1. Ashley Hungerford
5/10/2013
FINAL ID PROJECT
EdTech 503
Learners will create a webquest, using Zunal.com that serves as an
effective study guide for an assigned chapter in the Biology book.

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TABLE OF CONTENTS
Synthesis/Reflection Paper ………………………………………………………………… 3
Part 1. Topic ………………………………………………………………………………... 5-6
Part 1a. Stated learning goal ………………………………………………………………… 5
Part 1b. Description of the audience ………………………………………………………… 5
Part 1c. Rationale ……………………………………………………………………………. 5
Part 2. Analysis Report ……………………………………………………………………. 7-12
Part 2a. Description of the Need Part ……………………………………………………….. 7-8
2a.1 Needs Analysis Survey ………………………………………………………………… 7
Part 2a.2 Needs Analysis Data Report ………………………………………………………. 7-8
Part 2b. Description of the Learning Context ……………………………………………….. 9
Part 2b.1: Learning Context …………………………………………………………………. 9
Part 2b.2: Transfer Context ………………………………………………………………….. 9
Part 2c. Description of the Learners ………………………………………………………… 10
Part 2d. Learning Task Analysis ……………………………………………………………..11-12
Part 3. Planning …………………………………………………………………………….13-20
Part 3a. Learning Objectives (list) …………………………………………………………...13
Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan .…………………14-17
Part 3c. ARCS Table ……………………………………………………………………….. 18-20
Part 4. Instructor Guide ……………………………………………………………………21-26
Part 5. Learner Content ……………………………………………………………………27-29
Part 5a. Learning materials …………………………………………………………………..27
Part 5b. Formative and/or Summative Assessment materials ……………………………….27-28
Part 5c. Technology Tool Justification ………………………………………………………28-29
Part 6. Formative Evaluation Plan ………………………………………………………..30-32
Part 6a. Expert Review ………………………………………………………………………30
Part 6b. One-to-One Evaluation ……………………………………………………………..30-31
Part 6c. Small Group Evaluation …………………………………………………………….31
Part 6d. Field Trial .…………………………………………………………………………..31-32
Part 7. Formative Evaluation Report ……………………………………………………..33-35
Part 7a. Evaluation Survey or Rubric ………………………………………………………..33-35
Part 7b. Report the results of the expert review ……………………………………………..35
Part 7c. Comments on Change ……………………………………………………………….35
Part 8. AECT standards grid …………………………………………………………….. 36-39
Works Cited …………………………………………………………………………………40

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Appendices ………………………………………………………………………………….41-49
Appendix A:
KWL Chart……………………………………………………………………41
T-Chart ……………………………………………………………………….42
Reflection Sheet ………………………………………………………………43
Venn Diagram ………………………………………………………………..44
Appendix B:
Conference Sheet ……………………………………………………………..45
Webquest Rubric ……………………………………………………………..46
Objectives Test 1 ……………………………………………………………..47
Objectives Test 2 ……………………………………………………………..48
Objectives Test 3 ……………………………………………………………..49

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"Taking a panoramic view of learning, and accounting for unique facets and domains,
equips a designer with numerous approaches and methods. Instead of only transmitting learning,
educators begin to create structures and networks that will foster a lifetime of learning and
learning skills....The monochromatic world of course design is replaced with a vibrant
environment where learning occurs in an integrated ecosystem. Learning is a continuous stream,
rather than a dammed up reservoir (Siemens, 2005)." This quote sums up what I have learned
about instructional design perfectly.
I began the course with the thought that instructional design was designing a website that
you would use to teach or instruct. Upon reading the course materials I replaced that definition
with one that addressed instructional design as a process, facilitated through a series of steps,
with which one creates materials to engage and instruct learners. This process is ongoing and
involves a non-linear pathway often approached through a linear model. As my own
understanding of the design process developed I began to liken it to a science experiment.
Consider the following metaphor, instructional design is like a science experiment. To
better understand this metaphor one must first know that both instructional design and a science
experiment have the same foundation, the purpose of both is to answer a question or a need. The
question or need is assessed, background research is conducted a theory or preliminary idea is
proposed, steps are taken to determine if the theory or idea will answer the question or need; and
finally, upon receiving the finished product, analyses and further revision take place. In addition
to basic foundation and processes of the two concepts being alike, they both require creativity,
original thought, and neither is ever 100% perfect and complete. An instructional design is a
work in progress, a journey, theories in science are much the same, an experiment is only as
valid as the variables tested and new variables are as plentiful as new information in instructional
design. The goal of instructional design is to teach, and the goal of a science experiment is the
same. Being a science teacher, this metaphor made me realize that instructional design and the
theories behind it are something that I can and already do use daily.
Instructional design was not a career field that I had ever considered, not only because I
didn’t fully understand what an instructional designer was, but also because I had incorrectly
associated it with building a website, a skill I had not acquired. I was nervous when I saw
instructional design on my course requirements; I wasn’t sure what it had to do with my career
path in the field of educational technology. It wasn’t long before I realized that there is a link
between educational technology and instructional design, one couldn’t thrive without the other.
The vastness of technology and rate of growth in educational technology has opened a door for
instructional designers; it has even created a new subcategory of instructional design for online
courses. Without instructional designers educational technology would not function, there would
be no curriculum that functioned for an online classroom. In an article that addresses growing up
in a digital age, John Brown makes the following observation: “My generation tends not to want
to try things unless or until we already know how to use them. If we don't know how to use some
appliance or software, our instinct is to reach for a manual or take a course or call up an expert.
Believe me, hand a manual or suggest a course to 15 year olds and they think you are a dinosaur
(2002).” Without innovations and a direct link between educational technology and instructional
design engaging learners in the digital era would be an impossible feat. Instructional design is
more important than ever, but it is taking on a new shape that of interactive diversified learning
strategies.

