Creating a WebQuest
Bloomsburg University
Creating a WebQuest
Bloomsburg University
For Dr. Pastore's Classes
90 points
What is a WebQuest?
Many teachers have used the Internet as an electronic encyclopedia or dictionary where students look up factual information and apply it using the lower order thinking skills of Bloom’s Taxonomy. In order to develop a constructivist approach to learning while using the web, Bernie Dodge and Tom March of San Francisco University first introduced the concept of a WebQuest in 1995. The purpose of WebQuests is to help students integrate the Internet in a meaningful fashion and utilize higher-order thinking skills. The concept of WebQuests has changed the way teachers have used the Internet and has helped improve the learning that is associated with Internet use.
However, many teachers have used the WebQuest in ways that have deviated from the original purpose proposed by Bernie Dodge. Some teachers have come to label any type of activity associated with the web as a WebQuest. Some WebQuests still use the web as an electronic encyclopedia while having students report their findings in traditional activities such as oral reports and research papers.
One of the main problems is that teachers do not quite fully comprehend the WebQuest model as there are various resources and examples that lack the quality expected of a WebQuest activity. WebQuests are not always easily understood and directions for creating WebQuests are not always clear to the reader. In addition, WebQuests promote active learning but some parts of the WebQuest model actually support passive learning. One example of this is the sixth stage or conclusion of WebQuest where, in many cases, the teacher concludes what the students should have learned. In addition, the WebQuest is not always suitable for applications across many web-learning activities.
The purpose of this assignment is for you to create an effective “WebQuest.”
An effective WebQuest...
Engages the student's higher-order thinking skills
Uses the Internet for information that cannot be easily obtained from other sources
Takes advantage of the Internet in terms of its dynamic nature (information that changes by the minute, hour, and day)
Takes advantage of the Internet in terms of its communicative nature (communication with other students, teachers, and experts).
Utilizes other resources such as printed materials and speakers, but the main focus is from resources on the Internet.
Usually involves collaboration through group work
Allows for individualized differences
Incorporates authentic (real-world) learning and assessment
Is addressed to the students and written at their language level
As you design and write the WebQuest, consider the following chart that compares 20th century practices (left side) with 21st century practices (right side):
ESTABLISHING NEW LEARNING ENVIRONMENTS
Incorporating New Strategies
| Traditional Learning Environments | New Learning Environments |
| Teacher-Centered Instruction | Student-centered Learning |
| Single Sense Stimulation | Multisensory Stimulation |
| Single Path Progression | Multipath Progression |
| Single Media | Multimedia |
| Isolated Work | Collaborative Work |
| Information Delivery | Information Exchange |
| Passive Learning | Active/Exploratory/Inquiry-Based Learning |
| Factual, Knowledge-Based Learning | Critical Thinking and Informed Decision Making |
| Reactive Responses | Proactive/Planned Action |
| Isolated, Articifical Context | Authentic, Real-World Context |
Source: http://cnets.iste.org/students/s_esscond.html
How to Get Started with This Assignment
1. Read this ENTIRE page and scan all of the links.
2. Visit the WebQuest Links to learn what has been done with WebQuests in the past. Keep in mind that many of the WebQuests that you visit are not necessarily the best.
3. Decide on a topic. Consider the following:
The quality of the web sites that you use in the WebQuest is central to determining the success of the WebQuest. Choose web sites that are unique, interactive, current, and provide information that cannot be easily obtained from other resources.
Choose a topic that is exciting to you and one that you may be able to use in your future teaching.
You need to ask yourself the following questions:
4. Visit Zunal.com and register for and account. This site is free and will enable you to create you a WebQuest using their online tools. This site will also give you much guidance and will publish your final product online. Make a link from your home page to your puslbished WebQuest.
5. Your WebQuest will be graded using the rubric at: http://teacherworld.com/webquestgradingchecklist.html. Please note that this rubric requires you to include some information that in not included on Zunal.com. Although I will review this rubric in class, you should carefully read the information in this rubric and let me know if you have any questions.
Title of WebQuest
Introduction
Task
Process
Resources
Evaluation
Conclusion
Teacher Page
Below is more information on each of these categories.
Important: Each of the following categories should be addressed TO THE STUDENTS!
Title
List the title, subject area, and grade level for the WebQuest
Introduction
Write a short paragraph to:
introduce students to the WebQuest
set the stage or provide background for the upcoming activity
motivate students and capture their interest
You should also present the GENERAL questions that will be explored during the WebQuest.
Task
Write a short paragraph or outline of expected goals. The task is the end result of student efforts... not the steps involved in getting there. You may also present SPECIFIC questions in this section.
Process
Describe how the groups will be assigned and the role of each member.
List the detailed steps that the students will need to follow in order to complete the activity.
List the expected final goals, outcomes, and student performances and how they will be assessed.
Resources
List any materials and resources that the student will need for the activity. You do not have to list a computer with Internet access since it a basic assumption that WebQuests center around Internet access. You also need to list web sites in this section. The requirement for listing web sites is:
You should list a minimum of 5 web sites.
All web site name & addresses should be in the following 3-part format (NAME, LIVE LINK ADDRESS, AND A SHORT ONE-SENTENCE DESCRIPTION):
Technology &
Learning
http://www.techlearning.com
An excellent publication which addresses technology-based products
and activities that help young people learn.
Evaluation
Traditional forms of assessment usually don't fit into the WebQuest model. One popular form of assessment is a rubric for evaluating WebQuests.
Conclusion
The conclusion should be the final performance of the students to demonstrate what they learned from the WebQuest. PLEASE NOTE THAT MY REQUIREMENTS FOR THE CONCLUSION DIFFER FROM MANY WEBQUESTS. Students should be given the opportunity to express what they learned in some culminating activity. A suggestion to help students put closure and become excited during the conclusion is to have a special event during which students can present their findings to another group, such as teachers, parents, administrators, or other classes. Students may summarize their findings using technologies and other delivery systems that reflect the students’ skills, abilities, and interests.
Your students must use some form of technology in this section. Please do NOT use oral reports or "papers" or research reports unless you are using them as a supplement to this section.
In this section, students should also be given information and resources to explore the topic for further study.
Teacher Page
The teacher page should give information on the subject and grade level, how the webquest will be used, the state standards, and credits to any web sites that you used.
İRaymond S. Pastore, Ph.D.
Professor of Education
Teacherworld.com
1148 McCormick Center
Bloomsburg University
Bloomsburg, PA 17815-1301
570-389-4236/4025