This task is designed to develop an instructional, inquiry-oriented, activity that requires the use of web-based resources. "WebQuests (http://webquest.sdsu.edu/) are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation."

This task also gives you an opportunity to experience collaborative learning with technology. Each resource will be developed your team.

Please consider this as an opportunity to consolidate and organize your new knowledge and skills about instructional technology into a resource which can serve several functions:
(a) be an original "knowledge representation" or tool;
(b) be shared widely; and
(c) be something that you can add to and maintain in the future.

Feedback will work as following: First, you will deliver your draft version for review. Another team will collaboratively critique your Web project and provide a wealth of feedback. Your final Web Project will be due following the feedback (see, syllabus for specific dates). The feedback should be provided based on the rubric for this assignment (see below).

As in all the tasks in this course, creativity is encouraged! This is an opportunity to "imagineer" a practical application for the WWW.

 Visit the Web Quest home page, and read some descriptions and view sample lessons. Bernie Dodge's Buidling Blocks of a WebQuest provide a description of the structure of a Web Quest. You can also view some of Evan Glazer's web-based lessons, especially the the year long vacation. Read over the a previous' class discussion about advantages, disadvantages, and strategies for using the web as a medium for learning. An exemplary Web Quest, Searching for China, illustrates many of these issues.

Prepare a preliminary design document that includes your activity and its components. Ask your peers, your instructor, and others for feedback.

Once you have conceived of a preliminary design, begin prototyping the site using favorite web authoring tools. Submit your site to frequent reviews (formative evaluation) by friends, family, and representatives of the target audience.

This task is designed to develop a historical timeline about an instructional media, instructional method, or technological tool used in your work environment. You may want to look at computer based training, web based training, cognitive tools, performance support systems, etc. Your goal will be to integrate the ideas you have learned this semester with an examination of how and why your chosen media, method, or tool:
(a) was designed and developed
(b) has evolved into a weaker or stronger state
(c) will transform in the future into a successful or unsuccessful resource

This task also gives you an opportunity to experience collaborative learning with technology. Each resource will be developed by a two-person team.

Please consider this as an opportunity to consolidate and organize your new knowledge and skills about instructional technology into a resource which can serve several functions:
(a) be an original "knowledge representation" or tool;
(b) be shared widely; and
(c) be something that you can add to and maintain in the future.

You and your collaborator will give a brief presentation of your Web Resource in class. You will receive feedback from your peers and the course instructor which you can use to refine your resource.

As in all the tasks in this course, creativity is encouraged! This is an opportunity to "imagineer" a practical application of the WWW.

 Identify an instructional medium, method, or tool that you find resourceful. Locate web-based and/or paper-based sources from a variety of time periods to get a sense of the intended purpose of the resource, as well as how it has transformed throughout its existence. The following web timelines can give you a sense of different design styles and organization of content:

• Holocaust
  We feel the site contains good descriptions, use of images, and incorporation of web links. However this site is a much larger scale project than what we would expect from this task.
• Philosophers
  We feel the site contains good descriptions, images, and organization. Web sources are useful, but an annotation of these sites would be helpful.
• Internet Timeline
  We feel the site contains a lot of useful information, dates, and links. However, the timeline focuses on listing only facts without painting a detailed pciture of some historic events. Furthermore, the one-page design makes the page difficult to navigate.
• Civil Rights Timeline
  We feel the site is easy to navigate, provides description, and illustrates interesting images. However, the site does not provide opportunities for continued exploration by using external links.

You should also locate current sources that discuss the resource's potential use for the future.

Prepare a preliminary design document that includes sections about the past, present, and future of the resource, as well as design ideas. Ask your peers, your instructor, and others for feedback.

Once you have conceived of a preliminary design, begin prototyping the site using your favorite web authoring tools. Submit your site to frequent reviews (formative evaluation) by friends, family, and representatives of the target audience. Continue to develop the site until the first draft is due when you will get team feedback on your work. Then, you'll have time to refine and/or extend the site before it is due at the end of the course.

Here is an example of a timeline created by previous students in this course:

Distance Learning Timeline

References:

There are numerous online resources about web page design.
A good place to get started is about.com's web-page design guide.