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The process of finding a need in my own classroom for an instructional design was very
eye opening. The preparation that is required prior to beginning the design process is almost
overwhelming. The needs assessment, approaches to learning, instructional strategies, the
learning context and environment, the learner profile descriptions, the flow charts for pre-
requisite knowledge, and the learning objectives and how they would be addressed on the higher
level thinking scale; all of these tasks were prior to writing the actual instruction. Throughout
this process I started to see all of the curriculum and online lessons that I had ever purchased,
used, taught from or learned from in a new light. One of the first things that I did upon creating
the ID project 1 was to revisit a book that I had recently purchased on teaching about DNA
fingerprinting for 11th
grade students. The book boasted labs and lessons, teacher resources, and
student worksheets and rubrics all written to the Florida State Standards. When I purchased the
book it seemed like exactly what I needed, but the first time I tried to prepare for a lesson I found
it difficult to understand the directions, and the worksheets didn’t match the lesson well, the
rubrics were not appropriate for the lab, and the lab required some very costly equipment with no
alternatives provided. As someone with half of a semester of instructional design experience I
viewed my purchase with new eyes, the instructional designer had clearly not done their
homework. The instruction was written far above grade level, the average high school science
lab does not own $10,000 DNA typing machinery, and worksheets and rubrics that do not apply
to lesson materials are useless; suddenly it was clear that I had not done my homework either.
Being, as I am now, a seasoned semester long student of instructional technology I can see that
the revision aspects of the ADDIE model, and others like it, were not followed in the creation of
this book. If the instructional designer creating this material had been through the steps of
analysis, design, development, implementation and evaluation the book would have fulfilled a
need, my learners would have been engaged in a lesson, and I would have been able to assess the
knowledge gained in a meaningful way. I can now safely say that I understand and appreciate so
much more the job of an instructional designer.
At one point, early in the process of the course, I declared that I might be interested in
pursuing a career in instructional design; however, upon further consideration I now know that
while I have the utmost respect for the position, it is not one that I will be pursuing. This course,
and my experience with instructional design throughout the course, has helped me to become a
better teacher. As a teacher, I had never given much consideration to what I was teaching from,
but more how I was teaching it. This course has shown me that not all instruction is created
equal. I have already taken away so much from this course that I have been able to apply in my
daily life. Two weeks ago the Science Department was given permission to order new
curriculum and lab lessons for next year. Prior to this course I would have chosen the instruction
that looked the most interesting, covered the material I needed, and had the most technology
applications. This year I read through the background information, I spoke to my students that
would be using the materials, I considered my demographics, I assessed the content and
usability, I attempted to complete a lesson from each book using the labs and worksheets
provided, and most importantly I evaluated the effectiveness of the material afterwards. The
book I ordered was not the book I would have ordered prior to this course, it doesn’t look as
fancy, but it is far more effective because it was well researched and designed, and it met the
needs of my students in my situation.

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Part 1- Topic
1a. Goal Statement
Learners will create a webquest, using Zunal.com that serves as an effective study guide
for an assigned chapter in the Biology book.
1b. Audience Description
The target audience consists of 12th
grade advanced level IB biology students.
1c. Rationale
What need does this meet?
Currently the IB students in Biology do not have study materials to help them prepare for
the IB examination. The IB examination is a cumulative exam covering material from 11th
and
12th
grade Biology, if the students do not receive a high enough score they do not receive the IB
diploma. The school is willing to create a revision course to provide students time and resources
to create the webquest study materials.
Supplantive or Generative?
This project has both supplantive and generative approaches to instruction. In order to
create the account on Zunal and to follow the basic structure of the site students will use
supplantive strategies approximately 75% of the time. The information being used on the site, the
organization of content, the overall look, or design of the pages, are generative. The generative
learning strategies would account for approximately 25% of the instruction.
Major Instructional Strategy
The major instructional strategy that applies to this project is instruction leading to
learning procedures. Upon breaking down the learning objectives the majority of learning
objectives required following and completing a series of procedures. By focusing on the
instruction of procedures the learner would have the opportunity to use more generative
approaches to the content of the webquest. Some of the procedures throughout the process are
simple, but some are more complex. According to Smith and Ragan (2005), “procedures may be
classified as simple or complex depending on the type and number of steps to be completed
(p.190).”
Why Procedural Strategy?
Procedural strategy is the major instructional strategy because the majority of the learning
objectives require the ability to complete a series of procedures. The primary learner goal is to
create a Zunal webquest. In order for the learner to create a Zunal webquest students must first
learn to manipulate the Zunal website. By providing scaffolding for students, step by step
directions or procedures, for learners to master the procedures for manipulating zunal.com we
allow the students to expand their knowledge and cognitive processes in the generative section of

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the webquest design. Once the learner can “list the steps to the procedure, learn to determine if
the procedure is required, learn to complete the steps in the procedure, and finally check for the
appropriateness of a completed procedure” then the learner can stop thinking about the process
of building the webquest and start thinking about the content and visual design elements (Smith
& Ragan, 2005, p. 190).

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Part 2- Analysis Report
2a. Part 1 Needs Assessment Survey
The needs assessment survey was sent to the 11 senior students in the IB Biology
program.
2a. Part 2 Needs Assessment Results
The results of the survey came back with the majority of the students in agreement. All
but one student felt that the need for study materials was crucial and the same students were
willing to create the materials. Students were open to the idea of using a webquest to create the
study materials, and several students commented that they had used a webquest to learn material
before and they thought it was more interesting than traditional pencil and paper methods. The
students liked the idea of the study materials being online and using online resources, as they
always carry technology, even when travelling. Some of the students were concerned about using
resources created by classmates, but ultimately they felt that if a teacher were to check it prior to
students using it that it would be sufficient. Several students noted that by only having to create
one chapter of learning material they would have more time to study the other chapters, than if
they were creating personal materials and attempting to create for every chapter. The results of
the survey show that students recognize a need for study materials and are willing to put in the
time to create them. The majority of students agree that using technology is the best option, and
are open to learning to create a webquest.

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0
2
4
6
8
10
12
Want study
materials
Don't want
materials
Are willing
to create
materials
Are not
willing to
create
materials
Want to
use
technology
to study
What Students Want
Number of
students out of 11

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2b. Description of the Learning Context
Based on the needs assessment survey this design belongs under the innovation model.
The definition of innovation is “something new or different introduced”, this project falls into
that category perfectly. Students currently have no experience building a webquest, and they do
not presently have study materials for the IB Biology exam, everything they create will be an
innovation for them, as well as for the school’s IB program. The IB diploma program is difficult
and requires commitment; students will spend a minimum of 20 hours a week outside of class
time completing assignments and studying for exams. The students are under a great deal of
pressure to succeed and can be somewhat high strung. It is necessary as an IB instructor to be
patient and provide the students with as much information as is possible to help them through the
process. Students in this program are willing to put time and effort into their work.
2b. Part 1 Learning Context Environment
The learners will be completing this project both in school and at home. The majority of
the project should be completed at school. The classroom where students will be working is
equipped with wireless internet, large tables for each student, and access to electrical outlets.
Students at the school are required to have a laptop, so each student will have their own laptop
with wireless access. The 12th
grade students have Biology class once a day for a 45 minute
period, and they also have a revision course 4 days a week for 45 minutes. The revision class is
specifically provided to help students review old material to prepare for the IB exam. Most of the
webquest project would be completed during this revision class time. The instructor is very
familiar with zunal.com and has the necessary technology skills to assist students with any
computer issues that might come up along the way. Currently there are only 11 students taking
the Biology IB exam. The only materials currently available to students are the IB biology course
book, and any materials provided by the instructor, which range from biology websites, to
PowerPoint’s, to sample tests from previous years.
2b. Part 2 Transfer Context
The primary use for this project is to help students pass their IB biology exam, but the
skills they are learning will extend beyond this one exam. The skills that students are acquiring
with this project include but are not limited to: organizing ideas, planning and designing online
materials, defining important information from a larger body of text, uploading and linking to
outside materials, and teaching information to others in an engaging way. These skills can help
the students in future projects, and in whatever profession they decide upon. If any of the
students decide to go into teaching as a profession they will understand how to design a learning
unit for their students.

