Eduu 512 Webquest Review Assignment1 Learn About Webquests By Going T ✓ Solved

EDUU 512 WebQuest Review Assignment 1. Learn about WebQuests by going through the WebQuest workshop at Thirteen.org Explore the information provided under the explanations, demonstrations, explorations and implementations tabs. 2. Write a brief summary of what you learned that includes responses to the following questions(5pts): a. What is a WebQuest? b.

What are the benefits of WebQuests? c. What topics lend themselves to WebQuests? d. Do WebQuests represent a more Teacher Centered or Student Centered approach to instruction? Explain your thinking. 3.

Review one WebQuest by going to the Zunal website . After selecting a WebQuest from the WebQuest menu to review respond to the following questions about the WebQuest you selected (5 pts.): a. What is the grade level and subject area for the WebQuest? b. What is the task students are being asked to do? c. What is the process they are to follow in completing the task? d.

How are students to be evaluated on the task? Change Management Plan Student’s Name Professor’s Name Date The change management plan is the processor steps followed by the project leader in order to apply the change in organizational structure or the culture and to ensure that the project meets its intended target. Plans are developed so as to deliver change to a project. They are four types of change management that include organizational change management, project change management, program change management, departmental and team change management. The purpose of the process is to control the budget, scope, resources, and schedule of the organization; it minimizes the impact a change has on the employees, customers and the business at large.

The first step is to identify what in the organization will be improved when preparing for change one should identify what in the organization requires change and that it aligns with the company’s business objective and future vision. Although the change manager may have a good idea of what needs to change and why it needs to be changed, you need to convince the board and the team and exploring different perspective and different suggestions contributed by everyone and present a solid case to the board. The third step is to plan for change by identifying influential staff at every level who will help facilitate change, you should make the staff part of your change management team and be honest about the need for help and support as change is a team effort.

Communicating the vision is a very important step in change management as one need s to successfully communicate the vision you want to achieve. The bigger the changes the compelling the vision as significant changes will be made to the mission and vision of the company (LIENTZ, 2004). The fifth step is to identify stumbling blocks that may include organizational structures that may delay implementation, the need for new skills and new systems and tools that may hinder a successful change management and remove the blocks. The change manager should set an achievable milestone as they help in keeping track of the progress and to see whether one is moving toward the goals. Initial targets should be achieved easily to help motivate success as well as keep tabs on implementation while adjusting and improving the plans are required, as you should monitor and manage resistance and the budget.

The final step is to incorporate the changes and make the changes to become part of the organization's culture some may be easy to implement while others may more difficult and have a great impact to the company as the organization continues with the principle of continuous improvement (LIENTZ, 2004). AGC deals with global human capital management and it provides a measure of human capital management goals that are based on people’s ability to acquire and develop new skills after school and during their professional career. Problems that they face include compliance with the laws and regulations when implementing new changes in the organization, management changes when dealing transiting organizational goals, processes, and technology, leadership development that facilitate the execution of a company’s strategy, workplace training and development and adapting to innovation.

Leadership development problems can be solved by learning from experience, having a compelling vision and self-motivation. By adhering to the laws and regulations you avoid causing problems with the law (Hayes, 2014). All employees should be trained and equipped with the necessary skills to tackle the problems. To solve and prevent future problems in a long-term situation you have to address the root of the problem. Strategies of implementing change include assigning accountability, breaking down your targets, backing up the leadership team and identifying the allocated funds.

The effectiveness of a change management is measured by the growth of the company, organizational efficiency, performance improvement, and technology implementation (Hayes, 2014). References Hayes, J. (2014). Developing a change plan. The Theory and Practice of Change Management , . doi:10.1007/_15 LIENTZ, B. (2004). Plan Ahead for Change.

