1. Freedom & Structure in Pedagogy: A Challenge for Teachers & Researchers Bernie Dodge, PhD San Diego State University Bernie Dodge, PhD San Diego State University

2. WebQuests: The Beginning  1993: $5M grant  7 Post-doc fellows  12 GA’s  Delphi study  Meta-analysis  Prototype testing n=500  1993: $5M grant  7 Post-doc fellows  12 GA’s  Delphi study  Meta-analysis  Prototype testing n=500

4. WebQuests: The Beginning

7. New WebQuest Server http://webquest.sdsu.edu

8. Now  4500 - 8100 hits/day  470,000 “WebQuests” in Google  4500 - 8100 hits/day  470,000 “WebQuests” in Google

10. http://webquest.sdsu.edu/matrix.html

11. The New Portal http://webquest.org

14. Parts of a WebQuest  Introduction  Task  Process  Evaluation  Teacher Page  Introduction  Task  Process  Evaluation  Teacher Page

15. http://www.arches.uga.edu/~nishi/webquest.html

20. What is Scaffolding? Scaffolding is a temporary structure which provides help at specific points in the learning process. It allows learners to complete a challenging task which they would not be able to accomplish without help.

21. How Do We Scaffold in a WebQuest? by…  Specifying the Task  Specifying roles and perspectives  Providing links and offline resources  Providing outlines, guides and templates  Guiding thinking through visual and other means by…  Specifying the Task  Specifying roles and perspectives  Providing links and offline resources  Providing outlines, guides and templates  Guiding thinking through visual and other means

22. Balance

23. Teaching Machines: An Educational Technology That Failed

24. (Sequence of a Teaching Machine lesson)

29. Why Did PI Fail? Cognitively  Learning involves molecules, not atoms Motivationally  Error-free learning is boring  Success after struggle is gratifying Cognitively  Learning involves molecules, not atoms Motivationally  Error-free learning is boring  Success after struggle is gratifying

30. Logo

32. Meaning What?  Let’s pay attention to motivation  Let’s assign challenging tasks with messy, authentic data from the web  Let’s focus on helping students teach themselves with the web rather than on our packaging ourselves as the source of information.  Let’s pay attention to motivation  Let’s assign challenging tasks with messy, authentic data from the web  Let’s focus on helping students teach themselves with the web rather than on our packaging ourselves as the source of information.

54. This WebQuest has ALL the right stuff!

55. What would a freer version of this WebQuest look like?

59. WebQuests and Weaning  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!

60. WebQuests and Weaning  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!

61. WebQuests and Weaning  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!

62. WebQuests and Weaning  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!  Q: How does this way of teaching prepare kids to be independent inquirers?  A: Gradually!

63. Fading the WebQuest Support  TASK: Gradually allow more flexibility in how and what to produce in the task  PROCESS: Gradually provide fewer URLs and expect learners to find more  PROCESS: Gradually move scaffolding of notetaking, information organizing, writing prompts, etc. from required to implicit.  CONCLUSION: Put more resources here for learners to explore on their own later  TASK: Gradually allow more flexibility in how and what to produce in the task  PROCESS: Gradually provide fewer URLs and expect learners to find more  PROCESS: Gradually move scaffolding of notetaking, information organizing, writing prompts, etc. from required to implicit.  CONCLUSION: Put more resources here for learners to explore on their own later

64. Degrees of Scaffolding  There’s an appropriate balance point. It depends on your learners. Spoon Feeding Sink or Swim

65. Researching These Issues  Engaging scenario  Complex task  Scaffolded process  Pre-selected resources  Detailed evaluation  Engaging scenario  Complex task  Scaffolded process  Pre-selected resources  Detailed evaluation

66. Researching These Issues Compare variations within the model

67. James Frazee Study  Title: WebQuest Design Strategies: A Case Study Measuring the Effect of the Jigsaw Method on Students ’ Personal Agency Beliefs, Engagement, and Learning

68. Researching These Issues DON’T compare WebQuest vs Traditional

69. Tablet PCs  Will come in many shapes

70. Digital Jewelry

71. The Future  Pervasive computing  Ubiquitous access to information  Need for everyone to know how to evaluate data and create new knowledge  Early practice at inquiry is critical  Pervasive computing  Ubiquitous access to information  Need for everyone to know how to evaluate data and create new knowledge  Early practice at inquiry is critical

73. Questions? Collaborations? bdodge@mail.sdsu.edu