CorderNelson_Inservice Program

Rationale
WebQuests are a form of scaffolded instruction where students take a central question and explore this
question using preselected web sites and activities. This instructional method provides a learning
experience that meets a variety of needs. WebQuests meld best practice techniques in authentic
assessment and technology integration. Too often, students are given the task of completing a research
project with little or no assistance. This leads to poor selection of research materials and a haphazard
use of websites.

A well-designed WebQuest offers an experience that engages students in learning through higher order
thinking skills such as creativity, analysis, synthesis, and problem solving. WebQuests are an excellent
way to introduce younger students to safe web resources as the WebQuest designer predetermines the
links. Creating a well-crafted WebQuest is a process that takes planning and a commitment to honoring
the structure of the quest. The five main components of this structure includes the introduction, task,
process, evaluation, and conclusion.
There are three main goals for this inservice program. First is to introduce teachers to the concept of
WebQuests. Even though the teachers may have heard of this concept, there are currently no teachers
in the Lower School faculty who use this method of instruction. The second goal is to show the
importance of incorporating the five main components into a WebQuest. Teachers need to know how
this can benefit the students and support learning outcomes. The third goal is to introduce the teachers
to easy to use WebQuest generators such as QuestGarden and Zunal. In the process of learning about
WebQuests, I hope to encourage the teachers to create their own or to collaborate with the library on at
least one WebQuest per grade level.











Ohio Educational Library Media Association (OELMA) Conference Proposal
Primary Speaker Information:
Cammie Corder-Nelson
Summit Country Day School
Lower School Librarian (grades 1-4)
2161 Grandin Rd., Cincinnati, OH 45208
513-871-4700 ext. 336
cordernelson@summitcds.org
Home address and phone:
2000 Breen St., Cincinnati, OH 45208
513-533-4177
Identify the Strand and Guidelines:
Transformational Knowledge Creation, Use, Production, Dissemination & Values
Guidelines:
Guideline 6: Technological Literacy Electronic Information Formats, Internet Searching, Usage of
Electronic Resources and Multimedia Tools
Guideline 7: Media Literacy Communication Competencies and Critical Thinking Skills to Access,
Evaluate, Communicate Information through Media.
Intended Audience:
Elementary Librarians and teachers
Audio Visual/ Room Setup:
Screen, Overhead projector, microphone, sound for projector, internet connection
Setup - classroom style with table and chairs, separate table for displays and handouts
Program Information:
Title: Let the Quest Begin! Incorporating WebQuests into Classroom and Library Instruction
Program Description:
It's time to explore the world of WebQuests. WebQuests are inquiry-based instructional
activities that focus on delving into a question using web resources and interactive components. Sounds
great, but how can you incorporate them into your programs and how difficult are they to create? This
inservice will focus on creating original WebQuests and being inspired by the many available
WebQuests. We will be looking at free and fee-based templates on zunal.com, Google sites, and
QuestGarden.

Program Details:
This program would be presented two times.
The first presentation would be given during the monthly Tuesday morning faculty meeting. This
presentation would focus on using WebQuests in the classroom and as a collaborative research tool in
the library. It would also give me a chance to make improvements and appropriate adjustments to the
inservice program. I would also ask the teachers to bring their laptops with them so they could explore
the WebQuest sites. To publicize this inservice program, I would send the teachers the flyer via email
before the faculty meeting. This way they could start thinking about questions they would have.
This presentation could also be given at the OELMA fall conference where the focus is "Connecting to
the Common Core - Ohio's Learning Standards." The intended audience would be Elementary Librarians
for grades 1-4. Librarians for middle grades could also translate the material for their students. I'm
assuming this program would be publicized through the OELMA website and conference materials.

Resource:
One of the resources that I will be using is the WebQuests that I created on www.zunal.com (see section
IV of Presentation.) I created this WebQuests in my other summer course. It was a labor of love and
provided a great deal of insight into the process of creating a WebQuest. I lean toward recommending
this website as a great resource for librarians. At the very least, they can practice creating one
WebQuest using the excellent template provided.