Breakthrough IT Change Management , . doi:10.1016/b.50012-x Atlantis Global Corporation (AGC) is a multinational organization that engages in the development, manufacture, and marketing of electronic circuit boards for use in high-definition TV screens. Although the design centers are located in the United States, the bulk of the manufacturing processes are carried out at their overseas subsidiaries. The electronic circuit boards are primarily sold to Original Equipment manufacturers located in North and South America, Africa, and the Asia/Pacific region. Headquartered in the Midwest United States, AGC has subsidiaries in three locations, on three continents: Subsidiary A in Asia, Subsidiary B in Africa, and Subsidiary C in South America.

In all three locations, the subsidiaries are located in industrial parks or centers. These locations were selected for strategic reasons, including an abundance of raw materials for the company’s products, the availability of a labor force, and a rapidly growing customer base. Within the industrial parks, it is not uncommon to find two or three organizations competing in the same market segment and for the same labor force. As part of its global human capital staffing strategy, AGC relocated several key people to leadership positions at each of the three subsidiaries. By placing key personnel from headquarters in leadership positions, AGC assumed a unified culture.

Senior leadership envisioned that the subsidiaries would be self-sustainable in 2 years and profitable thereafter. A lot of capital, both tangible and intangible, has been committed to making the subsidiaries functional. AGC has approximately 84,000 employees, most of whom are highly skilled and specially trained in the operations they perform. On average, it takes 3–6 months to fully train employees in each of the many operations of the parent company and its subsidiaries. Although the head count at the three subsidiaries has remained fairly constant, there have been a number of employees who have left the company for a variety of reasons.

As employees leave, others are hired to replace them, but no one knows the exact number of employees who left the company or the reasons why they have separated. At the subsidiaries, line and middle managers are concerned with having the right number of employees at each function or workstation. The operations manual, which the line and middle managers follow religiously, indicates that all staff must be fully trained and certified before they should be allowed to work on their own. Further, this requirement indicates that if someone has been certified before leaving the company, he or she must be retrained and recertified if rehired—no exceptions—even if his or her absence has just been a week.

On the other hand, a trained and certified employee who is out on vacation or medical leave for a month is not similarly required. The Issues Since operations began in the three subsidiaries, AGC has failed to meet its financial obligations, and profits are lagging. This is beginning to show in the company’s balance sheets and is taking a toll on the organization’s financial bottom line. Although the company’s structure is designed for adaptability in a fast-changing market, several other factors were overlooked when the company selected locations for the subsidiaries. These include, but are not limited to, the following: · Intercultural communication issues · Political and regulatory conditions of the host country and the subsidiaries · Diversity and multiculturalism · Employee retention and motivation issues · Employee dissatisfaction · Performance issues · An overall global human capital strategy that takes into account the home and host country nationals AGC, often considered the leader in this market, is in jeopardy of losing that title when the end-of-year reports come out in 3 months.

This is a critical time for the organization and the senior leadership team is very concerned. They need to find out what is happening to the organization, report to the shareholders, and rectify the situation. John Dawson, the CEO, COO, and Chairman of the Board of Directors at AGC, is deeply concerned about the future of this company. Past strategies have not advanced AGC to a leadership position in the global market. John believes that he has done everything that can be done to optimize the company and is reluctant to change the present strategic course.

He is a reluctant risk taker and must be convinced that changes to the organization have value before changing direction. John is currently working with Shawn Williams, the newly recruited Vice President of Global Human Capital Management at AGC. His priority is to help diagnose and address the company's human capital issues. Shawn brings with him extensive experience in resolving global problems, and he is recognized as an expert in the field of change management and viewed as a motivational leader. John and Shawn will be meeting soon to align goals and set a new strategic path for Atlantis Global Corporation.

As the new external consultant for AGC, you will be working closely with Shawn to establish a cross-cultural team that will address the company's global challenges. You will provide guidance and recommendations regarding each objective and anticipated outcome. This is a critical assignment because failure could lead to the dissolution of AGC. EDUU 512 WebQuest Assignment Description You will be creating a WebQuest for a grade level and subject area of your choosing. You will be using for this assignment.