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2c. Description of Learners
The students that have signed up for the IB Biology have done so by choice, it is not
mandatory to take the IB level biology course. The majority of the students taking the exam are
A students, with an excellent work ethic. All eleven of the students are from different countries,
only one of which is American. Some of the students have only been in the country a short time
and their knowledge of the English language is somewhat limited, but this does not impede their
effort. According to the survey data, the majority of the students in the course are willing to do
the additional work necessary to complete this assignment, and most feel confident using
technology. Half of the learners are in an intensive athletic performance program and prefer the
materials to be available online so that they can access the information when they are travelling
for tournaments.
0
2
4
6
8
10
12
Languages Spoken
Languages Spoken
100%
91%
82%
73%
91%
91%
What is Important
Having study materials
Online resources
Engaging materials
Separate webquest for
each chapter
Learning how to design
webquest
Knowing how to
manipulate a webquest

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2d. Learning Task Analysis
The flow chart image below can also be found at the following link.

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The flow chart below can also be found at the following link.

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3. Planning
3a. Learning Objectives
1. Learners will list the steps necessary to create a webquest.
2. Learners will describe the function of each step in the design of the webquest.
3. Learners will construct an attractive welcome page.
a. The student should incorporate an image that illustrates the purpose of the unit.
b. The learner will compose an engaging description of the webquest.
4. Learners will design an informative introduction page.
a. Learners will explain all of the learning standards for the chapter.
5. Learners will create a concise task page.
a. Learners will assemble, using a bulleted list, all of the activities to be completed.
6. Learners will devise a detailed process page.
a. Learners will list reading materials.
b. Learners will select appropriate media to support learning.
c. Learners will organize information to assure its accessibility.
d. Learners will assemble 3 tasks to be completed by users.
e. Learners will create an assessment quiz for users.
7. Learners will evaluate the IB rubrics that best exemplify their tasks.
8. Learners will measure the workability of the technology functions.
a. Learners will demonstrate proper page function.
b. Learners will operate links on all pages.
9. Learners will operate the webquest.
10. Learners will justify the use of a webquest as a learning tool.
a. Learners can describe the purpose of a webquest.
b. Learners can identify the benefits of learning new information using a webquest.
c. Learners will measure webquest success.

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3b. Matrix of Objectives
Learning
Objectives
(a)
Bloom’s
Taxonomy
Classification
(b)
Format of
Assessment
(c)
Description
of
Test Form
(d)
Sample Items
(e)
1.0
Learners will list
the steps necessary
to create a
webquest.
Knowledge Paper- and-
Pencil
Short Answer List, in order, the
steps needed to
create your
webquest.
2.0
Learners will
describe the
function of each
step in the design
of the webquest.
Comprehension Paper- and-
Pencil
Constructed
Written Response
Using the list of
steps you wrote out
for your webquest;
describe the
purpose or function
of each step in the
process.
3.0
Learners will
construct an
attractive welcome
page.
Synthesis Performance Observation with a
checklist
Build your
welcome page,
paying close
attention to the
allure of the site to
users.
3.1
The student will
incorporate an
image that
illustrates the
purpose of the unit.
Application Performance Observation with a
checklist
Find and use an
image that
represents the
information you are
teaching in your
webquest.
3.2
The learner will
compose an
engaging
description of the
webquest.
Synthesis Paper- and-
Pencil
Constructed
Written Response
Write an engaging
description of your
webquest, consider
your audience and
attempt to gain their
interest.
4.0
Learners will
design an
informative
introduction page.
Synthesis Performance Observation and
Checklist
Using the criterion
provided, create
your introduction
page on Zunal.com

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4.1
Learners will
explain all of the
learning standards
for the chapter.
Comprehension Paper- and-
Pencil
Constructed
Written Response
Provide a detailed
explanation of the
IB standards for
your chapter, be
sure to include
standard numbers
and command
terms.
5.0
Learners will
create a concise
task page.
Synthesis Performance Observation with a
checklist.
Create a task page
using the criterion
provided.
5.1
Learners will
assemble, using a
bulleted list, all of
the activities to be
completed.
Synthesis Paper- and-
Pencil
Short answer Create a bulleted
list of activities
users will complete
throughout the
webquest.
6.0
Learners will
devise a detailed
process page.
Synthesis Performance Observation with a
checklist.
Create a detailed
process page on
zunal.com using the
criterion provided.
6.1
Learners will list
reading materials.
Knowledge Paper- and-
Pencil
Short Answer List the reading
materials users will
need to complete
the tasks assigned.
6.2
Learners will
select appropriate
media to support
learning.
Evaluation Performance Observation with a
checklist
Find or create
media resources
that will aide users
in completing tasks
and meeting
standards, follow
the criterion
provided.
6.3
Learners will
organize
information to
assure its
accessibility.
Synthesis Performance Observation with a
checklist.
The process page
will be organized in
such a way that the
user can navigate
easily through each
activity. Criterion
will be provided.

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6.4
Learners will
assemble 3 tasks to
be completed by
users
Synthesis Performance Observation with a
checklist
Create three
activities that users
will need to
complete to show
comprehension of
the material being
covered. Criterion
for the activities
will be provided.
6.5
Learners will
create an
assessment quiz
for users.
Synthesis Performance Observation with a
checklist
Using the standards
and the criterion
provided create an
assessment quiz to
test for knowledge
of the chapter
material.
7.0
Learners will
evaluate the IB
rubrics that best
exemplify their
tasks.
Evaluation Paper- and-
Pencil
Constructed
Written Response
Evaluate the
various rubrics
available from the
IB and justify your
choice of rubric(s)
for your webquest.
8.0
Learners will
measure the
workability of the
technology
functions.
Evaluation Paper- and-
Pencil
Written
Constructed
Response
Collect data and use
that data to describe
the workability and
ease of use of your
webquest.
8.1
Learners will
demonstrate proper
page function.
Application Performance Observation and
checklist
Demonstrate that
your pages are
complete and
functional.
8.2
Learners will
operate links on all
pages.
Application Performance Observation with a
checklist
Demonstrate that
your links
throughout your
webquest are
functional.
9.0
Learners will
operate the
webquest.
Application Performance Observation with a
checklist
Demonstrate that
you are able to
complete all of the
activities in your
webquest using
materials that you
provided.

