Designing a WebQuest

Created by Bernie Dodge

San Diego State University

Definition of a WebQuest

Inquiry-oriented activity some or all of the information comes

from students interacting with the Web

This is going to be FUN!

Two Types of WebQuests

Short term

– completed in one to three class periods

Longer term

– designed to take between one week and one month

Short-term WebQuests

Goal is knowledge acquisition and integration

Learner gets big amounts of new information and makes sense of it.

Longer Term WebQuests

Goal is Extending and Refining Knowledge

Learner– analyzes a body of knowledge– tranforms it– shows understanding by presenting it in some

new way

Building Blocks for a WebQuest

Introduction

Task

Process

Resources

Evaluation

Conclusion

Non-critical Attributes

Most likely a group activity

Can include role-playing for learners

Can be single discipline or interdisciplinary

Can be assigned as homework

Introduction Prepares and hooks the reader Communicates the “Big Question” the

WebQuest is about Describes the scenario About one or two paragraphs long Provides an advanced organizer or overview

Immigration Today

The Task Clearly describes what the end result of the learners’

activities will be. Could include

– Problem or mystery to be solved– Position to be formulated or defended– Product to be designed– Personal insight to be articulated– Persuasive message or journalistic account– A creative work

Gator Gazette WebQuest

The Process

Clearly describes learners’ steps Provides guidance on how to organize the

information gathered.– Flow charts, tables– checklist of questions– links

Vietnam Mural

Resources

List of Web pages the instructor has located that will help the learner accomplish his/her task

Can be Web or non-Web All resources may not be used by all

Civil War Gazette

Evaluation

Describes how learners performance will be evaluated– summarizes your criteria– can link to a separate rubric– common grade or group grade

Authentic evaluation

Gator Gazette WebQuest

The Conclusion

Summarizes what learners’ will have to accomplish

Includes open-ended questions Adds links for further investigation and

discussion

The 1960’s Museum

To Publish or NOT to Publish

That is the Question!

To Publish (on Web)

Can share with the world community Expands the student learning environment Can be more interactive

Not to Publish

Can create a Quest with software or print material from your classroom or HTML

No need to learn Web software