Quicklinks

WebQuest Workshop


Objectives
  • Define a WebQuest.
  • Identify the six basic building blocks of a WebQuest.
  • Critique examples of existing WebQuests.
  • Describe how students learn by performing a WebQuest.
  • Describe how a WebQuest can be used in your discipline.
  • Identify what learning theories are supported by WebQuests and how they support critical thinking processes.
  • Create a basic rubric for grading WebQuests.
  • Access a template for developing a WebQuest.


Definitions

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 do not provide answers to students, rather they ask questions and the students are asked to find the answers by systhesizing information.

Reference: Bernie Dodge, San Diego State University

"A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesize and evaluation. The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March, and was outlined then in Some Thoughts About WebQuests."

Reference: http://edweb.sdsu.edu/webquest/overview.htm



WebQuest Building Blocks
Introduction

The purpose of this section is to get the learner prepared and interested in the activity.

Write a short paragraph here to introduce the activity or lesson to the learners. Explain the situations that will occur. Be sure to communicate the major question (Essential Question, Guiding Question) that the whole WebQuest is centered around.

Task

The purpose of the task section is that it focuses on what the learner is going to do.

Describe clearly what the end result will be. Do not list steps, this is part of the process.

Process

The purpose of the process section is that it describes how the learner will accomplish the task. Information on the steps, resources and tools for organizing information should be included in this section.

List the steps the learner will go through to accomplish the task. List the starting resources that you want the learner to use. If you want information organized in a particular way, list it here.

Evaluation

The purpose of the evaluation section is to clearly describe how the learner performance will be graded.

The most clear and simple way of providing specific information on evaluations is to develop a good rubric.

Conclusion

The conclusion provides closure and an opportunity for reflection.

Learners will summarize their learning experience after using critical thinking to synthesize all aspects of their experience. Use constructivism and ask learners to apply the learning experience to their lives now or in the future.

Teacher Page

The Teacher Page helps other instructors who may want to implement this WebQuest in their instruction.

Provide a title, authored by, dates, target audience, learning theories used, resources or any additional information that may assist another instructor. Treat this page as if someone were having to substitute and teach this course for you. What would you want them to know?



WebQuest Examples


WebQuest & Learning Theories

How does using a WebQuest support higher level learning theories?

Learning Theories

Constructivism Cognitive Behaviorism

A WebQuest about Learning Theories



WebQuest - Rubrics

Benefits of using Rubrics

How to create a rubric

Samples:

Template:



Templates