University of Virginia
EDLF 589: Using and Creating Web-Based Lessons
One (1) graduate credit—30 points
Instructor: Dr. Cynthia Sparks
Created by: Suzanne Bazak
In this course participants will explore the concept of web-based lessons. They will research and evaluate teacher created WebQuests posted on the web. After researching and evaluating existing lessons, participants will create their own web-based lesson that engages students in higher order thinking and cooperative learning through an inquiry-based approach. The problem-solving WebQuest model will be used in the design process. Participants will learn to locate useful information on the Internet and incorporate this information into dynamic learning experiences.
To effectively integrate web-based learning into the K-12 curriculum in order to enhance the learning environment and encourage collaboration and higher order thinking
Explore the concept of project-based learning.
Gain a basic understanding of web-based lessons, specifically WebQuests
Explore the basic attributes of a WebQuest including: task, resources, process, and evaluation.
Research and evaluate a variety of WebQuests
Discuss the value of web-based lessons with other classroom teachers.
Identify specific WebQuests appropriate for use in their classrooms.
Use a template to design and develop a WebQuest that engages students in an inquiry-based lesson, encouraging collaboration and higher order thinking.
Discuss and explore the value of using the web to engage students in their content.
Virginia SOL Manual
Students will be expected to:
Successful completion of this course includes
Participation in course discussion
Completion of the WebQuest activity
Attendance in class sessions
University of Virginia Purpose Statement: The central purpose of the University of Virginia is to enrich the mind by stimulating and sustaining a spirit of free inquiry directed to understanding the nature of the universe and the role of mankind in it. Activities designed to quicken, discipline, and enlarge the intellectual and creative capacities, as well as the aesthetic and ethical awareness, of the members of the University and to record, preserve, and disseminate the results of intellectual discovery and creative endeavor serve this purpose. In fulfilling it, the University places the highest priority on achieving eminence as a center of higher learning.
Content and Discourse in Professional Education Courses: Study of the role of public schools in society, including the content of the PreK-12 curriculum, raises complex issues about which thoughtful people may disagree. Students are expected to discuss issues respectfully and to honor differing points of view. The University and its School of Continuing and Professional Studies do not discriminate in any of their programs, procedures, or practices against any person on the basis of age, citizenship, color, handicap, national origin, political affiliation, race, religion, sex, sexual orientation, or status as a disabled veteran or veteran of the Vietnam era. The University operates equal opportunity and affirmative action programs for faculty, staff, and students. The University of Virginia is an Equal Opportunity/Affirmative Action Employer. Any applicant for admission or employment, or any student who feels discriminated against should contact the University’s Office of Equal Opportunity Programs (EOP) at Poe Alley, West Lawn, Charlottesville, Virginia 22903.
This course carries the grades of Satisfactory (S) or Unsatisfactory (U). To receive a satisfactory grade, students must earn a minimum of 85 points
Attendance and participation (30 points)
WebQuest (40 points)
Instructional Relevance/organization and design (30 points)
The WebQuest Model
Basic Web Page Design
Searching: Becoming a Better Searcher
Exploring Web Resources
Finding Appropriate Materials on the Web
Beginning Your WebQuest
Defining your problem
Cooperative Learning Techniques
Principles of good web page design
Web Resources Used in this Class
The Official WebQuest Site at San Diego State University
Creating Essential Questions
Disney: Inquiry-Based Learning
Four NETS for Better Searching
Kathy Schrock Slideshow (17 slides)
Process Guides to build WebQuests
Special Needs: If you are a student with special needs you should let the instructor know within the first week of class. Written documentation will be required. You should also visit the following website to review your rights and responsibilities as a student (http://www.virginia.edu/vpsa/rights.html) and the following website for the Learning Needs and Evaluation Center (http://www.virginia.edu/studenthealth/lnec/).
University of Virginia Honor Code: All work should be pledged in the spirit of the Honor System of the University of Virginia. The instructor will indicate which assignments and activities are to be done individually and which permit collaboration. The following pledge should be written out at the end of all quizzes, examinations, individual assignments and papers: “I pledge that I have neither given nor received help on this examination (quiz, assignment, etc.)” The pledge should be signed by the student. Students should refer to the University Graduate Record (pages 36 & 37) for more information concerning the Honor Code.
Founded in 1842, the Honor System is one of the University's most cherished institutions. Based on the principle that University students want to be trusted, the Honor System helps create and strengthen a school-wide community of trust. Students at the University make a commitment not to lie, cheat or steal within Charlottesville, Albemarle County, or where they represent themselves as University students in order to gain the trust of others. Because they have made this commitment, students are trusted by peers, faculty members, administrators, and community residents alike. Students conduct themselves with integrity and are presumed honorable until proven otherwise. Students are recruited and trained by the Honor Committee to serve as advisors and to provide counsel. Students investigate Honor allegations, assist and support accused students through the Honor process, and work with accused students in their defense at trial. Honor jury panels are similarly comprised entirely of students. While anyone may initiate Honor proceedings, the process is administered entirely by students. The vitality of the Honor System depends upon the willingness of students to uphold the high standards set by their peers. When a student is formally accused of an Honor offense following investigation, that student may elect to either (1) leave the University, without requesting a trial (in which case that student will be deemed to have admitted guilt, whether or not such an admission is expressly made), or (2) request an Honor trial.
Any student found guilty of an Honor offense, or deemed to have admitted guilt after having left without requesting a trial, will be permanently dismissed from the University. The notation "enrollment discontinued" will be placed on the student's transcript, without specific reference to the Honor proceedings. In the case of a student found guilty of an Honor offense following graduation, or deemed to have admitted guilt without requesting a trial after graduation, the General Faculty of the University may undertake proceedings to revoke that student's degree. The rules of the Honor System apply to any person who was a University student at the time an alleged Honor offense was committed, so long as a case is initiated within two years thereafter. Students who enroll at the University benefit from the freedom and security provided by the Honor System; every student must agree to live by and support the spirit of honor.
Final Course Assignment
Participants in this course will create a WebQuest for use in their classroom with the content they are tasked to teach.
Resource Web Site for the course
www.portaportal.com Guest login: itprof
Source: Syllabus based on a course syllabus created by Suzanne Bazak and offered in December 2002 for the University of Virginia.