Part TWO: Critique Peers' WebQuests
After 3/16 in ANGEL "Lesson" section in the "WebQuest" Message 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 3/21 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 forum for that group's WebQuest.

Questions for critique:

(a) Would the suggested age group be able to do the art 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 art 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 art lesson relate to CONTEMPORARY art theories, art, artists, and art education theories? (See category 2 in the hotlist for readings on contemporary art theories, criticism and see category 3 & 4 for what is going on in the art world (galleries, art & artist groups).

(f) How does the art lesson meet the National Art Standards?

Part ONE: Create WebQuest

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 in DreamWeaver software. Produce original images for the WebQuest. Publish draft online by the end of the class on 3/16.

Part THREE: Revise WebQuest

By 4/18 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 4/18.

(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 my evaluation comments.

grade___

score___

10% Individual or Group WebQuest CRITERIA

• Overall Visual Appeal
• Motivational & Cognitive Effectiveness
• Cognitive Level & Technical Sophistication of the Task
• Clarity & Richness of Process
• Quantity & Quality of Resources
• Roles well defined, how groups are formed clear, guidance for learner interaction
• Language & links match the targeted audience’s reading level
• Clarity of Evaluation
• Revisions addressed from formative critique.

(7.5) WebQuest draft for formative critique was ready on time.

Final version does not have visuals, or only clip-art, or visuals do not relate to theme.

Writing needs editing.

Not all links work or are only in a list of URLs.

The lesson does not involve student interaction with each other.

(8.5) Visuals relate to theme, but are not created by students in the group.

Writing content engages reader with ideas, but needs editing.

Links provide relevant material.

The lesson provides learner with information, but does not ask students to evaluate it or generate new insights from it.

(10) Visual design conveys theme; text is visually readable; writing is clear, succinct, and age appropriate; grammar/spelling are correct; tables or layers are used to design with adequate spacing; & links work and are integrated, relevant, and titled.

Scenario sets-up the issue in a compelling way and sets-up critical and creative thinking throughout the lesson.

Rubrics are clear and relate to goals of the Webquest.

Revised and responded to the 3 self-evaluation questions regarding your role in creating the WebQuest and in addressing peer and teacher formative critique.