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10.0
Learners will
justify the use of a
webquest as a
learning tool.
Evaluation Paper- and-
Pencil
Constructed
Written Response
Using at least one
outside source,
justify the use of a
webquest as a
proper learning
tool.
10.1
Learners can
describe the
purpose of a
webquest
Comprehension Paper- and-
Pencil
Short Answer Describe a
webquest, and what
purpose it serves.
10.2
Learners can
identify the
benefits of learning
new information
using a webquest.
Comprehension Paper- and-
Pencil
Short Answer Explain the benefits
of using a webquest
as opposed to a
more traditional
learning method.
10.3
Learners will
measure webquest
success.
Evaluation Performance/
Paper-and
Pencil
Observation with a
checklist and
Constructed
written answer
Gather information
to assess data from
past years mock
exams that will be
completed after the
projects. Then
analyze the data.
Write a conclusion
as to whether or not
the project was
successful in
increasing scores.
3c. ARCS Motivational Strategy Plan
ARCS Motivational Strategy Plan
Attention
A.1. Perceptual arousal Students will be shown a Zunal webquest about a fun topic.
http://zunal.com/webquest.php?w=75992
A.2. Inquiry arousal Provide students with several websites that discuss the benefits of
using technology, specifically webquests to learn.
Ex.)
1.http://education.mit.edu/papers/GamesSimsSocNets_EdArcade.pdf
2.Using webquests
3.http://pd-network.com/lessons/Webquests.pdf
Have the students get into small groups to list three benefits to
creating the study guide using a webquest. Students will then choose
one person to share the list aloud, creating a group list.

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A.3. Variability Give students the option of working in small groups (no more than
4) or working alone. They will then go to Zunal.com and find a
webquest that interests them. They will then evaluate the webquest
pointing out three positive aspects of the site and three areas that
need improvement.
Relevance
R.1. Goal orientation Create a (Know, Want to know, Learned) chart as a class to
determine what the students already know.
Introduce the students to the learning objectives and match them
with what they want to know.
R.2. Motive matching Face to Face instruction will provide the students with the
foundation that they need to get a better understanding of the
expectations.
Videos and written instructions will provide continued support as
they come across difficult sections.
Rubrics will help guide students in making appropriate choices
while still allowing for creativity in expression.
R.3. Familiarity Have students create a list of similarities between a webquest and a
scavenger hunt, a webquest and an outline, and a webquest and a
website.
Ask the students to work in groups to create a metaphor for a
webquest, and explain their metaphor.
Confidence
C.1. Learning requirements Students will be provided with a rubric for all assignments so that
they know what is expected of them.
Instruction will be broken down into steps, each step thoroughly
explained and support provided.
Students will be provided with an agenda breaking down the project
into manageable sections, with clear and reasonable deadlines.
C.2. Success opportunities Conferences between the teacher and student will take place several
times throughout the process, whereby the teacher will reinforce
student work and assist with any obstacles the student has come
across.
Students will be given prompt feedback on all section assignments
so that they can make corrections as needed.
Students will be provided with rubrics in order to set them up for
success.
C.3. Personal control The teacher will provide examples of webquests that are done well
and webquests that are done poorly.

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Students will be asked to use the class rubric to evaluate 3 webquests
in order to help them understand the expectations.
Students will be encouraged to be creative when creating their
webquest. Images, resources, videos, and tasks to be completed by
the reader will be the student’s choice.
Satisfaction
S.1. Natural consequences Upon completion of the webquest students will be sharing their
webquests with fellow classmates. Each student will complete the
other student’s webquests as a way to prepare for the IB
examinations.
Students will be asked to reflect on the how they can use some of the
same skills they learned while creating this webquest for future
studies or careers. For example finding resources to teach material
using information learned in a text to create activities to help in the
learning process, compiling information to help others or themselves
learn a concept, using creativity to individualize an assignment or
project.
S.2. Positive consequences The most positive consequence for students will be the use of their
tool to help others.
Students in future classes will also be using their tool as a guiding
model to create their own tools.
S.3. Equity The students will be encouraged to present their webquest to the
school’s IB committee as a possible project across the curriculum.
Students will also be encouraged to submit their projects to the
teachers World IB forums as a possible study guide for others
outside of the school.
Students will be encouraged to voice their thoughts on the process in
both a written reflection and through small group, and whole group
discussion.

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Part 4- Instructors Guide
Introduction
Active Attention or Gain Attention
1. The instructor will begin by introducing the goals for the day.
2. The instructor should inform the students of the supplies that will be needed for the
project.
a. Notes
b. Computer
c. Text book
3. The instructor will show an example of a Zunal website.
http://www.zunal.com/webquest.php?w=179791
4. The instructor should have students split up into small groups to create a KWL chart
about webquests.
Establish Purpose
1. The instructor will create a large KWL chart on the board to discuss the purpose of a
webquest.
a. Students should provide input from their small group KWL charts
2. The instructor will introduce the learning objective to the class.
a. Learners will create a webquest, using Zunal.com that serves as an effective study
guide for an assigned chapter in the Biology book.
Arouse Interest and Motivation
1. The instructor will show the following YouTube video tutorial for how to use zunal.com
a. https://www.youtube.com/watch?v=f8CaPbCE5MI
2. Instructor will allow the students to work in small groups to create a fun Zunal webquest
about an appropriate topic of their choice. Emphasize that content and completion is not
the goal; just encourage the students to explore the site.
a. Example- http://zunal.com/webquest.php?w=75992
b. Instructor should walk around the room to assist with technology issues.
c. This activity should take no more than 30 minutes.
3. Students should be provided with 5 mins. per group to show other students their work.
4. The instructor should encourage students to take the fun and creativity from their free
choice Zunal with them as they create their biology webquest.
5. The instructor should provide students with objectives test one, to ensure that students
understand the steps necessary to create a webquest.
Provide an Overview
1. The instructor will break down the project assignment in small pieces, providing a
calendar of important project dates.
a. The instructor should emphasize that this project will take place over a two month
period and each phase will be facilitated.

