WEBQUEST A ND CRAAP W ORKSHOP 12 22/5/2012

A GENDA 10:00 – 10:05AMWELCOME 10:05 -11: 15 AM W EBQUEST 11: :15 AM CRAAP 12: :30 PM P RAYER B REAK 12:00 – 1:15 PM T EACHERS PRESENTATION 1:15- 1: 30 PM R EFLECTION

WEBQUEST

4 W HAT IS W EB Q UEST ? Pay attention to the website, answer these questions? What is WebQuset? What are the main parts of the WebQuest?

W EBQUESTS What is a webquest? “An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet.” Bernie Dodge, San Diego University Example – Kites (Grade 6)Kites (Grade 6)

D IFFERENT TYPES OF WEBQUEST TEMPLATES Online webquest Power point webquest Word webquest

D EFINING W EBQUESTS Elements of WebquestNOT a Webquest Web-basedOnline Reports Open-Ended QuestionsQuestions with a predefined answer Higher-Level ThinkingDesigned for teaching factual “recall” information Student Centered /Teacher Facilitated Teacher Directed

A DVANTAGES FOR USING W EQUESTS Engages and motivates students Online enquiry process supports student centered learning Research is organised Caters for multiple learning levels A great alternative to the standard “research paper” project Ensures that students are using reliable websites to find their information Promotes life-long learning for 21 st century learners.

T WO TYPES OF W EB Q UESTS Short term – Designed to be completed in one to three class periods. Longer term – Designed to take between one week and one month.

C ONSIDERATIONS Picking a Starting Point – topic. Don’t reinvent the wheel – there are 100’s of existing webquests, adapt one to your needs. Link to the National Curriculum – standards and enquiry skills. Utilise photos, videos and the web as resources to support your quest. Plan with enquiry in mind – it should provide students with opportunity to demonstrate deeper thinking skills not just lower level recall.

K EY E LEMENTS OF A W EBQUEST Introduction – A concise paragraph or two that supplies students with background information and motivation for completing the project. Can include a question that ‘hooks’ students in. Task - Provides a clear outline of what students need to do and the final product. Process - Step by step strategies, supporting resources websites, videos, word document etc Conclusion - What should they have learned from the project? Evaluation - Rubric - grading criteria (see handout example)

E XPLORE A W EBQUEST Activity (30 mins) Choose a webquest from the following site: Either choose a standard to link to a webquest or find a webquest then link to standards.... WEBQUEST Locater Read through and analyse the structure and content of chosen webquest. Adapt the webquest to suit your school/ classroom.

Biology: Is gene therapy worth it? Physics:ROLLER COASTER PHYSICS ontent/rollercoast.shtml Chemistry: Extra! Extra! Read all about it...Organics Hit the Market! science/chem.html Chemistry: THE CHEMISTRY OF FIREWORKS ontent/fireworks.shtml13 E XAMPLES OF WEBQUEST

W EB Q UEST T EMPLATES Templates provide an easy way to get started creating your WebQuest. ml

E VALUATING W EB S OURCES Give them the CRAAP Test!

S TARTER ACTIVITY : G ROUP PROCESS 1:2:4 1. Each person works separately on the activity. 2. Find a partner and form a combined list of their thoughts 3. The pairs then form a team of four. And join the best of their lists to make a final list

HTTP :// WWW. YOUTUBE. COM / WATCH ? V =3 W A JP MP5 E YO Is this true?

660/

Is this true? rYR4

S OME PLACES TO START CHECKING

W HY EVALUATE SOURCES ? Just because it’s written doesn’t mean it’s good…

E VALUATION C RITERIA You can use a system called the CRAAP Test to help you evaluate websites. Now that’s my kind of test!

CRAAP T EST C = C URRENCY R = R ELEVANCE A = A UTHOR A = A CCURACY P = P URPOSE

C = C URRENCY Currency: The timeliness of the web page. When was the information gathered? When was it posted? When was it last revised?

C = C URRENCY Currency: The timeliness of the web page. Are links functional and up- to-date? Is there evidence of newly added information, “updates” or links?

C = C URRENCY How important is Currency? medicine, science, business, technologyandmost social sciences In fields such as medicine, science, business, technology, and most social sciences, currency of information is important. (no older than 3 years!) Sometimes Currency is not all that important. history literature In fields such as history and literature, older materials may be just as valuable as newer ones.

R = R ELEVANCE Relevance = How effectively the website communicates the information to its intended audience. Who is the intended audience? of greatest interest to Would this site be of greatest interest to the general user, the enthusiast, or the professional?

