be changed.

2. After the groups have met, and recommendations have been made each student should make changes to their webquest based on the recommended changes.

Remotivate and Close 1. The instructor should work with the whole class to write a letter recommending the

webquest study guides as a cross curricular activity to help prepare for other subject matter IB exams.

2. Students will also be asked to share their webquests with future classes as a template for creation.

3. Instructor will remind students that the skills they learned can be carried over into other areas of their lives.

Assess Learning

1. The instructor will evaluate each individual’s performance based on the rubric provided early in the lesson. The rubric should be based on the criterion the students used to evaluate the webquests they viewed.

a. Is the webquest attractive- use the qualities the students mentionedb. Did the creator of the webquest make errors- consider spelling, grammar, and

factual errors? c. Is the webquest functional- does it all work? Use the student’s criteriad. Does the webquest achieve its purpose- This will be based on student evaluations

(discussed below)2. Students should be asked to reflect upon 2 other webquests, they should be considering

how prepared they felt for the section of the mock exam that the 2 webquests covered. a. This should be justified with specific examples (graded exams should be returned

to students for this part of the project)b. Students should go back and check the webquest for answers that they missed in

that section.

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c. Students should also evaluate the usability and functionality of the cite using the criteria that they developed earlier in the project.

3. Throughout the process students will be graded on completion and understanding of their learning objectives through objectives tests. (provided)

4. Students will also be informally evaluated throughout the process in the mini-conferences.

Feedback and Seek Remediation 1. The instructor will provide written feedback based on rubrics and mini conferences.2. Students that struggled with the process will be provided with remediation. Some

examples of remediation opportunities are as follows:a. Before and after school tutoring opportunitiesb. Feedback after each mini meetingc. Peer assistance for the last 10 minutes of class twice a week

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Part 5- Learning Content5a. Learning Materials

Learning Source Purpose When it will be usedKWL Chart (see appendix A)

To gain attention and access prior knowledge.

At the beginning of the lesson, during the introduction.

VENN Diagram (see appendix A)

Recall relevant prior knowledge After the project has been introduced, but before the students evaluate a webquest.

T-Chart (see appendix A)

Recall relevant prior knowledge After the project has been introduced, but before the students evaluate a webquest.

Steps to Create a Zunal Webquest

As a reminder of the procedures that need to be followed to create a webquest on zunal.com, focused more on content.

Throughout the creation process.

Flow chart of the steps to create a webquest. (link on page 11)

To help students through the steps of signing up for a Zunal account, and creating each individual page. More related to the technology aspects than the content.

Throughout the creation process.

Reflection Sheet (see appendix A)

As a tool to help students reflect upon what the positive and negative aspects of the project.

After they have completed the project.

5b. Formative and Summative AssessmentsStudent Conference Forms (see appendix B)

To evaluate and provide feedback on the student’s progress.

After each section is created, for example after the introduction, the task etc…

Rubric For Evaluation(see appendix B)

To Evaluate student work, and to create clear expectations.

To be provided at the beginning of the lesson and used after completion.

Objectives Test 1(see appendix B)

To evaluate the students understanding of the procedures involved in creating a webquest, as well as their knowledge of what a webquest is and how it can be valuable.

To be given after students have been introduced to the Zunal and have been provided with procedural instructions.

Objectives Test 2(see appendix B)

To evaluate the preparedness of the student to begin the creation process.

To be given after students have demonstrated an understanding of the mechanics of building the pages and before students actually begin to design their pages.

Objectives Test 3(see appendix B)

To evaluate the finished product and to assess the level of knowledge regarding the purpose of the assignment.

To be given after students have completed the rough draft of the assignment, but before the final draft.

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5c. Technology Tool Justification

Technology Tool Use JustificationComputer/tablet The computer will be used to

create the webquest.The very nature of the activity is a Zunal webquest which must be completed on a computer/tablet. The name webquest is indicative of the justification it is a web search for material. The design of the webquest requires internet use and the ability to type information and add images.

Smartboard/projector To display the demonstration If absolutely necessary this project could be completed without the use of a projector or Smartboard but it would make the process long, confusing, and tedious. Students would follow along with a visual demonstration much better than an oral or written explanation of what to do. By demonstrating and modeling proper manipulation techniques and expectations for all students the instructor is able to provide a visual means of learning that students can more easily identify with.

YouTube To introduce the Zunal webquest The YouTube video provides students with a brief introduction to the zunal.com site and familiarizes them with the materials. It is being used to catch their attention and reach both visual and auditory learners.