Zunal.com makes developing WebQuests easy- read the notes on their website in each section of the WebQuest to help guide you! You should explore the website and look at several examples before starting your own. The WebQuest needs to be set up to answer a specific question or solve a specific problem (real or simulated) which aligns with inquiry based learning. The WebQuest should take a week or less to complete so do not make the task too complex. The WebQuest must meet the following criteria: · involve higher order thinking skills · involve collaboration between students · utilize web resources · be connected to state or national standards Step 1-Welcome, Introduction, Task (Due Week .

Create a (free) account at 2. Decide on a topic or theme for your WebQuest. I recommend browsing through state standards to help you choose. Select the grade level and standards that align with your idea. 3.

Complete the Welcome tab of the WebQuest on the Zunal website . 4. Complete the Introduction tab of the WebQuest on the Zunal website . 5. Begin locating online resources on your topic and decide on a task or tasks you want your students to accomplish.

Complete the Task tab of the WebQuest on the Zunal Website . Step 2-Process (Due Week . Process is the most detailed portion of the WebQuest. You will write a detailed set of directions for each step in the WebQuest process and include links to specific websites/web resources that apply to each step. Consider how you will include higher order thinking skills (Bloom’s Taxonomy), collaboration, and differentiation.

Complete the Process tab of the WebQuest on the Zunal Website. Step 3- Evaluation, Conclusion, Teacher Page, Final Template (Due Week . Develop a rubric for assessing the final product. Make sure the rubric delineates specific criteria that the final product must meet as well as descriptions of the different levels of quality. Complete the Evaluation tab of the WebQuest on the Zunal Website.

2. Write a conclusion that summarizes what learners were to have accomplished and include any extension activities. Complete the Conclusion tab of the WebQuest on the Zunal Website. 3. This section includes information for other teacher who may want to use your WebQuest.

It should include content standards addressed, credits, and other resources that would help a teacher utilize the Webquest. Complete the Teacher Page tab of the WebQuest on the Zunal Website. *For steps 1-2 you will need to copy and paste the information you are including in your WebQuest onto a Word document in order to submit for grading. For Week 7 (Step 3) just include a link in the comments box to your final Webquest for review. *Academic Integrity- Just a friendly reminder that you must submit an original WebQuest. While it is fine to get ideas from the internet and other WebQuests, it is important that most of the WebQuest is your own work! Telling Time Justin Hedberg Brandman University December 15, 2018 Telling Time Introduction Everyone wants to know how to tell time correctly, and since everyone wants to be punctual also for example when going for an important appointment or when going for a morning lesson, it is essential therefore, that we learn how to tell time.

This project is based on the WebQuest and it aims at helping the learner to grasp the basics in their process of learning how to tell time (Schwarz et.al.; 2015). If you do not know how to tell time you can find yourself in a situation where you wake up at 1 a.m and start preparing for school instead of waking up at 7 a.m! Isn’t that bad? Task By the end of this three day lesson you should have the basic knowledge of how to tell time on the clock. First, you will learn a song that is called ‘Hip Hop Around the Clock’.

On the next day you will sing the song with your partner then the whole class will sing the song as the teacher moves the hour and the minute hands on the clock. This song will guide you in the following learning process (Sheahan et.al.; 2015). You will then watch a video about time with your partner and then practice what you have learnt on a WebQuest worksheet. On the last day, you should be able to make a clock on your own using paper, fasteners, markers and a pair of scissors. You should now be able to move the hands of your clock to the positions stated by your teacher (Turk et.al.; 2018).

The Measurement and Geometry 1.0 – 1.4 and Number Sense 1.0 are the California standards that should be met for the lessons and the tools used. Conclusion The learner has been equipped with the knowledge of telling time, congratulations! We will now want to apply this knowledge in real life situations. The teacher can choose an outdoor activity that involves the measurement of time and reading time on a clock. These are the first steps into becoming proficient in telling time.

