Assignment 4: WebQuest Pedagogy (20% of course grade)
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Part 1: Create WebQuest draft. Due 4/1.
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Part 2: Peer critique another's draft WQ. Due 4/3.
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Part 3: Final revisions & self-evaluation due 4/17.
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Part 4: Response to Finnish students’ experience of your WebQuest due 4/29.
Spring 2008 theme: Intertextual Environments
A Collaboration between 20 art education students in Dr. Karen Keifer-Boyd’s Penn State course, Visual Culture & Educational Technologies, and 20 education students in Dr. Martina Paatela-Nieminen’s University of Helsinki course, Kuvataiteen didaktiikan valinnainen osa. (Link to participants.)
UNITED STATES: Students create WebQuests® that are intertextual art lesson explorations of “environment.” This theme can be focused in many ways. Examples are below.
FINLAND: Students experience the WebQuests created by students in Karen’s class and do one of three options: (1) Critique a WebQuest for adaptation in Finnish k-12 classrooms; (2) Experience a WebQuest by following the task and process to include team roles for learner interaction, and produce what is asked in the WebQuest art lesson; and (3) Use a WebQuest as one lesson in a curriculum unit on intertextual explorations of environments, in which Finnish students create a lesson for the same age group that builds on or provides a foundational lesson to situate the U.S. students’ lesson in a unit of study.
Examples of Environment Themes: global warming, safe environments, responding to natural disasters, city and landscape changes over time, ownership rights, shared environmental resources, environmental stewardship, virtual environments, smart environments, responsive environments, data environments, collaged environments such as http://www.zanni.org/, personal environments, public environments, environmental art, …). This page at http://www.image-world.net/eco-art/etc/about.html provides an overview of 4 different ways to think about environmental art. Visit links to environmental artists at www.greenmuseum.org, www.greenarts.org, and www.ecoartspace.org
Examples of WebQuests with environment as the theme previously created in Karen’s classes:
http://explorations.sva.psu.edu/322/webquests/f07quests/power/index.htm
http://explorations.sva.psu.edu/322/webquests/f07quests/superdefenders/index.htm
http://explorations.sva.psu.edu/322/webquests/rainforest/index.htm
http://www.personal.psu.edu/mtc197/unknown/main.htm
Part ONE: Create WebQuest
Part 1: In a group or individually, conduct Internet research to develop a WebQuest that will engage others in critical and creative thinking. Use a WebQuest template from http://www.educationaltechnology.ca/resources/webquest/templates.php, add images and text by opening the template in DreamWeaver software, and follow the steps to develop the pedagogy at http://webquest.sdsu.edu/designsteps/index.html. Produce original images for the WebQuest. Publish draft online by the beginning of the class on 4/1.
INTERTEXTUAL: The WebQuest art lesson should focus in some way on environment and involve intertextual explorations. Intertextual theory into practice refers to revealing how every text is an absorption and transformation of other texts. Intertexuality offers art education a way to study cultural practices, meanings, subjectivity, and heritage in between different cultures, media, and visual texts.
LEARNER INTERACTIONS: Your WebQuest also needs to include a way for students to interact with each other and the content. Consider The Four Cs of Online Participation. Use one or more of the following for learner interaction as process scaffolding, which is an important aspect of constructivist pedagogy:
Wikis: collaborative writing, layered text shows history of writing to develop shared meanings
- Create a wiki at http://pbwiki.com/ or http://www.wetpaint.com/ or http://www.wikispaces.com/
- Wikis are good for forming ideas, concepts, policy, and meaning together.
- Wikis in Plain English
Blogs: multiple replies to a question posed such as to interpret an image
- Create a blog at using blog creation programs such as https://www.blogger.com/start, http://www.livejournal.com/, http://wordpress.org/, http://edublogs.org/, or http://www.vox.com/.
- See comparison of the blog tools at http://www.ojr.org/ojr/stories/050714gardner/ to select one that fits your purpose.
- Other tools to make your WebQuest interactive are at http://www.bravenet.com/
- A good example of the use of a blog for sharing student created artwork is at http://www.personal.psu.edu/rab375/mosaic/netart.html
In this example, Becca Brittain includes these instructions:
After you have finished your mosaic, post it to share with others on http://netartmosaic.livejournal.com/
How to post your image:
On the top of the blog click Log in. Username: netartmosaic, Password: identitymosaic1 On the top of the blog click Post to Journal, then Insert Image, then Insert Image from File
How to copy your mosaic to your computer: On a PC: Press the "Print Screen" button in the upper right hand corner of the keyboard. Then crop in your photo editor application. On a Mac: Press "Apple, shift, 3" together. Then crop in your photo editor application.
Simulated Worlds: Experience and critique an environment in Second Life @ http://secondlife.com/
- For ideas see: A Second Life for Your Museum: 3D Multi-User Virtual Environments and Museums at http://www.archimuse.com/mw2007/papers/urban/urban.html
Cybergame Pedagogy: Use a free to download game creating software program such as SQUEAK at http://www.squeak.org/, or GameMaker.at http://www.gamemaker.nl/ or SCRATCH at http://scratch.mit.edu
- You might ask students to create a game using one of the softwares as the task in your WebQuest.
- Or you might create a game as the learner process you include in your WebQuest.
- For ideas read The cultural and pedagogical relevance of electronic games by Johannes Fromme (2003) at http://www.gamestudies.org/0301/fromme/
Sketchcast@ http://sketchcast.com/
Voice thread@ http://voicethread.com/
What Can We Do With Flickr?@ http://flickr.com/photos/cogdog/265279980
Part TWO: Critique Peers' WebQuests
After 4/1 in ANGEL "Lesson" section in the "WebQuest" discussion board select another group's WebQuest created in this class & evaluate it using the WebQuest Rubrics. Give your critique to that group in class on 4/3 so they can improve their WebQuest. Write comments and suggestions and responses to the questions below in relation to their WebQuest and put in the message board for that group's WebQuest.
Questions for critique:
(a) Would the suggested age group be able to do the visual culture lesson?
(b) Are enough resources provided for another to teach the lesson? Is a teacher needed to teach the lesson?
(c) What type of learning or thinking does the visual culture lesson facilitate? (e.g., active learning, rote learning, discovery learning, fact-finding, game-like learning, critical thinking, creative thinking, multicultural learning, etc.)
(d) What would the students learn? Is that valuable art education in the 21st century? Why?
(e) How does the visual culture lesson meet the National Art Standards for the designated age group K-4, 5-8, or 9-12 to adults?
Part THREE: Revise WebQuest & Self-Evaluation
By 4/17 REVISE your WebQuest from peer and my feedback and upload it on the server. Also send your self-evaluation responses to the 3 questions below as an email to Karen by 4/17.
(1) what you contributed to your group's WebQuest,
(2) describe how that aspect was evaluated by your peers, and
(3) how you changed it to address peer and Karen's evaluation comments.
Part FOUR: Respond to Students' Use of WebQuest
Response to Finnish students’ experience of your WebQuest due 4/29.
