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toc =Audience and Roles= When creating a WebQuest, the student's role and audience can be an essential key in engaging the student. This wikisite, created by the students in EDU 221 at the University of Maine Farmington, is designed to help organize different roles or audiences that can be adapted into a WebQuest. In the navigation section on the left, there are several categories of roles and audiences with a variety of WebQuests for each category. The WebQuest can be aligned with the GRASPS framework of the [|Backward Design Model] to allow the student to participate in a more authentic WebQuest (Tomlinson & McTighe, 2006). [1]

An example of a WebQuest with a relation to the [|real-world].

A great example of a real-world goal to get a WebQuest started is the [|Frankenstein 2018 WebQuest]. The designers of the WebQuest state "**The ultimate mission of this WebQuest is to facilitate a "real world" dialog, a forum, for ongoing discussions between students and teachers at all levels, much as the Gothic conventions provided a language to explore __Frankenstein__. "** Their goal was to get their students to start using higher order thinking and converse with each other, other students, and other teachers about the impact of Mary Shelley's classic Gothic novel two hundred years later.

=GRASPS= "As a means of creating more authentic '[|performances of understanding],' we recommend that teachers frame assessment tasks with the features suggested by the acronym [|GRASPS]. In other words, include
 * 1) a real-world //**goal**//
 * 2) a meaningful //**role**// for the student
 * 3) authentic (or simulated) real-world //**audience**//(s)
 * 4) a contextualized **//situation//** that involves real-world application
 * 5) student-generated culminating //**products**// and performances, and
 * 6) consensus-driven performance **//standards//** (criteria) for judging success."[2]

=Alignment= Here is a link that can help you put it all together! [|WebQuest resources]. Here's another sight that breaks down WebQuest and is actually a WebQuest about WebQuests. [|WebQuest on WebQuests] This website is great for helping someone new to the idea of WebQuests make one themselves. [|Education World-WebQuests]
 * __**[|GRASPS]**__ || __**WebQuest**__ ||
 * [|Goal] || (Content Area & Objectives) ||
 * [|Role] || Task Type ||
 * Audience || Task Audience ||
 * Situation || Task Story ||
 * Products || Process (includes resources to create the product) ||
 * Standards || Evaluation ([|Rubrics]) ||

= = =WebQuest Task= Bernie Dodge, inventor of WebQuests, says that the [|task] is the most important part. WebQuest.org has a website that tells a lot about the tasks but all the examples are outdated or the links to them don't work. So we've been working on our own wikisite that we can keep updated. The information is the same as on the WebQuest.org site but the examples are those submitted and updated by EDU 221 students from semester to semester. Let it be known that the availability of each WebQuest posted on the site is subject to change.

Go to this website: http://webquestroles.wikispaces.com/ to see examples of WebQuests sorted by what type task/role they have.

= = =Bloom's Taxonomy:= Benjamin Bloom was part of a group of psychologists in 1956 who developed a classification description of learning now known as: "[|Blooms Taxonomy]." This [|taxonomy] contains six levels of increasing complexity; knowledge, comprehension, application, analysis, synthesis, and evaluation. = = It's easy to talk about Bloom's Taxonomy, but using them is a different story. If you are having trouble using this model, this website can give you some examples of how to use [|blooms taxonomy] including questions that can be used.

Here is another useful link for [|Bloom's Taxonomy], that provides great examples.

=References= [1] Tomlinson, C. and McTighe, J., 2006. //Integrating differentiated instruction & understanding by design//. Alexandria, VA: Association for Supervision and Curriculum Development. [2] Tomlinson, C. and McTighe, J., 2006. //Integrating differentiated instruction & understanding by design//. Alexandria, VA: Association for Supervision and Curriculum Development. p. 70