Exploring the World of WebQuests!
What is a WebQuest?
A learning environment
Based on a doable, engaging task
Supported by Web and other resources
Learners inquire & construct meaning
Supports learners’ thinking
Usually collaborative
Why Use WebQuests?
Increased learner motivation
Master advanced topics
Students act as experts do
Better outcomes on standardized tests
“Using information is more important than
merely having it.”
Who Created the WebQuest?
Bernie Dodge
San Diego State University
Outlined in 1995
“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.”
Taking a Closer Look at the Model
“If you're like most educators, you
get excited about new ideas for
helping students learn and grow,
but then feel your chest tighten or
your spirits sink when you
remember your already bursting
curriculum requirements and the
logistical demands of classroom
teaching.
With everything else that must be
taught, how can we add these new
and important strategies?
WebQuests were designed to
address this dilemma by bringing
together the most effective
instructional practices into one
integrated student activity. “
-- Tom March, 1998
Students are…
learning how to
learn
learning new skills
for school &
workplace
learning how to
dialogue with
professionals
more motivated to
stay in school
Two Types of WebQuests
Short-Term
To be completed in 1-3 class periods
Instructional goal is knowledge acquisition
and integration
Long-Term
Requires 1 week to 1 month to complete
Instructional goal is extending and refining
knowledge
Learners create a product that demonstrates
mastery of material
Other Characteristics
Cooperative Learning
Motivational Elements
role playing
simulated interaction
work scenario
May be
interdisciplinary
The Introduction
Should orient the learner to what is coming
Should raise some interest
Fun?
Important because of global implications?
Relevant to the learner’s past and/or future?
Attractive?
The Titanic (9-12)
http://asterix.ednet.lsu.edu/~edtech/webquest/titanic.html
The Task
Should describe
what the learner
will have produced
at the end
A PowerPoint
presentation?
A timeline?
A newspaper?
A web site?
A videotape?
An interview?
A debate?
A radio play?
Dive Right In (K-2)
http://projects.edtech.sandi.net/g
rant/aquarium/tasks.html
“The Crucible" & McCarthyism
(9-12)
http://projects.edtech.sandi.net/h
oover/crucible/
The Diary of Anne Franke: In
Search of Truth (6-8)
http://projects.edtech.sandi.net/l
ewis/annefrank/
Zelda’s Zany Zoo (4-5)
http://hrsbstaff.ednet.ns.ca/nbarkhou
/class/zanyzoo/
12 Tasks Link
The Process
The teacher suggests the steps that the learner
should take to complete the task.
The process may include strategies and advice.
The process should be clear, concise.
The Mitten (K-2)
index.htm
http://projects.edtech.sandi.net/grant/mitten/p-
Resources
Pre-selected
Reviewed to all
students or a small
number of students
The Galapagos- Islands
http://fs_gorman.tripod.com/galapagos/index
.htm
Arthur’s Tooth (K-2)
http://projects.edtech.sandi.net/grant/teeth/pindex.htm
Examples:
Web sites
Audiotapes
Videotapes
Audio-conference
Videoconference
Textbooks
Newspapers
Interviews
Online Experts
Maps
Historical Records
Evaluation
Measuring the results of using
WebQuests for learning
Meaningful, challenging activities
Generative
Seamless & ongoing
Create equity by reducing subjectivity
Forms of Assessment
Rubrics
Checklists
Portfolios/Folders
Sample Evaluations
Mad Cow WebQuest
http://nths.newtrier.k12.il.us/academics/faculty/entm
an/madcow/index.htm
The Ocean’s In Trouble (4-5)
http://projects.edtech.sandi.net/grant/oceanpollution/evaluation
.html
Biotech, Inc. (9-10 Science)
http://projects.edtech.sandi.net/kearny/biotech/evaluation.htm
The Conclusion
To summarize the experience
To encourage reflection about the process
To extend & generalize what was learned
To bring closure to the WebQuest
Civil War Gazette
http://www.sbcss.k12.ca.us/educators/cctech/currRes/civilwar.htm
Teacher Page/Notes
Ideas for implementation
Target learners
Standards
Notes for teaching
Examples of student work
Designing a Tour of Washington DC
http://infosys.pls.uni.edu/nielsen/nielsen/teacherpage.html
Hello Dolly
http://www.powayschools.com/projects/dolly/toolbox.htm
A WebQuest About WebQuests
Understanding & Analyzing WebQuests
Introduction
Since early in 1995, teachers everywhere have
learned how to use the web well by adopting the
WebQuest format to created inquiry-oriented
lessons. But what exactly is a WebQuest? What
does it feel like to do one? How do you know a
good one when you see it? In the space of 90
minutes, you're going to grapple with these
questions and more.