Zunal.com procedures To introduce the technical procedure

The zunal.com site has a procedures page that maps out in written form the procedures needed to create a webquest; it also provides a reminder about the purpose of each webpage. It is essential that students have a place to refer back to for procedures and to remind them what information goes on what page.

Zunal.com Webquest For students to evaluate a webquest/ motivate

By having students look at webquests on other topics, we

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not only stimulate their interest in webquests, but we also provide an opportunity for students to gain a clearer understanding of the expectations for their own webquest. Students will evaluate a previously completed webquest with the rubric provided. By practicing with the rubric that will later be used to evaluate them students have the opportunity to see first-hand mistakes that are made and improvements that can be added.

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Part 6- Formative Evaluation Plan

6a. Expert Review

A. The Subject Matter Expert (SME) for the instructional design is Jeffery Liu. Jeffery is a colleague, and he teaches IB Chemistry. Jeffery has several years of experience preparing students for the IB examination, and he frequently integrates technology into his projects and lessons. If the project works out well he would very likely integrate it into his own classroom next year. I will submit my project to him on Monday, April 29th and request feedback by Saturday, May 4th.  b. Questions for the Expert

Is the content information appropriate and accurate for DP IB Biology students? Are the resources used appropriate and accurate for the students? Are the directions clear and concise? Is the time-line realistic? Are the objectives achievable? Are the materials organized in an effective manner? Will the students be interested and engaged in the instruction? Do you have any

suggestions on how to improve their engagement? Do you think they will have necessary background skills and knowledge to complete the

lesson? Is the evaluation process appropriate and achievable? Will the students have ample opportunity to get feedback and make revisions? After reading the materials, do you have any suggestions for improvements, additions or

subtractions to make the material more effective? Do you have any additional thoughts or comments?

6b. One-to-One Evaluation

The one-to-one evaluation involves the designer introducing the instructional materials to two IB Biology students. The students are at opposite ends of the spectrum in comfort level with technology, both students have strong reading skills, but one student follows directions well and is organized; the other student prefers to skip over directions and tries to figure things out on his own, and is somewhat disorganized. This initial evaluation will provide feedback to the designer on the overall content information, the clarity of the directions and it will allow for revisions before moving the evaluation to a small group stage. Questions the designer would ask the individuals are:

Are the directions clear, if not, where do they need clarity? Are you able to understand the objective of the project, if not why?

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Is the rubric clear, do you understand how you are being evaluated, if not please elaborate?

Did the step by step graphic make the process easier, please elaborate? Are there any concepts that are not explained well, if so please note them? Are there any errors in the accuracy of the content, if so please note them? Are there any spelling or grammar mistakes, if so please note them? If you could make any changes to the document what would they be, please elaborate?

6c. Small Group Evaluation

After revising the materials; the next step in the evaluation process is to have a small group of five 11th grade students complete the revised materials independently. Due to the small nature of the target group of 12th graders for this project the students from the 11th grade Biology class with evaluate the materials for the next round of revisions. The students are of varying abilities in technology as well as in Biology. In this step of the evaluation process the designer wants to ensure that previous revisions from the one-to-one evaluations were sufficient. The designer is also hoping to verify the clarity, usability, and functionality of the materials on a new group of learners not yet exposed to the materials. The designer will observe (both visually and via a tape-recording) the various learners as they read and comment or question certain aspects of the material. After observing the students, the designer will ask for feedback from the participants, both individually and as a whole group. The designer will be looking for suggestions for improving the materials from the students and will also make note of areas where the students thought that they understood the directions, but in fact did not complete a step correctly. Then the designer would make the necessary revisions before the field trail evaluation. The designer would ask the questions below:

Do you feel that the directions were clear enough to complete the project with ease, if not explain?

How long did it take you to complete each step of the project? Did you feel as though you possess the necessary technology skills to complete the

project, if not explain? Are there any errors in the accuracy of the content or the spelling and grammar, please

elaborate? What revisions would you recommend?

6d. Field Trial

The third stage of evaluation will occur with the aide of my colleague, and his 9th grade Biology class. In this step the instructional materials will be presented to larger and more diverse group of twenty 9th graders. The purpose of this evaluation will be to consider the ability of the instructor to use the designers material to teach the class, the background knowledge and skills that the students will need in order to complete the lessons, and the overall effectiveness of the lesson (to be judged by the finished products). By having another teacher complete the lesson the designer can observe the effectiveness of the materials for both the teacher and the learner without adding the variable of their own knowledge of the materials intent to alter reliability of the findings.