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Sample Calendar- should be adjusted as needed to fit your time frame and curriculum needs.
Week 1
 Introduce the concept of webquests whole group
 Smaller groups will meet together to discuss ways to use the information they must teach
in the webquest format.
 Individuals will create an outline for their webquest to share with the instructor.
Weeks 2-7
 Each week following will be dedicated to one of the pages to being created (some pages
may require less and some more) adjust as needed. One additional week of time was
added to this section to allow for the task and process pages.
 The instructor should walk the students through a demonstration on how to create the
page
 The students should begin creating their pages
 The instructor should supervise and offer suggestions
 Students should be reminded to have the rubric with them as they create the pages
Week 8
 Students should check every page for functionality
o Do the links work
o Do the documents open
o Is the font readable
o Can you access each page
o Does the sequence of the information and activities make sense?
 Students should check every page for accuracy
o Are the facts presented accurate- if you weren’t sure about any section go back
and review it find more sources.
o Did you do a spelling and grammar check?
 Students should add more images and elements of creativity with any additional time
remaining
 Double check the rubric before you submit your link.

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Body
Recall relevant prior knowledge
1. The instructor will have students compare past experiences with websites, scavenger
hunts, and outlines to what they have learned about webquests.
 They can do this by creating several intersecting Venn diagrams (example
provided)
 They can do this by creating a T chart to compare and contrast (example
provided)
2. The instructor will have students create a KWL chart about webquests (example
provided)
3. The instructor will have students discuss in small groups their experience in creating
study guides, what worked and what didn’t, and how they think the webquest could
address some of their concerns.
Process information and examples
While still in small groups the students will be assigned a webquest to evaluate, using the
following criterion. It is recommended that students use the rubric they will be evaluated with.
(sample provided)
 Is the webquest attractive- have the students expressed what qualities make a
webquest attractive (at least three).
 Is the information used in the webquest properly cited
 Did the creator of the webquest make errors- consider spelling, grammar, and
factual errors? Have the students write down three reasons why the creator of a
webquest should check for accuracy.
 Is the webquest functional- does it all work? Have the students express what
makes a webquest functional.
 Does the webquest achieve its purpose- have the students write down what the
webquest was trying to teach and how the creator went about accomplishing this
task.
 Finally have the students write a list of three aspects of the webquest that worked
well, and three things that you would change.
Focus Attention
1. The instructor will focus the attention of the learners by demonstrating the process of
creating each page on either a Smartboard or a projector, while students follow along on
their personal computers.
2. The instructor will also focus attention by working closely with each student, and
walking around to help students as needed.

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Employ Learning Strategies
The instructor should supply students with the steps needed to complete the webquest, so that
they are able to reference the procedural steps and focus their attention on the concepts being
taught.
Example)
Provide for and Guide Practice
1. Instructor should be demonstrating each phase of the creation process on the Smartboard
or projector, as the students follow along.
2. Students should be provided with the procedures and the rubric to reference throughout
the process.
3. The instructor should break down the creation process into steps that are easy to follow
a. Start with the demonstration
b. After a each step or every other step check to see if everyone is following along
c. As students begin to enter into the sections that no longer require demonstration
the instructor should circulate the room, paying careful attention to those that
seemed to struggle throughout the process.
4. As students complete each page time should be arranged to have brief conferences with
each student to review their progress.
Provide Feedback
1. While conferencing with students the instructor should provide at least one positive
aspect of the student work and at least one suggestion for improvement.
a. The instructor should have at least 5 mini conferences throughout this process.
b. The instructor should also make informal observations and provide feedback as
they walk around the room assisting students.
2. Throughout the process the objectives tests should be given to ensure that students are
familiar with and meeting their objectives. (sample objectives tests are provided)

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Conclusion
Summarize and review
1. The instructor should ask the students to fill out the L (learned) section of the KWL chart
to review what they have learned as a class.
2. Students should be instructed to reflect on the process that they have completed.
a. Students should include their feelings about the process
b. They should include 3 things that worked well and three changes that they would
make. (sample sheet provided)
3. After the mock exams the instructor should meet one more time with each student to
discuss the effectiveness of the webquest as a study guide.
Transfer learning
1. After the final meeting the instructor should have students gather in small groups to
discuss what aspects of the study guides were most beneficial for the mock exams and
what aspects need to be changed.
2. After the groups have met, and recommendations have been made each student should
make changes to their webquest based on the recommended changes.
Remotivate and Close
1. The instructor should work with the whole class to write a letter recommending the
webquest study guides as a cross curricular activity to help prepare for other subject
matter IB exams.
2. Students will also be asked to share their webquests with future classes as a template for
creation.
3. Instructor will remind students that the skills they learned can be carried over into other
areas of their lives.
Assess Learning
1. The instructor will evaluate each individual’s performance based on the rubric provided
early in the lesson. The rubric should be based on the criterion the students used to
evaluate the webquests they viewed.
a. Is the webquest attractive- use the qualities the students mentioned
b. Did the creator of the webquest make errors- consider spelling, grammar, and
factual errors?
c. Is the webquest functional- does it all work? Use the student’s criteria
d. Does the webquest achieve its purpose- This will be based on student evaluations
(discussed below)
2. Students should be asked to reflect upon 2 other webquests, they should be considering
how prepared they felt for the section of the mock exam that the 2 webquests covered.
a. This should be justified with specific examples (graded exams should be returned
to students for this part of the project)
b. Students should go back and check the webquest for answers that they missed in
that section.

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c. Students should also evaluate the usability and functionality of the cite using the
criteria that they developed earlier in the project.
3. Throughout the process students will be graded on completion and understanding of their
learning objectives through objectives tests. (provided)
4. Students will also be informally evaluated throughout the process in the mini-
conferences.
Feedback and Seek Remediation
1. The instructor will provide written feedback based on rubrics and mini conferences.
2. Students that struggled with the process will be provided with remediation. Some
examples of remediation opportunities are as follows:
a. Before and after school tutoring opportunities
b. Feedback after each mini meeting
c. Peer assistance for the last 10 minutes of class twice a week

