Why WebQuests?

A WebQuest For Teachers

Introduction | Tasks | Evaluation | Conclusion | Credits

Process

Process for Task 1 (Familiarize yourself with WebQuest concept.)

1a. On your own, use the links below to explore for background information. You will use this information in Step 1b.

• Why WebQuests? - Tom March http://www.ozline.com/webquests/intro.html#why
• Building Blocks of a WebQuest http://edweb.sdsu.edu/people/bdodge/webquest/BuildingBlocks.html
• Integrating the Internet with WebQuests http://pd.l2l.org/linktuts/inteweb.htm
• The WebQuest and Higher Level Learning http://edweb.sdsu.edu/webquest/necc98.htm

1b. With a partner, use a word processing application to record the following information:

• Compose an original definition of a WebQuest.
• List the components of the WebQuest with recommendations for making each part effective.
• Identify some of the benefits of using WebQuests with your students.

1c. In a whole group discussion, share the information that you and your partner have compiled. Print a copy for each of you to use as you review Quests in Task 2, evaluate Quests in Task 3, and create a presentation in Task 4.

Process for Task 2 (Review WebQuests.)

2a. Explore one of the collections below. Bookmark WebQuests that you might want to use with your students.

• Matrix of Examples ~ http://edweb.sdsu.edu/webquest/matrix.html ~ Matrix of WebQuests created by Bernie Dodge and colleagues from San Diego State - includes the types of tasks involved in each WebQuest
  
• Creating Web-based Lessons ~ http://www.esc20.net/etprojects/ ~ WebQuests created at the Region 20 Educational Technology Services - Exemplary projects are excellent!
  
• Learning with WebQuests ~ http://www.richmond.edu/~educate/info/webquests.html ~ Projects created by students in the teacher preparation program at University of Richmond
  
• Shelby County Schools ~ http://www.scs.k12.tn.us/STT99_WQ/web_toc.html ~ WebQuests for grades 9-12 created by high school teachers in a special summer project
  

2b. Select one WebQuest that you consider exemplary. Bookmark this WebQuest and leave it on your screen.

2c. Check your color-coded Why WebQuests? Worksheet to determine your role. Write the title of the WebQuest selected in Step 2b in the box in row 1 on your Why WebQuests? Worksheet. Click the links below to print the appropriate worksheet for your role.

Process for Task 3 (Analyze and evaluate WebQuests.)

3a. With your partner, pair with another group of two to form a team of four that includes all roles. Each of you will assume the role indicated by your color-coded worksheet:

	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, unambiguous 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.
	The Affiliator: 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.
	The Altitudinist: 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.
	The Technophile: You love this Internet thing. 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.

3b. Independently evaluate each of the four WebQuests contributed by group members. Spend no more than 10 minutes on each Quest, then rotate to the next computer. Use your Why WebQuests? Worksheet to jot down your opinions of each from the perspective of your role.

3c. As a team, use your Why WebQuests? Worksheets to discuss and rate each of the four WebQuests. One way to begin discussion is to poll each team member for the two most effective and the two least effective WebQuests from their perspective. Pay attention to the other viewpoints even if at first you think you might disagree with them. During the discussion of each Quest, use the WebQuest Evaluation Rubric and reach consensus on a score for each element. (You may find it helpful for each team to rotate to each computer to review the four WebQuests.) Compute a total score for each WebQuest and rank them in order from highest to lowest.

3d. Keep notes on the highest-ranking WebQuest located by your team to be used in Task 4.

Process for Task 4 (Reflect on the "best" WebQuest and present report.)

4a. With your group of four, reflect on how you could implement this WebQuest.

4b. As a group, prepare a short presentation for the "Technology Integration Committee" using the information collected in previous steps. Each group member should take part in the presentation. It should include the following elements:

• A brief overview of the WebQuest
• Why this WebQuest was selected as the "best"
• How this Quest addresses higher order thinking skills
• How you would implement this WebQuest with your students

4c. Present your WebQuest to the "Technology Integration Committee."

Process for Task 5 (Choose WebQuests to use with your students.)

5a. Review the Quests you bookmarked for your own class in Step 2a.

5b. Using the WebQuest Evaluation Rubric as a guide, select WebQuests to use with your students.