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Questions for the teacher:

Does the Instructor Guide provide all of the necessary information to complete the lesson? If not please note what is missing and how it can be added upon?

Are the objectives reasonable? If not please elaborate. Is the time-line for project completion reasonable? If not please elaborate. What are your thoughts on the instruction and materials? In the process of teaching was it necessary to make any changes to the instruction or

materials? If so, please note what changes you made and why. Were the learners engaged? Please elaborate. If you could add or delete any aspect of the materials what would it be and why?

Questions for the learners:

Did you find the lesson interesting, why or why not? Were you able to understand what was being asked of you and why? Please explain. Did you have all of the computer skills needed to complete the technology aspect of the

project? If not, please make note of the skills you would need to complete the lesson Was the rubric useful in the creation process? If not, explain Did the step by step graphic help you complete the steps? Were the mini conferences helpful? Please explain What changes would you suggest for the instruction and materials?

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Part 7- Formative Evaluation Report

7a. Evaluation Survey- Survey Monkeyhttp://www.surveymonkey.com/s/T86ZXVY

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Responses

1. Is the content information appropriate and accurate for DP IB Biology students? ExplainIt seems to be on level for the average DP student; however, you should take into consideration the language issues and consider that obstacle. As you know it is the student's responsibility to seek help with language barriers but often they do not.2. Are the resources used appropriate and accurate for the students? Explain I like that you used a variety of resources from textual, to video and audio. You might look to see if they offer any of the materials in any other languages as it could solve your problem of content and resources.3. Rate the following items as very good, good, satisfactory, needs improvement

  very good (1) good (2) satisfactory (3) needs improvement (4)Grammar   X    Spelling X      Content Clarity X      Instructions X      Timeline   X    Objectives X      Organization   X    Other (please specify): The timeline seems strained to me not to learn how to do a webquest but to actually complete their webquest, the organization is not familiar to me with the titles and such but I understand that is your class requirement for example employ learning strategies. i would prefer as simplified instruction sheet without the unnecessary teaching terminology.4. Will the students be interested and engaged in the instruction? Do you have any suggestions on how to improve their engagement?I think the students will be interested to complete this assignment for two reasons. 1. It helps them study for their exam. 2. It isn't a paper and pencil assignment they like any excuse to be on a computer and doing something more creative. The only suggestion I might offer is teach them how to make their own instructional videos and add them on to the webquest.5. Do you think they will have necessary background skills and knowledge to complete the lesson? If not, please explain.Most of the students will pick up on the steps to create the page, so as far as this lesson is concerned yes. i would be concerned about their ability to create an effective study guide without more specific requirements but I guess that would be a separate lesson.6. Is the evaluation process appropriate and achievable? ExplainThe rubric is very clear and easy to follow, I like the mini-conference forms they are easy to mark and shouldn't require a lot of time to complete. i also thought that the objectives tests were good, I forget to make sure they actually met my objectives sometimes.7. Will the students have ample opportunity to get feedback and make revisions? If not, explain.I am concerned about the timeline as I stated earlier if it is just taking into consideration building the webquest and we assume they have all of their information preplanned to incorporate then it may be too much time, but if it they have to create the webquest and the content it isn't going to be enough time.8. After reading the materials, do you have any suggestions for improvements, additions or subtractions to make the material more effective? Elaborate

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I would clarify more carefully the timeline what you expect them to have done before this lesson and what will be done during the lesson. writing the study guide and finding the resources will take a long time. Creating the webquest will probably only take 2-3 weeks if they have all of the material ready to go.9. Do you have any additional thoughts or comments?I like this lesson plan and once you work out some of the timeline issues I think it will be very effective. I hope to be using this in my class next year as well.

7b. Report the Results of the Expert ReviewerThe Expert reviewer felt that the overall idea behind the project is something that he

would utilize in his classroom.

The areas of concern for the reviewer were as follows:

1. Consideration for students with language barriers- he recommended looking for support materials in multiple languages.

2. The timeline does not work for the project- if the project is only to learn to create a webquest and insert pre-written material the timeline is too long, and if the project requires student to create the webquest and the material it is too short.

3. A simplified Instructors Guide- he felt that some of the terminology was unnecessary and confusing primarily with the titled sections.

The areas of strength are as follows:

1. The student engagement- he felt as though students would like a non-traditional method for creating the study guide.

2. Evaluation materials- the SME liked the evaluation tools and thought that they would be affective and easy to use.

3. The instructions were clear and easy to understand.4. The content was concise and easy to implement.5. The objectives were thorough and achievable.

