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WebQuest Tutorial
What is a
WebQuest
Why WebQuests?
Uses
Critical Attributes
Introduction
Task
Resources
Process
Evaluation
Conclusion
Explore Resources
(If you are prompted for a password
at any time during this tutorial, just
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2.
Why WebQuests?
Taking
advantage of good research models can
increase our effectiveness as teachers as
we contemplate Internet research
activities for our students. One of our
goals should be to minimize emphasis on
only fact-driven activities and to
encourage higher-level thinking and
problem solving in our students. We want
our students to be challenged and
motivated and we want to reduce
time-consuming 'wandering' or surfing on
the Internet (How Teachers Learn
Technology Best by Jamie McKenzie, 1999).
WebQuest
activities promote the utilization of
analysis, synthesis, and evaluation.
Check out
Module Maker by Jamie McKenzie to get
a complete overview of research oriented
questioning strategies aimed at reaching
these higher level thinking skills.
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3.
WebQuest Uses
WebQuests
work best with open-ended lessons, those
that invite creativity and
problem-solving, possibly with more than
one solution. They can address
open-ended questions like:
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What
should be done to protect America's
coral reefs?
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What
kinds of people were most likely to
survive the sinking of the Titanic?
Why?
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What was
it like to live during the American Gold
Rush?
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What
would Mark Twain think about the lives
that children live today?
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How best
could I invest $10,000.00 to reach the
eventual goal of attending college?
WebQuests
can be:
Try one of
the
WebQuest about WebQuests
activities developed by Bernie Dodge for
an understanding about what a good
WebQuest looks like.
Design
WebQuests to Meet State Standards:
How can we
use WebQuests to meet state standards? It
is all in your design. Begin with a
standard and build your quest around
it....you can tie in specific learning
goals in your design process.
Idaho Achievement Standards
Montana
Content and Performance Standards
Education in
Wyoming Portal
MCREL Content Standards
Links to National Standards K-12
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4.
Critical
Attributes
WebQuests
are designed to make the best use of time.
To achieve clarity and purpose they should
contain at least the following attributes:
- Introduction
- Task
- Resources
- Process
- Evaluation
- Conclusion
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5.
Introduction
The
Introduction should set the stage and
provide background for the activities in
the WebQuest. It should be
interesting and "hook" the students.
It should introduce the "big question" or
"guiding question" that the whole WebQuest
is centered around.
Look at
this sample introduction from the
Westward Ho! WebQuest
designed for 3rd grade Literacy/Social
Sciences.
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"It
is 1830 in Wahoo, Kentucky.
You and your family have been called
to a town meetin' by Mr. Imin
Charge, the mayor of Wahoo.
The
Mayor is concerned because he has
heard talk from the citizens of
Wahoo, about leaving this fine town
and headin' west.
He
has informed everyone that they will
have a formal meetin' in one weeks
time. At that time, all
townsfolk must come prepared to
share their decision of whether they
will stay or go. Westward Ho!
Will you go?" |
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6.
Task
The task
focuses learners on what they are going to
do - specifically, the culminating
performance or product that drives all of
the learning activities. It should
be doable, interesting, and authentic.
It should describe crisply and clearly
what the end result of the learners
activities will be. Don't list the
steps that students will go through to get
to the end point. That belongs in
the process section.
The final
product or performance could be any number
of things. Some examples are listed
below.
- Retelling
- Compilation
- Mystery
- Journalistic
- Design
- Creative
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- Concensus
building
- Persuasion
- Self-Knowledge
- Analytical
- Judgement
- Scientific
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Here is a
sample task from
Tail of 2 Milleniums
WebQuest for grades 7-9 Mathematics.
"For
this WebQuest you will develop a
persuasive argument with the intent
of convincing your classmates
when the new millennium will start
(January 1, 2000 or January 1,
2001). Your argument must be
presented in one of the following
forms:
- Poster
highlighting your position for
2000 or 2001
- 1 minute public
service "commercial" video
- Verbal
presentation in the form of a
defense (2000) or district
attorney (2001) summation
- Newspaper
editorial (not an article, you
must state and defend your
position)"
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7.
Resources
Since one
of the goals of WebQuests is to provide a
structured format for research, the
resources are usually embedded within the
WebQuest itself to prevent aimless
wandering. In addition to Websites,
resources can also include Web documents,
experts, conferencing opportunities,
searchable databases, books, magazines, or
newspapers.
Student use
of resources can be handled in a variety
of ways. Different resources can be
assigned to each individual or group, or
the same resources can be assigned but
members of the group may assume different
roles in interpreting the information.
Look at how
the resources are managed in the following
WebQuests: |
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8.
Process
The process
specifically states how the learners
should accomplish the task. It
should be written in clear, defined steps.
Guides should be included to aid students
with unfamiliar processes. For
instance, if you ask your students to
brainstorm, a guide should be included
which helps them understand this process.
Additionally, you may want to include
resources and tools to help students
organize information. These could
include concept maps, outlines,
worksheets, or templates.
Here is a
link to some process guides that may help
you while you develop your own WebQuest:
Process Guides
Take a look
at some of the following sample processes:
The What
would Dewey do? WebQuest above uses an
interesting process guide to help students
organize a conversation between famous
psychologists. A blank PowerPoint
template was created with conversation
bubbles. Students simply input their
interpretation of the responses these
great men would make into the template.
It's worth checking out. |
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9.
Evaluation
Students
should be given information about how they
will be evaluated. If a rubric is
utilized, make sure that it is aligned
with the culminating activity as defined
in the Task section of the WebQuest.
Also be specific about whether students
will be graded individually or as a group.
Some sample
rubrics:
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10.
Conclusion
The
conclusion should bring closure to the
WebQuest. It should summarize the
learning that has taken place and may even
pose questions or ideas designed to extend
learning.
Read the
following conclusion from A City in Space
WebQuest for grades 9-12 Science and
Technology.
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"Congratulations! You have
successfully completed your first
training mission as a colonist on
the international space station.
In this training
you learned about the advances in
technology of space construction and
transportation. You learned
about what it takes to live and work
in space while performing research
on the Internet. You also
learned to effectively present your
research using graphic organizers
and desktop presentation software.
We appreciate your
effort. If you think of any
topics for research regarding the
International Space Station that we
might use for future colonists,
please let us know." |
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If you have a limited number of computers connected to the Internet, you
may want to try
©
2003 Kerry Rice, Department of Educational Technology,
Boise State University