WebQuest Tutorial
(If you are prompted for a password at any time during this tutorial, just click cancel)
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1.
"A WebQuest is an inquiry oriented activity in
which most or all of the information used by learners is drawn from the
Web. WebQuests 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. The model was developed in early 1995 by
Bernie
Dodge with References |
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2.
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.
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:
WebQuests can be:
Try one of the WebQuest about WebQuests activities developed by Bernie Dodge to develop 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
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4.
WebQuests are designed to make the best use of time. To achieve clarity and purpose they should contain at least the following attributes:
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5.
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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6.
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.
Here is a sample task from Tail of 2 Milleniums WebQuest for grades 7-9 Mathematics.
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7.
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: ****If you have a limited number of computers connected to the Internet, you may want to try WebWhacker. This program will take an entire website along with its graphics and links and save it to a CD or zip disk. Now your students can use the site even though they don't have an Internet connection. You don't have to worry about students getting off into foreign Internet territory and it eliminates those pesky pop-ups. It is a great way to enhance your student's search possibilities. You can download a trial copy by clicking on the link above. The software is relatively cheap. Try it out. |
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8.
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: 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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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.
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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11.
There are many good WebQuest resources for you to explore while designing your own WebQuest. For the most complete WebQuest resources visit:
Another good site is: Visit the Links for Educators page in this site for a complete list of WebQuest resources. WebQuest examples Sadako
and the Thousand Paper Cranes (Intermediate)
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