- WebQuests are activities, using Internet
resources, which encourage students to use higher order thinking skills
to solve a real messy problem.
WebQuests are a sub-set of Problem-Based Learning (PBL).
- Teachers around the world are making
WebQuests for their own classes as well as to share.
- Students of all ages and grades
can use WebQuests.
- Most, if not all, of the information used in
WebQuests is drawn from the Internet.
- Students are provided with online resources
and are asked to use this information constructively to
solve the presented problem rather than just
cutting and pasting material into an assignment or project.
- By eliminating the need to search or hunt
for information the student is given more time to analyse, criticise and assess
the information they find.
- WebQuests are inquiry-oriented
activities designed to make the most of the student's time.
- Most schools cannot afford the time or
resources required to allow students to search the Internet without a clear purpose in
mind, and there is doubtful educational benefit in doing so. WebQuests allow students to
use the Internet without the arduous task of filtering through the mountains of
information contained within it. Teachers have done this work already!
- Great WebQuests direct students to not only
search for information but to debate, discuss or defend a particular
stance with classmates.
WebQuests are designed:
- From the perspective of student/learner
- As coherent and relevant units - either as
short term lessons (a few days/lessons) to long term projects
- With a whole to part organisation
- With the teacher as facilitator
- With learning through the active
construction of meaning
- For flexible environments, and
- To support learners' thinking at the levels
of analysis, synthesis and evaluation.
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Please note that we will only allow to be
published WebQuests, NOT Scavenger Hunts, or, Research
Assignments, or, a series of Web-based Activities.
There are six essential
components of a WebQuest that are used to structure the activity and organise students.
An introduction that draws the learners attention to the topic and inspires them into
action. It should contain a hook.
A task that is drawn from the introduction and sets out the goal. It is the most important
aspect of the WebQuest. There is often a Focus Question that defines the task.
The task needs to be based on Problem-Based Learning (PBL) and
contain a messy problem to solve.
Resources that are necessary for the task, most of which will be Internet links.
A description of the process the learners should go through in
solving the messy problem. The
process is broken up into clearly described steps and may designate roles
or perspectives to the learners. Giving students roles helps
them use their emotional intelligence and demonstrates how
different people have different views within the community.
An evaluation is the guidelines for how students will be
assessed. It is usually in a Rubric. Evaluation rubrics come in many forms and rubrics
designed by the teacher are the most authentic.
A conclusion brings closure to the quest, addresses the answering of the Focus Question,
and should challenge the learner to act upon what they have achieved
within their local environment.
Not regarded, by most, as an Essential Component, the
Teacher's Guide allows other teachers to quickly see if the
WebQuest meets their requirements.
It should contain the following:
a. Learners - a description of the grade level and students
b. Curriculum Standards - at least a link to the Standards that
this WebQuest complies with.
c. Duration - the amount of time needed to complete this WQ.
d. Implementation strategies
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