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Part 5- Learning Content
5a. Learning Materials
Learning Source Purpose When it will be used
KWL Chart
(see appendix A)
To gain attention and access prior
knowledge.
At the beginning of the lesson,
during the introduction.
VENN Diagram
(see appendix A)
Recall relevant prior knowledge After the project has been
introduced, but before the
students evaluate a webquest.
T-Chart
(see appendix A)
Recall relevant prior knowledge After the project has been
introduced, but before the
students evaluate a webquest.
Steps to Create a Zunal
Webquest
As a reminder of the procedures
that need to be followed to create
a webquest on zunal.com,
focused more on content.
Throughout the creation process.
Flow chart of the steps to create a
webquest.
(link on page 11)
To help students through the
steps of signing up for a Zunal
account, and creating each
individual page. More related to
the technology aspects than the
content.
Throughout the creation process.
Reflection Sheet
(see appendix A)
As a tool to help students reflect
upon what the positive and
negative aspects of the project.
After they have completed the
project.
5b. Formative and Summative Assessments
Student Conference Forms (see
appendix B)
To evaluate and provide
feedback on the student’s
progress.
After each section is created, for
example after the introduction,
the task etc…
Rubric For Evaluation
(see appendix B)
To Evaluate student work, and to
create clear expectations.
To be provided at the beginning
of the lesson and used after
completion.
Objectives Test 1
(see appendix B)
To evaluate the students
understanding of the procedures
involved in creating a webquest,
as well as their knowledge of
what a webquest is and how it
can be valuable.
To be given after students have
been introduced to the Zunal and
have been provided with
procedural instructions.
Objectives Test 2
(see appendix B)
To evaluate the preparedness of
the student to begin the creation
process.
To be given after students have
demonstrated an understanding
of the mechanics of building the
pages and before students
actually begin to design their
pages.
Objectives Test 3
(see appendix B)
To evaluate the finished product
and to assess the level of
knowledge regarding the purpose
of the assignment.
To be given after students have
completed the rough draft of the
assignment, but before the final
draft.

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5c. Technology Tool Justification
Technology Tool Use Justification
Computer/tablet The computer will be used to
create the webquest.
The very nature of the activity is
a Zunal webquest which must be
completed on a computer/tablet.
The name webquest is indicative
of the justification it is a web
search for material. The design of
the webquest requires internet
use and the ability to type
information and add images.
Smartboard/projector To display the demonstration If absolutely necessary this
project could be completed
without the use of a projector or
Smartboard but it would make
the process long, confusing, and
tedious. Students would follow
along with a visual
demonstration much better than
an oral or written explanation of
what to do. By demonstrating
and modeling proper
manipulation techniques and
expectations for all students the
instructor is able to provide a
visual means of learning that
students can more easily identify
with.
YouTube To introduce the Zunal webquest The YouTube video provides
students with a brief introduction
to the zunal.com site and
familiarizes them with the
materials. It is being used to
catch their attention and reach
both visual and auditory learners.
Zunal.com procedures To introduce the technical
procedure
The zunal.com site has a
procedures page that maps out in
written form the procedures
needed to create a webquest; it
also provides a reminder about
the purpose of each webpage. It
is essential that students have a
place to refer back to for
procedures and to remind them
what information goes on what
page.
Zunal.com Webquest For students to evaluate a
webquest/ motivate
By having students look at
webquests on other topics, we

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not only stimulate their interest in
webquests, but we also provide
an opportunity for students to
gain a clearer understanding of
the expectations for their own
webquest. Students will evaluate
a previously completed webquest
with the rubric provided. By
practicing with the rubric that
will later be used to evaluate
them students have the
opportunity to see first-hand
mistakes that are made and
improvements that can be added.

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Part 6- Formative Evaluation Plan
6a. Expert Review
A. The Subject Matter Expert (SME) for the instructional design is Jeffery Liu. Jeffery is a
colleague, and he teaches IB Chemistry. Jeffery has several years of experience preparing
students for the IB examination, and he frequently integrates technology into his projects and
lessons. If the project works out well he would very likely integrate it into his own classroom
next year. I will submit my project to him on Monday, April 29th and request feedback by
Saturday, May 4th.
b. Questions for the Expert
 Is the content information appropriate and accurate for DP IB Biology students?
 Are the resources used appropriate and accurate for the students?
 Are the directions clear and concise?
 Is the time-line realistic?
 Are the objectives achievable?
 Are the materials organized in an effective manner?
 Will the students be interested and engaged in the instruction? Do you have any
suggestions on how to improve their engagement?
 Do you think they will have necessary background skills and knowledge to complete the
lesson?
 Is the evaluation process appropriate and achievable?
 Will the students have ample opportunity to get feedback and make revisions?
 After reading the materials, do you have any suggestions for improvements, additions or
subtractions to make the material more effective?
 Do you have any additional thoughts or comments?
6b. One-to-One Evaluation
The one-to-one evaluation involves the designer introducing the instructional materials to
two IB Biology students. The students are at opposite ends of the spectrum in comfort level with
technology, both students have strong reading skills, but one student follows directions well and
is organized; the other student prefers to skip over directions and tries to figure things out on his
own, and is somewhat disorganized. This initial evaluation will provide feedback to the designer
on the overall content information, the clarity of the directions and it will allow for revisions
before moving the evaluation to a small group stage. Questions the designer would ask the
individuals are:
 Are the directions clear, if not, where do they need clarity?
 Are you able to understand the objective of the project, if not why?

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 Is the rubric clear, do you understand how you are being evaluated, if not please
elaborate?
 Did the step by step graphic make the process easier, please elaborate?
 Are there any concepts that are not explained well, if so please note them?
 Are there any errors in the accuracy of the content, if so please note them?
 Are there any spelling or grammar mistakes, if so please note them?
 If you could make any changes to the document what would they be, please elaborate?
6c. Small Group Evaluation
After revising the materials; the next step in the evaluation process is to have a small group
of five 11th
grade students complete the revised materials independently. Due to the small nature
of the target group of 12th
graders for this project the students from the 11th
grade Biology class
with evaluate the materials for the next round of revisions. The students are of varying abilities
in technology as well as in Biology. In this step of the evaluation process the designer wants to
ensure that previous revisions from the one-to-one evaluations were sufficient. The designer is
also hoping to verify the clarity, usability, and functionality of the materials on a new group of
learners not yet exposed to the materials. The designer will observe (both visually and via a tape-
recording) the various learners as they read and comment or question certain aspects of the
material. After observing the students, the designer will ask for feedback from the participants,
both individually and as a whole group. The designer will be looking for suggestions for
improving the materials from the students and will also make note of areas where the students
thought that they understood the directions, but in fact did not complete a step correctly. Then
the designer would make the necessary revisions before the field trail evaluation. The designer
would ask the questions below:
 Do you feel that the directions were clear enough to complete the project with ease, if not
explain?
 How long did it take you to complete each step of the project?
 Did you feel as though you possess the necessary technology skills to complete the
project, if not explain?
 Are there any errors in the accuracy of the content or the spelling and grammar, please
elaborate?
 What revisions would you recommend?
6d. Field Trial
The third stage of evaluation will occur with the aide of my colleague, and his 9th
grade
Biology class. In this step the instructional materials will be presented to larger and more diverse
group of twenty 9th
graders. The purpose of this evaluation will be to consider the ability of the
instructor to use the designers material to teach the class, the background knowledge and skills
that the students will need in order to complete the lessons, and the overall effectiveness of the
lesson (to be judged by the finished products). By having another teacher complete the lesson the
designer can observe the effectiveness of the materials for both the teacher and the learner
without adding the variable of their own knowledge of the materials intent to alter reliability of
the findings.