Let the Quest Begin!
Incorporating WebQuests into Classroom and
Library Instruction











Ready to engage your students using a scaffolded technology plan?
Are you looking for new opportunities to do collaborative research in
the library?
Faculty Meeting Agenda
Tuesday, October 8
7:00 am
Bring your laptop.
Breakfast treats provided.
What is a WebQuest?
WebQuest exploration
How to create a WebQuest


Program Outline:

I. Introduction and what is a WebQuest. (5 minutes)
Introduce myself focusing on background as a former 4th grade teacher and now librarian for
grades 1-4.
Define a WebQuest.
II. What are the components of a WebQuests and composing a central question? (20 minutes)
Review handout on the major components of a WebQuest
Brainstorm individually and then with a small group what are some topics that you can base a
central question? Does it involve critical thinking skills? Have poster paper with topics such as Social
Studies, Science, Art, Library, and Language Arts. Asked participants to take about 5 minutes to add
their question to the appropriate topic poster and casually discuss thoughts with others at the poster or
another nearby group.
III. How can you create it? (15 minutes)
Time to visit some WebQuest design sites.
This part of the session will focus on visiting several on WebQuest design. What are the pros and
cons of using these sites? Take time to explore what models look like on each site. Remind the
participants that there are other sites, but this is the focus for today. If participants brought their own
devices, encourage them to explore the sites.
These include:
www.zunal.com
www.questgarden.com
www.sites.google.com

IV. Share my model on Zunal (15 minutes)
Weve discussed components and possible design sites. We are going to start outlining your
WebQuest scenario. We are going to work through this process using a WebQuest that I created to use
with 4
th
graders. We are just jotting down ideas and thoughts.
V. Go for it and Evaluation (5 minutes)
Youve seen the basic components. Now, its up to you to try them. How will you use them as a
librarian? How can you encourage teachers to use them to facilitate research? Take the time to fill out
evaluation. Do you have questions or thoughts? I can contact you individually or join me for a discussion
on my blog page with the WebQuest topic. (See Evaluation for more details.)



Evaluation
Thank you for your participation in today's inservice.

Question 1 =
Strongly
Agree
2=
Agree
3=
Disagree
4 =
Strongly
Disagree
5=
Does not
apply
1) The handouts were
helpful and relevant

2) WebQuests have practical
applications for librarians.

3) The information on
WebQuests was useful.

4) The presenter was
knowledgeable on the topic.




What new knowledge did you gain through the presentation?




Did you have any suggestions to strengthen or enhance this inservice?




Do you still have questions about today's presentation?
Please email me at cordernelson@summitcds.org
Or
Offer up your thoughts and questions on the topic of WebQuests on my blog, Mrs. Nelson's Library
Happenings at http://ccordernelson42.blogspot.com/





Presentation and Handouts
Part I - Introduction and Components of WebQuest
What is a WebQuest?
WebQuests were created in 1995 by
Dr. Bernie Dodge at San Diego State
University. " A WebQuest is an
inquiry-oriented activity in which
some or all of the information that
learners interact with comes from
resources on the internet..."
(Dodge, 1995.)
Short Term
WebQuests
This type of
WebQuest is meant
to be completed in
a class period. The
goal is to gain and
integrate
knowledge.
Long Term
WebQuests
This type of
WebQuests is
designed to allow
students to
evaluate
information and is a
more
transformative
experience. These
experiences can
lasts over several
days to months.

Five Components of WebQuests
Introduction
The introduction provides the background
information for the quest. This is where
you start to hook the student's interest.
This paragraph may include a scenario or
set up the role the learner will play.
Task
The task describes what the end-result of
the WebQuest will be.
Process
This section provides the student with the
needed background information. This is
where you include online resources. The
student works through a series of activities
and then creates the end-result.
Evaluation
This section includes a description of how
the student will be evaluated and a clear
rubric of the expectations for the process
and end-result.
Conclusion
This section brings the activity to a close
and should include a reflection. This is also
a place to include information on
resources to explore for continued
learning.















Part II - Composing the Central Question

Creating a WebQuest
Brainstorming Sheet
Let's start with a few topics that you want your students to explore.

Topic What's the focus?
Example - Newbery Awards How to evaluate potential Newbery
winners


















(After this exercise, participants will choose one topic and focus to list on the
appropriate poster topic. For example, Social Studies, Art, Technology.)






