WebQuests

Presented byFrank H. Osborne, Ph. D.

© 2005

Bio 2900Computer Applications in Biology

What is a WebQuest?

• WebQuests bring a set of effective instructional practices into a single integrated activity.– Strategies for increased student motivation– Develop thinking skills– Cooperative learning processes

What is a WebQuest?

• 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.

• WebQuests were developed by Bernie Dodge and Tom March at San Diego State University in 1995.

Types of WebQuests

• A Short-Term WebQuest is designed to be completed in the space of one to three class periods.

• A Long-Term WebQuest is designed to last between one week and one month.

Short-Term WebQuests

• The instructional goal is the acquisition of knowledge and integration.

• The learner deals with a large volume of new information and has to make sense out of it.

Long-Term WebQuests

• The instructional goal is the extension and refining of knowledge.

• The analyzes a body of knowledge in depth and transforms it finally demonstrating understanding by presenting it in some way.

Attributes of WebQuests

• WebQuests are designed to make the best use of the student's time.

• Surfing the net without a clear task in mind is of questionable educational value.

• Student connect time should be strictly rationed.

• WebQuests should contain the following six Critical Attributes.

Critical Attributes of WebQuests

1. Introduction

• The introduction sets the stage and provides background information on the project.

• It is intended to orient the student toward what to expect.

• It also is used to raise student interest.

Critical Attributes of WebQuests

2. The Task

• The objective of the task includes a description of what the student will have completed at the end of the project.

• It should be interesting and doable.

• The student is expected to make a written or oral presentation.

Critical Attributes of WebQuests

3. Information Sources

• Students are provided with a set of resources necessary to complete the project.

• These are incorporated as links in the statement of the task. The links lead to pertinent Internet resources (web documents, searchable databases, books)

Critical Attributes of WebQuests

4. The Process

• This is a description of the process that students should go through in accomplishing the task.

• The process is broken out in clear steps.

Critical Attributes of WebQuests

5. Guidance

• Teachers guide students in the acquisition of information.

• Can use– timelines– concept maps– cause and effect diagrams

Critical Attributes of WebQuests

6. Conclusion

• The conclusion brings the WebQuest to a close.

• It reminds the students what they have learned.

• It encourages to extend their new knowledge and information into new areas.

Non-Critical Attributes of WebQuests

• WebQuests are often group activities.

• Students may be encouraged using motivational elements such as role playing.

• WebQuests can be within a single discipline or can be interdisciplinary.

Evaluation of WebQuests

• It is necessary to measure the results of the WebQuest.

• Teacher-designed rubrics are the most authentic means of assessment.

Design Steps for WebQuests

• Become familiar with online resources.

• Organize the resources into categories.

• Identify online materials that fit into the curriculum.

• Link the WebQuest clearly to prior and future activities.

Thinking Skills for WebQuests

• Comparing– Identifying and specifying similarities and

differences between things.

• Classifying– Grouping things into categories based on their

properties.

• Inducing– Inferring generalizations or principles from

observations or analysis of data.

Thinking Skills for WebQuests

• Deducing– Inferring consequences and conditions from

given principles and generalizations.

• Analyzing errors– Identifying and stating errors in your own

thinking or that of others.

• Constructing support– Developing a system of support or proof for

an assertion.

Thinking Skills for WebQuests

• Abstraction– Identifying and articulating the underlying

theme or general pattern of information.

• Analyzing perspectives– Identifying and articulating personal

perspectives about issues.

Ideas for WebQuests

• A searchable database where the categories in each field were created by the students.

• A microworld that users can navigate through that represents physical space.

• An interactive story or case study created by the students.

Ideas for WebQuests

• A document that describes an analysis of a controversial situation, takes a stand, and invites users to add or disagree with that stand.

• A simulated person who can be interviewed online. The questions and answers would be generated by students who have thoroughly studied the person being simulated.

References

• Some thoughts about WebQuests by Bernie Dodge.

webquest.stsu.edu/about_webquests.html

• WebQuests for Learning by Tom March.

www.ozline.com/webquests.intro.html

• Kathy Schrock's Slide Show

kathyschrock.net/slideshows/webquests/

The End