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Webquest Artifact Report
The Search for Absurdity ---- (see artifact)
When I learned about WebQuests during my first semester in the ILT program, I fell in love with them. I am partial to a constructivist approach to teaching and learning, enjoy using the Internet as a learning medium, and I admire activities that require higher level thinking of students. Despite my excitement regarding an assignment to create a meaningful WebQuest, I had difficulties generating a lasting idea for the project. I wanted to create a product that I could actually use, one that would truly require construction of meaning for my students. I did not want the quest to center around information gathering. My creative juices were flowing but I could not fashion an appropriate vessel to contain them.
As the project deadline drew near, I began to feel a great sense of absurdity; I understood the objectives, and admired the structures of WebQuests; I had a plethora of seedling ideas, but they never took… What was my problem? Then came a great inspiration. I would fashion a WebQuest based on the absurd: The Search for Absurdity!
Analysis
I decided that a WebQuest into Absurdity would be an appropriate experience for a visual arts student, and I diligently set out to build the product. As I developed the plan, and considered the actual amount of time it would take for a student to complete the quest, I realized it was probably too ambitious for the environment where I teach. Given my schedule, I realized that I would not be able to fit this WebQuest into any of my courses. At Vantage Point each class lasts for only one quarter; there are about 24 hours of class time in a nine-week period, and that is simply not enough time to embark on a meaningful Search for Absurdity.
Rationale
I believe that The Search for Absurdity meets the criteria set forth by Bernie Dodge regarding quality WebQuests. The process and tasks require students to analyze, evaluate, and synthesize. The quest illuminates aspects of 20th Century art, in particular the Dadaist movement, it demonstrates contemporary iterations of artistic and ideological absurdity, and connects the Trickster archetype to a mythical presence of the absurd. There is a legacy to the Absurd, and this quest will reveal a plethora of fascinating material, while also demanding analytical, evaluative, and original thinking from the students.
This product has the potential of being a unique process for educating students about art history, modern society, and cultural traditions.
Results
Honestly, I have few concrete results for the effectiveness of my WebQuest since I have not used it with my students. I have, however, received positive feedback from ILT colleagues, my instructor Joni Dunlap, and an individual who discovered my WebQuest online, and emailed me requesting that he link to it from his new site on Absurdity. Of particular noteworthiness: Bernie Dodge, himself responded, "It's delighful." when I invited him to peruse my WebQuest, and soon it will be included in the Matrix of Examples on the WebQuest Site out of San Diego State University.
Evidence of Value
Given the results stated above, I have little evidence of the value of my WebQuest at present. I still believe in its worthiness, however, and feel that the product itself is a solid piece of work that will be utilized in the future.
Reflection
As I reflect on The Search for Absurdity, I do not regret that I chose to create this particular WebQuest although I have not yet used it with students. In fact, the product begs to be used. It tugs at my mind; I must create a context wherein The Search for Absurdity can begin. I have proposed teaching the Internet Research class at my school at least once or twice a year so I might assign this WebQuest to my students. I am hoping that can be arranged soon.
ILT Responsibility Areas
#2 Designs instruction or human performance strategy to meet the needs of learners.
Students need to engage in higher level thinking skills in order to develop their minds. This artifact provides a series of activities that will engage students in analytic and evaluative thinking. I will also require the synthesis of an original work based on the learning experienced through the WebQuest.
The WebQuest activity provides for a strong degree of self-paced learning, students at a variety of ability levels may benefit from this aspect of the artifact. I facilitate learning by providing a creative and engaging context for students to construct their own meaning.
#3 Uses a variety of media to deliver instruction to students and to engage students in learning.
The medium for this artifact is the Web. The Internet is inviting to students, and the sites students access during The Search for Absurdity are entertaining as well as informative, some are so strange that they are sure to provoke interesting and thoughtful responses from students.
As students move through and complete a variety of tasks in the WebQuest, they are required to email me with their responses. This is an interesting twist on the idea of formal writing assignments. While students are required to address certain issues, the email context is potentially more conversational and personalized.
#6 Uses incisive and relevant assessment and evaluation techniques.
This WebQuest is ambitious; it engages students in a wide variety of related activities that require written responses to content specific prompts. Each writing assignment provides me with the opportunity to assess the learning progress of my students. Using email as the medium for submitting work will create a dialogue between my students and myself; my feedback and evaluation will be delivered in a very individualized and personal manner.
The rubric shown in the evaluation section of the WebQuest outlines clear expectations for student achievement, and provides me with the guide for assigning value to student work.
