WebQuest
From Wikipedia, the free encyclopedia
A WebQuest
is an inquiry-oriented lesson format in which most or all the information that
learners work with comes from the web. These can be created using various
programs, including a simple word processing document that includes links to
websites.
A WebQuest
is distinguished from other Internet-based research by three
characteristics. First, it is classroom-based. Second, it emphasizes
higher-order thinking (such as analysis, creativity, or criticism) rather than
just acquiring information. And third, the teacher preselects the sources,
emphasizing information use rather than information gathering. Finally, though
solo WebQuests are not unknown, most WebQuests are group work with the task
frequently being split into roles.
Structure
A WebQuest has 6 essential parts:
introduction, task, process, resources, evaluation, and conclusion. The
original paper on Web Quests had a component called guidance instead of
evaluation.
Task
The task is the formal description of what the students will produce in the
WebQuest. The task should be beautiful(?), meaningful, and fun. Creating the
task is the most difficult and creative part of developing a Web Quest.
Process
The steps the students should take to accomplish the task. It is frequently
profitable to reinforce the written process with some demonstrations.
Resources
The resources the students should use. Providing these helps focus the
exercise on processing information rather than just locating it. Though the
instructor may search for the online resources as a separate step, it is good
to incorporate them as links within the process section where they will be
needed rather than just including them as a long list elsewhere. Having
off-line resources like visiting lecturers and sculptures can contribute
greatly to the interest of the students.
Evaluation
The way in which the students' performance will be evaluated. The standards
should be fair, clear, consistent, and specific to the tasks set.
Conclusion
Time set aside for reflection and discussion of possible extensions.
Use in education
This section is in a list format that may be better presented using prose.
You can help by converting this section to prose, if appropriate. Editing help
is available. (March 2012)
Teachers use WebQuests
to:
Keep students on-task while online. (Student activities are organized by
the WebQuest and they can stay focused on using information rather than finding
it.)
Extend students' thinking to the higher levels of Bloom's Taxonomy;
analysis, synthesis, and evaluation.
Support critical thinking and problem solving through authentic assessment,
cooperative learning, scaffolding, and technology integration.
Introduce a unit, conclude a unit, or provide a culmination activity.
Foster cooperative learning through collaborative activities with a group
project.
Encourage independent thinking and to motivate students.
Enhance students’ technological competencies.
Differentiate instruction by providing multiple final product choices and
multiple resource websites. Using multiple websites as reading content allows
students to use the resource that works best for their level of understanding.
Encourage accountability Specific task guidelines and/or rubrics are
provided from the beginning of the WebQuest project, so that all students are
aware of exactly what is expected of them.
Enhance the development of transferable skills and help students to bridge
the gap between school and "real world" experiences.
Provide a situation in which students acquire information, debate issues,
participate in meaningful discussions, engage in roleplay simulations and solve
problems
Encourage students to become connected and involved learners.
Move themselves into the role of coach and adviser rather than the sole
source of information.
Limitations of Web
Quests.
WebQuests are only one tool in a teacher's toolbox. They are not
appropriate to every learning goal. In particular, they are weak in teaching
factual recall, simple procedures, and definitions.
WebQuests also usually require good reading skills, so are not appropriate
to the youngest classrooms or to students with language and reading
difficulties without special design and effort (for example, bringing in adults
to read the screens out loud.)
How WebQuests are
developed.
Learners typically complete WebQuests as cooperative groups. Each learner
within a group can be given a "role", or specific area to research.
WebQuests may take the form of role-playing scenarios, where students take on
the personas of professional researchers or historical figures.
A teacher can search for WebQuests on a particular topic or they can
develop their own using a web editor like Microsoft FrontPage or Adobe
Dreamweaver. This tool allows learners to complete various tasks using other
cognitive tools (e.g. Inspiration Software, Microsoft Word, PowerPoint, Access,
Excel, and Publisher). With the focus of education increasingly being turned to
differentiated instruction, teachers are using WebQuests more frequently.
WebQuests also help to address the different learning styles of each students.
The number of activities associated with a WebQuest can reach almost any
student.
WebQuests may be created by anyone; typically they are developed by
educators. The first part of a WebQuest is the introduction. This describes the
WebQuest and gives the purpose of the activity. The next part describes what
students will do. Then is a list of what to do and how to do it. There is
usually a list of links to follow to complete the activity.
Finally, WebQuests do not have to be developed as a true web site. They may
be developed and implemented using lower threshold (less demanding)
technologies, (e.g. they may be saved as a word document on a local computer).
Many Webquests are being developed by college students across the United
States as a requirement for their k-12 planning e-portfolio.
Developments in WebQuest methodologies.
The WebQuest methodology has been transferred to language learning in the
3D virtual world Second Life to create a more immersive and interactive
experience.
Tools
WebQuests are simple webpages, and they can be built with any software that
allows you to create websites. Tech-savvy users can develop HTML in Notepad or
Notepad++, while others will want to use the templates available in word
processing suites like Microsoft Word and OpenOffice. More advanced web
development software, like Dreamweaver and FrontPage, will give you the most
control over the design of your webquest. Webquest templates allow educators to
get a jump start on the development of WebQuest by providing a pre-designed
format which generally can be easily edited. These templates are categorized as
"Framed" or "Unframed," and they can have a navigation bar
at the top, bottom, left, or right of the content.
There are several websites that are specifically geared towards creating
webquests. Questgarden, Zunal, and Teacherweb all allow teachers to create
accounts, and these websites walk them through the process of creating a webquest.
OpenWebQuest is a similar service, although it is based in Greece and much of
the website is in Greek. These websites offer little control over design, but
they make the creation process very simple and straightforward.
Alternatively, teachers can use one of a number of free website services to
create their own website and structure it as a webquest. [Wordpress and
Edublogs both allow users to create free blogs, and navigation menus can be
created to string a series of pages into a webquest. This option offers a
greater deal of flexibility than pre-made webquests, but it requires a little
more technical know-how.
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