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Questions for the teacher:
 Does the Instructor Guide provide all of the necessary information to complete the
lesson? If not please note what is missing and how it can be added upon?
 Are the objectives reasonable? If not please elaborate.
 Is the time-line for project completion reasonable? If not please elaborate.
 What are your thoughts on the instruction and materials?
 In the process of teaching was it necessary to make any changes to the instruction or
materials? If so, please note what changes you made and why.
 Were the learners engaged? Please elaborate.
 If you could add or delete any aspect of the materials what would it be and why?
Questions for the learners:
 Did you find the lesson interesting, why or why not?
 Were you able to understand what was being asked of you and why? Please explain.
 Did you have all of the computer skills needed to complete the technology aspect of the
project? If not, please make note of the skills you would need to complete the lesson
 Was the rubric useful in the creation process? If not, explain
 Did the step by step graphic help you complete the steps?
 Were the mini conferences helpful? Please explain
 What changes would you suggest for the instruction and materials?

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Part 7- Formative Evaluation Report
7a. Evaluation Survey- Survey Monkey
http://www.surveymonkey.com/s/T86ZXVY

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Responses
1. Is the content information appropriate and accurate for DP IB Biology students? Explain
It seems to be on level for the average DP student; however, you should take into consideration
the language issues and consider that obstacle. As you know it is the student's responsibility to
seek help with language barriers but often they do not.
2. Are the resources used appropriate and accurate for the students? Explain
I like that you used a variety of resources from textual, to video and audio. You might look to see
if they offer any of the materials in any other languages as it could solve your problem of content
and resources.
3. Rate the following items as very good, good, satisfactory, needs improvement
very good (1) good (2) satisfactory (3) needs improvement (4)
Grammar X
Spelling X
Content Clarity X
Instructions X
Timeline X
Objectives X
Organization X
Other (please specify): The timeline seems strained to me not to learn how to do a webquest but
to actually complete their webquest, the organization is not familiar to me with the titles and
such but I understand that is your class requirement for example employ learning strategies. i
would prefer as simplified instruction sheet without the unnecessary teaching terminology.
4. Will the students be interested and engaged in the instruction? Do you have any suggestions
on how to improve their engagement?
I think the students will be interested to complete this assignment for two reasons. 1. It helps
them study for their exam. 2. It isn't a paper and pencil assignment they like any excuse to be on
a computer and doing something more creative. The only suggestion I might offer is teach them
how to make their own instructional videos and add them on to the webquest.
5. Do you think they will have necessary background skills and knowledge to complete the
lesson? If not, please explain.
Most of the students will pick up on the steps to create the page, so as far as this lesson is
concerned yes. i would be concerned about their ability to create an effective study guide without
more specific requirements but I guess that would be a separate lesson.
6. Is the evaluation process appropriate and achievable? Explain
The rubric is very clear and easy to follow, I like the mini-conference forms they are easy to
mark and shouldn't require a lot of time to complete. i also thought that the objectives tests were
good, I forget to make sure they actually met my objectives sometimes.
7. Will the students have ample opportunity to get feedback and make revisions? If not, explain.
I am concerned about the timeline as I stated earlier if it is just taking into consideration building
the webquest and we assume they have all of their information preplanned to incorporate then it
may be too much time, but if it they have to create the webquest and the content it isn't going to
be enough time.
8. After reading the materials, do you have any suggestions for improvements, additions or
subtractions to make the material more effective? Elaborate
I would clarify more carefully the timeline what you expect them to have done before this lesson

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and what will be done during the lesson. writing the study guide and finding the resources will
take a long time. Creating the webquest will probably only take 2-3 weeks if they have all of the
material ready to go.
9. Do you have any additional thoughts or comments?
I like this lesson plan and once you work out some of the timeline issues I think it will be very
effective. I hope to be using this in my class next year as well.
7b. Report the Results of the Expert Reviewer
The Expert reviewer felt that the overall idea behind the project is something that he
would utilize in his classroom.
The areas of concern for the reviewer were as follows:
1. Consideration for students with language barriers- he recommended looking for
support materials in multiple languages.
2. The timeline does not work for the project- if the project is only to learn to create
a webquest and insert pre-written material the timeline is too long, and if the
project requires student to create the webquest and the material it is too short.
3. A simplified Instructors Guide- he felt that some of the terminology was
unnecessary and confusing primarily with the titled sections.
The areas of strength are as follows:
1. The student engagement- he felt as though students would like a non-
traditional method for creating the study guide.
2. Evaluation materials- the SME liked the evaluation tools and thought that
they would be affective and easy to use.
3. The instructions were clear and easy to understand.
4. The content was concise and easy to implement.
5. The objectives were thorough and achievable.
7c. Comments on Change
After reading the opinion of the expert reviewer I would make several changes, the most
major of which would be the clarification of the timeline. I would, ideally have had the previous
forms of evaluation small group and field trial to help me clarify the exact amount of time
needed to complete the assignment assuming that the content was already pre-written and
resources listed.

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Part 8- AECT Standards
Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and
Technology (AECT), and used in the accreditation process established by the National Council
for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.
The numbers of the standards correspond to the numbers next to the course tasks show on the list
of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or part
Standard 1: DESIGN
1.1 Instructional Systems Design (ISD) X ID Project
1.1.1 Analyzing X ID Project
1.1.2 Designing X ID Project
1.1.3 Developing X ID Project
1.1.4 Implementing X ID Project
1.1.5 Evaluating X Selected Discussion Forums; ID Project
1.2 Message Design
1.3 Instructional Strategies X ID Project
1.4 Learner Characteristics X ID Project
Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X ID Project
2.1 Print Technologies X Reading Quiz; ID Projects
2.2 Audiovisual Technologies
2.3 Computer-Based Technologies X (all assignments)
2.4 Integrated Technologies
Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments)
3.2 Diffusion of Innovations
3.3 Implementation and
Institutionalization X
ID Project
3.4 Policies and Regulations
Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 Criterion-Referenced Measurement X ID Project
5.3 Formative and Summative Evaluation X ID Project

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5.4 Long-Range Planning
AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for
learning.
1.1.b Identify a variety of instructional systems design models and apply at least one
model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an
interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all
learners, including appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the development
of interactive lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,
computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring
application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualized
instructional settings (e.g., practice, field experiences, training) that address the needs of
all learners, including appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning
and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and
contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and
assessment measures.

