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Web Quests
| A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. |
Developed by Bernie Dodge of San Diego State University, a WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. It is an inquiry-oriented, Internet-derived information gathering format, requiring students to interact with information while interacting with their peers. WebQuests can be short-term (completed in one-to-three class periods) or long-term (executed in one week to one month in which the learner deeply analyzes a body of knowledge, transforms it, and demonstrates understanding by presenting it in some way). WebQuests offer a high degree of student motivation and authenticity while developing thinking skills and using cooperative learning abilities. To achieve that efficiency and clarity of purpose, WebQuests should contain at least the following parts:
An introduction that sets the stage and provides some background information.
A task that is doable and interesting. It gives a description of what the student has to do.
A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the WebQuest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or real-time conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.
A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
Learning advice offers guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams.
An evaluation needs to be included, providing the students with a rubric to show how the product will be evaluated.
A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
The following are some good links, but try doing an advanced search for a WebQuest and your topic of choice, as there are thousands of WebQuests currently available on the Web and the number grows exponentially EVERY DAY, thanks in part to teacher preparation colleges.
From San Diego State University, a matrix of selections, broken down by K-3, 4-5, 6-8, 9-12, and adult. Appropriately named The WebQuest Page. This site, developed by Bernie Dodge, is the perfect starting point for learning about WebQuest. Bernie Dodge and Tom March of San Diego State University developed the WebQuest model in 1995. The site features training resources, templates, rubrics, and WebQuest collections.
http://www.edhelper.com/cat311.htm - From the EdHelper, extensive collection of good WebQuests.
http://www.spa3.k12.sc.us/WebQuests.html - See what other teachers create!
http://www.emtech.net/webquests.html - Huge collection of lists from EmTech.
Want to learn/teach more on WebQuests?
The Wonder of the Web Quest
STR WebQuest