This lesson equips the learner with important skills that will be applied throughout their lives. The learner should now be able to relate time with events. They can look at the position of sun and tell whether the time is a.m., which means before midday or p.m. that is after midday. Also, the learner can apply this knowledge by looking at the length of the shadows of the trees. Longest shadows occur in the morning and in the evening.

This will help the learner to relate time with events. Teacher Page It is important that the learner is helped to learn the song as a form of multiple intelligence. The learner should also be guided in the steps to making a clock. This lesson should be done in a step to step manner in order for the learners to integrate and retain most of the knowledge (Siegler et.al.; 2014). The student will move the hands of the clock according to the teacher’s instructions and they will be evaluated on how well they have learnt to tell time.

Main skills targeted are observation, comprehension and retention of knowledge using a step by step approached that meets the curriculum standards. I would propose that after learning how to tell time on a clock, the learner should now be taught how to relate both this clock and the digital watch. Using YouTube tutorials for self-learning will be of great value. Reference Schwarz, L. M., & Leibold, N. (2015).

Quick Quality WebQuests: Tips to Rapidly Create an Excellent Virtual Educational Activity. Minnesota eLearning Summit . Sheahan, L., While, A., & Bloomfield, J. (2015). An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students. Nurse education today , 35 (12), .

Siegler, R., & Jenkins, E. A. (2014). How children discover new strategies . Psychology Press. Turk, D.

B., & Berman, S. B. (2018). Learning through Doing: A Project-Based Learning Approach to the American Civil Rights Movement. Social Education , 82 (1), 35-39.

Paper for above instructions

EDUU 512 WebQuest Review Assignment

Summary of My Learnings

a. What is a WebQuest?

A WebQuest is an inquiry-oriented online tool that leverages various forms of technology to enhance learning with an emphasis on critical thinking and creativity, designed primarily for educational settings. According to Dodge (1995), the initial developer of the WebQuest model, it is distinguished by its use of web-based resources for a defined instructional goal, enabling students to gather, analyze, and synthesize information to complete a given task. WebQuests are structured around a central question or challenge, encouraging collaborative learning and ensuring that participants engage with and comprehend the subject thoroughly (Blanchard et al., 2015).

b. What are the benefits of WebQuests?

The benefits of WebQuests are numerous and varied. Firstly, they foster critical thinking and higher-order cognitive skills, as students must analyze information, draw inferences, and apply what they learn (Harris, 2009). WebQuests also encourage collaboration among students, as many tasks are designed to be completed in groups, which promotes teamwork and communication skills (Baker et al., 2011). Furthermore, they are adaptable across various subjects and educational levels, making them an accessible tool for diverse classrooms (Dodge, 1995). As online resources are inherently available, teachers can easily update and modify tasks and content which keeps the educational experience current (Kohler et al., 2014). Additionally, WebQuests cater to different learning styles and offer differentiation opportunities through flexible task completion methods and varied resource access (Blanchard et al., 2015).

c. What topics lend themselves to WebQuests?

WebQuests are particularly effective for complex, interdisciplinary topics that require research and exploration beyond textbooks. They can cover subjects such as social studies, science, literature, mathematics, and environmental issues, where inquiry and collaboration are crucial. For instance, students could engage in a WebQuest focused on global warming's effects and proposed solutions, integrating scientific facts, historical context, and mathematical data for comprehensive understanding (Tadlock, 2016). Topics that encourage discussion, debate, and various viewpoints, like ethical dilemmas or cultural studies, are also well-suited for WebQuest formats. This variety ensures that students can engage deeply with the material, regardless of the subject matter (Dodge, 1995).

d. Do WebQuests represent a more Teacher Centered or Student Centered approach to instruction?