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1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and
learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate
contextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the
learning situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning
situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their
particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the
selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the
implementation of instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using
technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional and
professional products.
2.0.3 Apply instructional design principles to select appropriate technological tools for
the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of
appropriate technological tools and to the development of instructional and professional
products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness
of instructional and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update
instructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of
productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementary
materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integrated
application programs.
2.3 Computer-Based Technologies

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2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning
situations specified in the instructional design process.
3.1.2 Use educational communications and instructional technology (SMETS) resources
in a variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various
learning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management
(none specifically addressed in 503)
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and
educational technology (SMET) contexts (e.g., conduct needs assessments, identify and
define problems, identify constraints, identify resources, define learner characteristics,
define goals and objectives in instructional systems design, media development and
utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of
SMET contexts.
SMET = School Media & Educational Technologies

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WORKS CITED
Brown, J. S. (2002, February). Growing Up Digital: How the Web Changes Work, Education, and the
Ways People Learn. Retrieved from
http://www.usdla.org/html/journal/FEB02_Issue/article01.html
Siemens, G. (2005, July 12). Learning Development Cycle: Bridging Learning Design and Modern
Knowledge Needs. Retrieved from http://www.elearnspace.org/Articles/ldc.htm
Smith, P.L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley & Sons.

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Know Want to know Learned
Appendix A
KWL Chart

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T-CHART
Compare Contrast

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Name__________________
Reflection Sheets
What are three aspects of this project that worked well? Please explain your answers in detail.
1.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What are three aspects of this project that you would change? Please explain your answers in detail.
1.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
2.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3.
_____________________________________________________________________________________
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_____________________________________________________________________________________
Do you have any additional comments?
_____________________________________________________________________________________
_____________________________________________________________________________________
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VENN Diagram

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Teacher Student Conferences- Zunal Webquest
Student’s Name_____________________________
Date__________________
Webquest Section (circle one)- Welcome Introduction Task Process
Evaluation Conclusion
Student Demonstrates the Following Skills
 Follows directions yes/no
 Shows Creativity yes/no
 Writing is free of grammar and spelling mistakes yes/no
 Accurate Information yes/no
 Links are functional yes/no
 The page achieves its purpose yes/no
Student Strengths
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Areas for Improvement
______________________________________________________________
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Additional Comments
______________________________________________________________
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______________________________________________________________
______________________________________________________________
Appendix B

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Webquest Rubric
CATEGORY 4 3 2 1
Content The site has a well-
stated clear purpose
and theme that is
carried out throughout
the site.
The site has a clearly
stated purpose and
theme, but may have
one or two elements
that do not seem to be
related to it.
The purpose and theme
of the site is somewhat
muddy or vague.
The site lacks a
purpose and theme.
Content Accuracy All information
provided by the student
on the Webquest is
accurate and all the
required pages have
been included.
Almost all the
information provided
by the student on the
Webquest is accurate
and all required pages
have been included.
Almost all of the
information provided
by the student on the
Web site is accurate
and almost all of the
required pages have
been included.
There are several
inaccuracies in the
content provided by the
students OR many of
the required pages
were not included.
Links (content) All links point to high
quality, up-to-date,
credible sites.
Almost all links point
to high quality, up-to-
date, credible sites.
Most links point to
high quality, up-to-
date, credible sites.
Less than 3/4 of the
links point to high
quality, up-to-date,
credible sites.
Copyright Fair use guidelines are
followed with clear,
easy-to-locate and
accurate citations for
all borrowed material.
No material is included
from Web sites that
state that permission is
required unless
permission has been
obtained.
Fair use guidelines are
followed with clear,
easy-to-locate and
accurate citations for
almost all borrowed
material. No material is
included from Web
sites that state that
permission is required
unless permission has
been obtained.
Fair use guidelines are
followed with clear,
easy-to-locate and
accurate citations for
some borrowed
material. No material is
included from Web
sites that state that
permission is required
unless permission has
been obtained.
Borrowed materials are
not properly
documented OR
material was borrowed
without permission
from a site that
requires permission
Spelling and Grammar There are no errors in
spelling, punctuation or
grammar in the final
draft of the Webquest.
There are 1-3 errors in
spelling, punctuation
or grammar in the final
draft of the Webquest.
There are 4-5 errors in
spelling, punctuation
or grammar in the final
draft of the Webquest.
There are more than 5
errors in spelling,
punctuation or
grammar in the final
draft of the Webquest.
Layout The Webquest has an
exceptionally attractive
and usable layout. It is
easy to locate all
important elements.
The Webquest has an
attractive and usable
layout. It is easy to
locate almost all
important elements.
The Webquest has a
usable layout, but may
appear busy or boring.
It is easy to locate most
of the important
elements.
The Webquest is
cluttered looking or
confusing. It is often
difficult to locate
important elements.

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Name__________________________
Objectives Test 1
1. List in order the steps needed to create your webquest, be as detailed as possible do not create
one word lists.
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______________________________________________________________________________
2. Using the list above describe the purpose or function of each step.
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______________________________________________________________________________
3. Describe a webquest, and what purpose it serves.
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______________________________________________________________________________
______________________________________________________________________________

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Name_______________________________
Objectives Test 2
Preparing to create the webquest
1. Write an engaging description of your webquest, consider your audience and attempt to gain
their interest.
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Create a bulleted list of activities users will complete throughout the webquest.
3. List the reading materials users will need to complete the tasks assigned.
______________________________________________________________________________
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______________________________________________________________________________
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______________________________________________________________________________

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Name_______________________________
Objectives Test 3
Double Checking your Webquest/Final Thoughts
1. Collect data as you navigate your webquest and use that data to describe the workability and
ease of use of your webquest.
Links work Information is Easy to Find Comments
Page 1
Page 2
Page 3
Page 4
Page 5
Overall Findings written in paragraph form below
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______________________________________________________________________________
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______________________________________________________________________________
2. Explain the benefits of using a webquest as opposed to a more traditional learning method.
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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