Introduction | Task | Process | Resources | Evaluation | Conclusion
The Task
1.
2.
3.
To develop great WebQuests, you need to develop a thorough
understanding of the different possibilities open to you as you
create web-based lessons. One way for you to get there is to
critically analyze a number of WebQuest examples and
discuss them from multiple perspectives. That's your task in
this exercise.
By the end of this lesson, you and your group will answer
these questions:
Which two of example WebQuests listed below are the best
ones? Why?
Which two are the worst? Why?
What do best and worst mean to you?
Introduction | Task | Process | Resources | Evaluation | Conclusion
The Process
1.
First, each participant will have a hard copy of the worksheet. To answer the questions given
above, you'll break into groups of four. Within the group, each of you will take on one of the
following roles:
The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert
2.
Individually, you'll examine each of the sites in the Resources and use the worksheet to jot
down some notes of your opinions of each from the perspective of your role. You'll need to
examine each site fairly quickly. Don't spend more than 7 minutes on any one site.
3.
When everyone in the group has seen all the sites, it's time to get together to answer the
questions. One way to proceed would be to go around and poll each team member for the best
two and worst two from their perspective. Pay attention to each of the other perspectives, even
if at first you think you might disagree with them.
4.
There will probably not be unanimous agreement, so the next step is to talk together to
hammer out a compromise consensus about your team's nominations for best and worst. Pool
your perspectives and see if you can agree on what's best for the learner.
5.
One person in each group should record the group's thoughts.
6.
When debriefing time is called, report your results to the whole class. Do you think the other
groups will agree with your conclusions?
Introduction | Task | Process | Resources | Evaluation | Conclusion
The Roles: The Technophile
The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert
You love this internet thang. To you, the best WebQuest is one that
makes the best use of the technology of the Web.If a WebQuest has
attractive colors, animated gifs, and lots of links to interesting sites,
you love it. If it makes minimal use of the Web, you'd rather use a
worksheet.
Introduction | Task | Process | Resources | Evaluation | Conclusion
The Roles: The Altitudinist
The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert
Higher level thinking is everything
to you. There's too much emphasis
on factual recall in schools today.
The only justification for bringing
technology into schools is if it
opens up the possibility that
students will have to analyze
information, synthesize multiple
perspectives, and take a stance on
the merits of something. You also
value sites that allow for some
creative expression on the part of
the learner.
Introduction | Task | Process | Resources | Evaluation | Conclusion
The Roles: Affiliator
The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert
To you, the best learning activities are those in
which students learn to work together. WebQuests
that force collaboration and create a need for
discussion and consensus are the best in your
view. If a WebQuest could be done by a student
working alone, it leaves you cold.
Introduction | Task | Process | Resources | Evaluation | Conclusion
The Roles: Efficiency Expert
The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert
You value time a great deal. You believe that
too much time is wasted in today's
classrooms on unfocused activity and
learners not knowing what they should be
doing at a given moment. To you, a good
WebQuest is one that delivers the most
learning bang for the buck. If it's a short,
unambitious activity that teaches a small
thing well, then you like it. If it's a long-term
activity, it had better deliver a deep
understanding of the topic it covers, in your
view.
Introduction | Task | Process | Resources | Evaluation | Conclusion
Resources
Group A
Group C
A Stitch in Time Create a quilt to represent three cultures
Who Wants to Be a Millionaire? Analyze several paths to
success
Bowhead Whale Hunting What restrictions make sense?
Meet the Immigrants Analyze immigrants from different
eras
North Carolina Zoo Breakout What would happen if they
got out?
Ancient Egypt WebQuest Decode a message from Tut's
tomb
Gallery of Art-i-Facts Design and fill an art museum wing
Conflict Yellowstone Wolves Take a stand on the
reintroduction of wolves
The Gilded Age Create a documentary on this historical
period
Extra, Extra Analyze the world of the Great Gatsby
Group B
Civil War Journal Create a simulated diary
Landfill Controversy Should you accept trash from neighboring states?
Ancient Egypt Explore several aspects of the period
Creative Encounters Design a new number system
Poetry and the Planets Create poems using planetary images
Introduction | Task | Process | Resources | Evaluation | Conclusion
Evaluation
Be sure to answer all of the questions in the process. Be prepared to
discuss your findings with the class.
Introduction | Task | Process | Resources | Evaluation | Conclusion
Conclusion
WebQuests with Technology=Transforming Instruction
•Technology applications support higher-order thinking
•Assessment is seamless & ongoing
•Tasks are authentic, complex, challenging
•Teachers become facilitators or guides
•Students explore & produce knowledge
Introduction | Task | Process | Resources | Evaluation | Conclusion