R = R ELEVANCE What does the website assume about the audience in terms of their knowledge of and familiarity with the topic? Does the website take for granted that the audience will believe or buy into the information without any doubt? Is enough information presented for the audience to understand the topic? Is the information unique?

R = R ELEVANCE Is the information available elsewhere such as an online news source? Could the same information be found in a simpler source, such as an encyclopedia or dictionary? I wasted all that time on that website when the info was right here!

A = A UTHOR Websites are not always created by experts! Look at the web address first – the address can tell you lots about the source

A = A UTHOR The address holds information about the author!.edu = college/university.gov = U.S. government site.com = commercial site.org = Organization/group.mil = U.S. military site.net = network of computers.k12.us = public school

A = A UTHOR The best sites for reliable information are:.edu.gov.mil.k12.us However, these are not without problems…students and professors may have personal web pages on the university website, so be sure to read them critically.

If you cannot find anyone’s NAME on the website, that’s a big RED FLAG NO NAME do not use If you have a source with NO NAME or NO CORRESPONDING ORGANIZATION, do not use that source! A = A UTHOR

Identify the author(s) A PERSON An ORGANIZATION A = A UTHOR

A PERSON W HAT ARE HIS / HER CREDENTIALS ? D OES HE / SHE HAVE SUFFICIENT EXPERTISE TO SPEAK ON THE SUBJECT ? A UTHOR ' S OCCUPATION / POSITION ? A UTHOR ’ S EDUCATION ? A UTHOR ’ S AFFILIATION WITH A KNOWN INSTITUTION OR ORGANIZATION ? A = A UTHOR

An ORGANIZATION W HO ARE THE LEADERS ? W HAT IS THE MISSION OF THE ORGANIZATION ? I S IT A NATIONAL OR INTERNATIONAL INSTITUTION ? W HAT IS ITS MEMBERSHIP ? I S IT ENDORSED BY OR AFFILIATED WITH OTHER ORGANIZATIONS ? D OES IT HAVE A “ PARENT ” ORGANIZATION ? A = A UTHOR

An ORGANIZATION C HECK THE ORGANIZATION ' S HOME PAGE TO MAKE SURE IT HAS A POSTAL ADDRESS AND PHONE NUMBER AVAILABLE. I F IT DOES NOT, THE SITE IS PROBABLY NOT A CREDIBLE SOURCE.  Look for any product advertising on the site – ads can reveal what’s important to the organization A = A UTHOR

How to verify an author: Look at the source to see if it tells you anything about the author's credentials. “About us” “About the author” “Author Bio” “Mission Statement” “Who we are” Use a search engine (such as Google or Yahoo) to find information about the author(s) Do a “Who is” search at to determine the website’s registered domainwww.whois.net A = A UTHOR

A = A CCURACY Accuracy: The reliability, truthfulness, and correctness of the informational content. Where does the information come from? Did the author conduct an experiment? Is the author reporting his/her observations? Does the site rely on expert testimony?

A = A CCURACY  Does the author support his or her statements with data or works cited? Are any original sources of information listed?  Look at the LINKS on the site What kinds of links are listed? Are the links relevant and appropriate for the site? Do the links go to internal pages on the same site or to other websites?

A = A CCURACY Are there spelling, grammar, or other typographical errors ? Can you verify any of the information in independent sources or from your own knowledge? Can you find any cases where the author has plagiarized other sources? In other words, has the author used other authors' words or ideas without properly citing them, so as to pass them off as original ideas?

P = P URPOSE Purpose: Why the site was created: inform To inform ? promote To promote an ideology? enlighten To enlighten?

P = P URPOSE Informational websites present verifiable information without bias The best informational websites have a neutral tone Information can include: facts expert opinions statistics case studies experiment results

P = P URPOSE Look for bias/opinion “Bias” is not a negative term – it simply means that one has a certain perspective or point of view Look for bias/opinion Are possible biases clearly stated? Are editorials clearly labeled? Is the purpose of the page stated? Are strong words used, such as “murder” to describe eating meat?

P = P URPOSE Is the tone (whether serious, humorous, critical, etc.) and writing style of the source appropriate for the purpose and audience? Tone is conveyed via word choice:

Do evaluating web resources assignment Examples Mobile phone cooking eggs oking.htm Beef nutrition: 46 Y OUR T ASK

A LEXA ' S FREE WEB ANALYTICS

T EACHERS PRESENTATION