1. 1/15 The WebQuest Model John E. McEneaney, Ph.D., Department of Reading and Language Arts

2. 2/15 The problem: The web is more like a junkyard than a library. How can we integrate existing web-based content to support learning objectives? 1. How can we find useful materials? 2. How can we support use of these materials? 3. How can we help learners stay on track?

3. 3/15 My objectives in this presentation are to … 1)Review research that explores factors that play important roles in online learning and literacy. 2)Describe the WebQuest (WQ) framework and illustrate it with materials developed by undergraduate students. 3)Generalize the WQ framework for thinking about other types of learning materials and illustrate how technology can extend the WQ framework.

4. 4/15 Three Findings & An Observation 1. Reading online is more difficult. (search, support, focus) Conklin, 1987; Edwards & Hardman, 1989; Egan, et al.1989; McEneaney, 1998, 2001, in press; Wenger & Payne, 1996. 2. The interface shapes reading. (navigation, tools, panels) McEneaney, 2001; Titus & Everett, 1996; Thiel & Műller, 1996; Agosti, 1996; Stimson, 1998. 3. Goals and structures interact. (task and node size) Dee-Lucas & Larkin, 1999; Titus & Everett, 1996. 4. Dynamic text yields both power and risk. McEneaney, 1996, 2002.

5. 5/15 The WQ Model (http://webquest.sdsu.edu)

6. 6/15 Introduction: Prepare the learner for what is to come. Motivate and activate appropriate background knowledge. Task: Define a task that will engage the learner and promote higher-level thinking. (A WQ should not be a scavenger hunt.) Process: Define the process students should use in completing the task. Evaluation: Identify the basis for evaluation so learners know what criteria will be used to judge their work. Conclusion: Provide summarization and closure for the learning that was promoted by the WQ. Teacher Page: Provide pedagogical and content knowledge that will help other teachers who may wish to use the WQ. The WebQuest Model (search, support, focus)

7. 7/15 The IST396 Course Web Site

8. 8/15 A Student WebQuest

9. 9/15 The Path-Assisted Learning Model (http://www.readingonline.org/articles/art_index.asp?HREF=/articles/mceneaney/index.html)http://www.readingonline.org/articles/art_index.asp?HREF=/articles/mceneaney/index.html

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13. 13/15 Individual and Group Path Digraphs (McEneaney, 2001)

14. 14/15 International ICT Literacy Panel. (May, 2002). Digital transformation: A framework for ICT Literacy. Princeton, NJ: Educational testing Service. Available online at: http://www.ets.org/research/ictliteracy/index.htmlhttp://www.ets.org/research/ictliteracy/index.html

15. 15/15 References & Work Presented Agosti, M. (1996). An overview of hypertext. In M. Agosti & A. Smeaton (Eds.), Information retrieval and hypertext. Boston: Kluwer Academic publishers. Burton, J. M. (2002). Swifter, Higher, Stronger. Available Online at: http://www.oakland.edu/jmburton/mywebquest/. Conklin, J. (1987). Hypertext: An introduction and survey. IEEE Computer, 20(9), 17-41. Dee-Lucas, D & Larkin, J. H. (1999). Hypertext segmentation and goal compatibility: Effects on study strategies and learning. Journal of Educational Multimedia and Hypermedia, 8(3), 279-313. Edwards, D. M., & Hardman, L. (1989). Lost in hyperspace: Cognitive mapping and navigation in a hypertext environment. In R. McAleese (Ed.), Hypertext: Theory into practice. Oxford: Intellect Limited. Egan, D. E., Remde, J. R., Gomez, L. M., Landauer, T. K., Eberhardt, J. & Lochbaum, C. C. (1989). Formative design- evaluation of SuperBook. ACM Transactions on Information Systems, 7(1), 30-57. International ICT Literacy Panel. (May, 2002). Digital transformation: A framework for ICT Literacy. Princeton, NJ: Educational testing Service. Available online at: http://www.ets.org/research/ictliteracy/index.html McEneaney, J. E. (1999). Learning on the web: A content literacy perspective. Reading Online. Newark, DE: International Reading Association. McEneaney, J. E. (1998). Are less able readers disadvantaged by reading in electronic environments? Proceedings of the 1998 International Symposium on Technology and Society, 28-32. McEneaney, J. E. (2001). Graphic and numerical methods to assess navigation in hypertext. International Journal of Human- Computer Studies, 55, 761-786. McEneaney, J. E. (2002). A transactional theory of hypertext structure. Paper presented at the annual meeting of the national Reading Conference. December, 2002. McEneaney, J. E. (2003). A prologue to an object-agent theory of reading. Yearbook of the National Reading Conference. Milwaukee: National Reading Conference. McEneaney, J. E. (in press). Does hypertext disadvantage less-able readers? Journal of Educational Computing Research. Stimson, M. J. (1998). Learningf rom hypertext depends on metacognition [Abstract]. OCLC FirstSearch: Dissertation Abstracts International, 60 (02B). Thiel, U. & Műller, A. (1996). “Why was this item retrieved?”: New ways to explore retrieval results. In M. Agosti & A. Smeaton (Eds.), Information retrieval and hypertext. Boston: Kluwer Academic publishers. Titus, P. A. & Everett, P. B. (1996). Consumer wayfinding tasks, strategies, and errors: An exploratory field study. Psychology and Marketing, 13, 265-290.