WebQuests distinctly exemplify a student-centered approach to instruction. In traditional teacher-centered models, instruction tends to be linear, often relying on the teacher to disseminate knowledge in a one-way flow (Wiggins & McTighe, 2005). Conversely, WebQuests shift the responsibility of learning to the students, who must engage with the content through investigation, collaboration, and meaningful dialogue (Harris, 2009). This framework empowers students to take ownership of their learning, encouraging personal insight as they navigate resources and answer guiding questions (Blanchard et al., 2015). The project-based nature of WebQuests allows students to apply their knowledge in real-world contexts, solidifying understanding and nurturing a deeper engagement with the material.

Review of a Selected WebQuest

For the second part of the assignment, I reviewed a WebQuest called "The Great Immigration Debate" designed for 8th graders in a social studies context.

a. What is the grade level and subject area for the WebQuest?

The selected WebQuest is aimed at 8th-grade students and focuses on social studies, specifically exploring the complexities of immigration in the United States (Zunal.com, 2023).

b. What is the task students are being asked to do?

The primary task for students is to assume the role of key stakeholders in the immigration debate, including immigrants, government officials, and community organizations. They must research their designated role, understand different perspectives, and ultimately develop a position paper that argues for or against specific immigration policies (Zunal.com, 2023). This comprehensive task not only fosters critical thinking and research skills but also sensitizes students to the social issues surrounding immigration.

c. What is the process they are to follow in completing the task?

Students begin by forming groups, with each member assigned a different perspective to explore. They independently research their assigned roles using various online resources provided in the WebQuest, including articles, documentaries, and statistics (Zunal.com, 2023). After researching, students engage in group discussions to share insights and argumentation strategies, culminating in a collaborative synthesis of their findings into a cohesive position paper. The WebQuest structure facilitates guided navigation through the research process while also allowing for creativity and rigorous thought (Zunal.com, 2023).

d. How are students to be evaluated on the task?

Students are evaluated through a detailed rubric that assesses both the process and the final product. Evaluation criteria include research quality, clarity of arguments, depth of analysis, collaboration effectiveness within the group, and overall presentation of the final position paper (Zunal.com, 2023). This transparent evaluation method not only provides students with clear expectations but also emphasizes the development of essential skills beyond rote memorization.

Conclusion

In summary, my exploration of WebQuests has greatly enhanced my understanding of their structure, purpose, and benefits. They serve as effective tools for promoting student-centered learning, critical thinking, and collaborative skills essential for success in today’s educational landscape. The review of a specific WebQuest exemplified these benefits, showcasing a thoughtful integration of technology and pedagogy. As I continue my journey in education, implementing WebQuests will undoubtedly augment my teaching strategies and provide students with enriched learning experiences.

References

1. Baker, L. M., & Wiggins, G. (2011). Using Content Standards to Develop Effective Web Quests. Educational Media International, 48(3), 223-232.
2. Blanchard, M. R., & Markham, T. (2015). Constructivist Learning Environments: Case Studies in Instructional Design. Educational Technology Publications.
3. Dodge, B. (1995). Some Thoughts About WebQuests. Learning & Leading with Technology, 23(2), 6-9.
4. Harris, J. (2009). WebQuests and the Assessment of Information Literacy: Creating a Curriculum for 21st Century Learning. Journal of Digital Information, 8(1), 1-15.
5. Kohler, T., & Usluel, Y. K. (2014). Integrating Web 2.0 and Online Communities into Web Quests. International Journal of Research in Education and Science, 1(1), 20-34.
6. Schwarz, L. M., & Leibold, N. (2015). The Role of Digital Tools in WebQuests for Pedagogical Interventions. Minnesota eLearning Summit.
7. Tadlock, J. (2016). Inquiry-Based Learning: A Teacher's Guide. Social Studies Research and Practice, 11(3), 101-113.
8. Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association for Supervision and Curriculum Development (ASCD).
9. Zunal. (2023). The Great Immigration Debate WebQuest. Retrieved from [Zunal.com](https://www.zunal.com).
10. Zunal. (2023). Creating a WebQuest: A Step-by-Step Guide. Retrieved from [Zunal.com](https://www.zunal.com).