Part III and IV - Exploring WebQuests and reviewing one of my Zunal WebQuests
In this section of the presentation, I will be showcasing WebQuests and features of three
major WebQuest generators.

www.zunal.com

Pros

One free quest to get the
hang of the program.

Excellent step by step
explanations.

Extensive resources and
they can be modified

Graphics and backgrounds
stand out.

Cons

Multiple quests and
certain features can only
be accessed through paid
subscription.

Subscription is $29 for
three years.
www.questgarden.com



30 day free trial

Access to examples.

Easy to use
Assumes basic knowledge
of WebQuests

Paid subscription is $20
for two years.

Graphics and designs are
limited.
www.sites.google.com




Free to users. You just
need a Google account.

Templates are available
when searched.

Easy to use.
Assumes basic knowledge
of WebQuests.

Graphics and designs are
limited to your ability
level to modify or create
your own templates.






Part IV. Access my Zunal website.
http://zunal.com/webquest.php?w=202668
During this part of the presentation, I will review my thought process as I created my WebQuest. I will
also review the blank template that I haven't published yet. My WebQuest will be model for our
WebQuest outline.
Creating Your WebQuest
As I review the process of creating a WebQuest, please jot down your ideas and thoughts for
your WebQuest in the spaces below.

Section


Your Ideas
I. WebQuest Title



II. Description/ Introduction
What will be scenario for the quest?




III. Task
What will be the end-product?
What is the central question?


IV. Process
List a few ideas for what the students could
do.
Can you think of any resources that you
would like to incorporate.

V. Evaluation
What type of visual project will this
include? You may have stated this in the
task.

VI. Conclusion
What do you hope your students have
learned?





Resources for Exploration
Dodge, Bernie, PhD. "Welcome." WebQuest.Org: Home. San Diego State University, 2007. Web.
13 Aug. 2013. <http://webquest.org/>. This extensive website will help you find, create,
and share WebQuests. Created by the originator of WebQuests, Dr. Bernie Dodge
Dodge, Bernie. "QuestGarden.com." QuestGarden. QuestGarden, Inc., 2011. Web. 12 Aug.
2013. <http://questgarden.com/>. This WebQuest generator was created by Dr. Bernie
Dodge. It is a reasonable prices authoring tool and hosting site for WebQuests.
Johnson, Larry, and Annette Lamb. " Locate and Evaluate WebQuests." Teacher Tap:
WebQuests. Eduscapes, 2013. Web. 10 Aug. 2013.
<http://eduscapes.com/tap/topic4.htm>. Extensive resources on WebQuests. Includes
links to examples of WebQuests and bibliography.
Mangleson, Jessica, and Jill Castik. "Engaging Students With Webquests." Book Links 17.July
(2008): 46-47. Print.
Matsuoka, Brigitte Magar, and Al Doyle. "WebQuests: Explanation." WebQuests: Explanation.
Educational Broadcast Corporation, 2004. Web. 13 Aug. 2013.
<http://www.thirteen.org/edonline/concept2class/webquests/index.html>. Concept to
Classroom offers a series of free, self-paced workshops. The WebQuest workshop will
take you from explanation, demonstration, exploration, and then to implementation.
Pappas, Majorie L. "Inquiry and Digital Learning Centers." School Library Media Activities
Monthly 22.3 (Nov. 2005): 21-24. Print.
Richardson, Will. Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms.
Thousand Oaks, CA: Corwin, 2010. Print.
Thombs, Margaret M., Maureen M. Gillis, and Alan S. Canestrari. Using Webquests in the Social
Studies Classroom: A Culturally Responsive Approach. Thousand Oaks, CA: Corwin, 2009.
Print.
Unal, Zafer, Yasar Bodur, and Asilhan Unal. "A Standardized Rubric for Evaluating Webquest
Design: Reliability Analysis of ZUNAL Webquest Design Rubric." Journal Of Information
Technology Education 11 (2013): 169-83. Print.
"Zunal WebQuest Maker." Zunal WebQuest Maker. N.p., 2013. Web. 10 Aug. 2013.
<http://www.zunal.com/>. A WebQuest hosting and authoring site. A reasonably priced
resource that gives the user access to a variety of WebQuests that may be modified or
the ability to create original WebQuests.