What is a WebQuest?
Term coined by Bernie Dodge of UCSD An interactive learning experience that:
explores a theme or question enhances learning through use of:
Internet resources print resources when appropriate
Learning
Maximize student learning by: organizing the learning process into
tangible tasks providing links to appropriate
Internet sites providing learning advice providing clear expectations to
students
Net Resources
Searchable databases Documents that provide
information or elicit analysis of a situation
Microworlds that can be navigated Interactive stories Case studies On-line interview simulations
Duration
Short-term (1-3 class periods): acquiring and integrating knowledge making sense of a large amount of
information
Long-term (1-12 weeks): extending and refining knowledge transforming information and demonstrating
what is learned
Constructivism
Engagement in a problem-based process An interdisciplinary approach requiring:
open-minded and critical thinking interpreting, analyzing, evaluating and
drawing inferences problem-solving reflection
Active involvement of students in the learning process
Collaboration with others Structured ways for students:
to guide themselves through discovery of new material
to apply new learning to past experiences to evaluate Internet information
Constructivism
Components of WebQuests
Introduction The Task The Process Resources Evaluation
Conclusion Reflection Extension Notes to the Teacher
Introduction
Purpose: to explain the WebQuest process to raise the learner’s interest in the
WebQuest to provide an overview of the content of the
WebQuest to provide background information about
the content of the WebQuest
The Task
A description of what the learner will accomplish during the WebQuest
Possible tasks should be viable and interesting and may include: HyperStudio stack or a PowerPoint
presentation a speech or letter to the editor a skit, poster or brochure a fair or celebration for sharing
The Process
Steps that learners takes to complete the task Strategies for dividing the task into subtasks Descriptions of roles to be played or
perspectives to be taken by each learner Learning advice Interpersonal process advice
Resources
Web pages or links that the instructor has located that will help the learner accomplish the task
Pre-selected sites or links that help learners focus attention on the topic rather than searching for sites aimlessly
Useful print resources
Evaluation
Rubrics rather than multiple choice tests for learner evaluation Process Product
Evaluation of both lower order and higher order thinking skills
Conclusion
Brings closure to the WebQuest Reminds learners of their discoveries Encourages learners to apply their WebQuest
experiences to other situations Helps learners summarize and reflect on their
WebQuest experiences
Reflection
Encourages learners to reflect about: which resources were most helpful the validity and relevance of the resources
used content (new understandings) process (collaboration, roles, how learning
occurred)
Extension
Opportunities to extend learning beyond the WebQuest both in and outside the classroom
Opportunities for students to create their own WebQuests to share with their peers
Notes to the Teacher
Goals and objectives of the WebQuest Linkage to state and national standards Hints on managing the WebQuest Extensive resources for the teacher in planning
and implementing the WebQuest Other appropriate on- and off-line materials
Benefits of WebQuests
Interdisciplinary Learning Higher Order Thinking Skills Social Skills Collaborative Learning Diverse Thinking Reflection
Interdisciplinary Learning
Students make essential connections between and across content
Connections help students relate learning to real-life experiences
Students have deeper understanding and more meaningful learning with: rich content authentic problem-solving
Thinking Skills
Students Decide what to believe about an issue Evaluate the beliefs of others Interpret the significance of collected
information Synthesize information to generate
hypotheses, form conclusions, and complete specific tasks
Identify the similarities and differences among Internet resources
Evaluation Skills: CARS
Students evaluate: Credibility of the information, author, or host Accuracy of information, including timeliness
and completeness Reasonableness of the information - freedom
from bias, balance, and objectivity Support for the site - availability of confirming
information, sources, and contact information
Social Skills
Students develop social skills including: listening, cooperating, and affirming others giving and taking constructive criticism accepting differing view points expressing opinions effectively using language that will appeal to specific
audiences
Collaborative Learning
Students: use a collaborative process of discovery to
facilitate learning take ownership of their learning
Collaborative learning fosters: a communal learning environment constant comprehension checks opportunities for exchanging ideas
Diversity Students are:
exposed to multiple ways of viewing ideas or content
encouraged to develop open-minded thinking
able to understand and respect diversity and people from cultures different than their own
Careful, Deliberate Reflection
Students: make sense of what they experience and
how to proceed evaluate their own thinking and problem-
solving processes A shift of emphasis:
from the product - or answers to specific questions
to the process of constructing knowledge
Examples of WebQuests
Alice Christie’s WebQuest Page Alice Christie’s WebQuest Matrix Bernie Dodge’s WebQuest Page Bernie Dodge’s Matrix Examples of Evaluation Rubrics
Top Related