7c. Comments on ChangeAfter reading the opinion of the expert reviewer I would make several changes, the most

major of which would be the clarification of the timeline. I would, ideally have had the previous forms of evaluation small group and field trial to help me clarify the exact amount of time needed to complete the assignment assuming that the content was already pre-written and resources listed.

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Part 8- AECT StandardsProfessional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Projects2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (all assignments)3.2 Diffusion of Innovations3.3 Implementation and Institutionalization X

ID Project

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project

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5.4 Long-Range Planning

AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practice, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

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1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application programs.

2.3 Computer-Based Technologies

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2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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WORKS CITED

Brown, J. S. (2002, February). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn. Retrieved from http://www.usdla.org/html/journal/FEB02_Issue/article01.html

Siemens, G. (2005, July 12). Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs. Retrieved from http://www.elearnspace.org/Articles/ldc.htm

Smith, P.L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons.

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Know Want to know Learned

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Appendix A

KWL Chart

T-CHART

Compare Contrast

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42

VENN Diagram

Teacher Student Conferences- Zunal Webquest

Student’s Name_____________________________Date__________________

Webquest Section (circle one)- Welcome Introduction Task Process Evaluation Conclusion

Student Demonstrates the Following Skills

Follows directions yes/no Shows Creativity yes/no Writing is free of grammar and spelling mistakes yes/no Accurate Information yes/no Links are functional yes/no The page achieves its purpose yes/no

Student Strengths ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Areas for Improvement

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional Comments

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix B

Webquest RubricCATEGORY 4 3 2 1

Content The site has a well-stated clear purpose and theme that is carried out throughout the site.

The site has a clearly stated purpose and theme, but may have one or two elements that do not seem to be related to it.

The purpose and theme of the site is somewhat muddy or vague.

The site lacks a purposeand theme.

Content Accuracy All information provided by the student on the Webquest is accurate and all the required pages have been included.

Almost all the information provided by the student on the Webquest is accurate and all required pages have been included.

Almost all of the information provided by the student on the Web site is accurate and almost all of the required pages have been included.

There are several inaccuracies in the content provided by thestudents OR many of the required pages werenot included.

Links (content) All links point to high quality, up-to-date, credible sites.

Almost all links point to high quality, up-to-date, credible sites.

Most links point to high quality, up-to-date, credible sites.

Less than 3/4 of the links point to high quality, up-to-date, credible sites.

Copyright Fair use guidelines are followed with clear, easy-to-locate and accurate citations for all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained.

Fair use guidelines are followed with clear, easy-to-locate and accurate citations for almost all borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained.

Fair use guidelines are followed with clear, easy-to-locate and accurate citations for some borrowed material. No material is included from Web sites that state that permission is required unless permission has been obtained.

Borrowed materials are not properly documented OR material was borrowed without permission from a site that requirespermission

Spelling and Grammar There are no errors in spelling, punctuation or grammar in the final draft of the Webquest.

There are 1-3 errors in spelling, punctuation or grammar in the final draft of the Webquest.

There are 4-5 errors in spelling, punctuation or grammar in the final draft of the Webquest.

There are more than 5 errors in spelling, punctuation or grammar in the final draft of the Webquest.

Layout The Webquest has an exceptionally attractive and usable layout. It is easy to locate all important elements.

The Webquest has an attractive and usable layout. It is easy to locate almost all important elements.

The Webquest has a usable layout, but may appear busy or boring. It is easy to locate most of the important

The Webquest is cluttered looking or confusing. It is often difficult to locate important elements.

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Name__________________________

Objectives Test 1

1. List in order the steps needed to create your webquest, be as detailed as possible do not create one word lists. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Using the list above describe the purpose or function of each step. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Describe a webquest, and what purpose it serves. ______________________________________________________________________________

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Name_______________________________

Objectives Test 2

Preparing to create the webquest

1. Write an engaging description of your webquest, consider your audience and attempt to gain their interest. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Create a bulleted list of activities users will complete throughout the webquest.

3. List the reading materials users will need to complete the tasks assigned. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Name_______________________________

Objectives Test 3

Double Checking your Webquest/Final Thoughts

1. Collect data as you navigate your webquest and use that data to describe the workability and ease of use of your webquest.

Links work Information is Easy to Find Comments

Page 1Page 2Page 3Page 4Page 5

Overall Findings written in paragraph form below____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Explain the benefits of using a webquest as opposed to a more traditional learning method. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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