An introduction to WebQuests David Smith david.smithe4b.de

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An introduction to WebQuestsDavid
Smith(david.smith_at_e4b.de)
Introduction to WebQuests, 26 October 2002
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What is a WebQuest?
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, synthesis, and evaluation. Bernie
Dodge, San Diego State University
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The WebQuest model
trans-formation
output
input
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Constructivism
"Learning is an active process in which learners
construct new ideas or concepts based upon their
current/past knowledge. The learner selects and
transforms information, constructs hypotheses,
and makes decisions, relying on a cognitive
structure to do so. Cognitive structure (i.e.
schema, mental models) provides meaning and
organization to experiences and allows the
individual to go beyond the information given'.
As far as instruction is concerned, the teacher
should try and encourage students to discover
principles by themselves. The teacher and student
should engage in an active dialog (i.e. socratic
learning) the main task of the teacher is to
present information to be learned to match the
learner's current state of understanding.
Curriculum should be organized in a spiral manner
so that the student continually builds upon what
they have already learned." Source
http//www.educationau.edu.au/archives/cp/04c.htm
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What are the parts of a WebQuest?

• introduction
• task
• process
• evaluation
• conclusion
• teacher's page

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Introduction

• introduces the activity or lesson to the students
• sets the stage / explains the scenario
• purpose is to prepare and hook the reader
• communicates the Big Question

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Task

• describes crisply and clearly what the end result
  of the WQ will be
• could be a problem to be solved, a product to be
  designed, a summary to be created...
• task should require students to process and
  transform the information they've gathered
• don't explain the steps of the WQ here

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Process

• outlines what the learners will go through to
  accomplish the task
• includes resources that learners will use
• can have separate sections for different
  roles/groups
• can provide guidance on how to gather, analyse,
  and organise the information (scaffolding)

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Scaffolding

• a temporary structure which provides help at
  specific points in the learning process
• helps learners act more skilled that they really
  are
• goal is for learners to internalise structures so
  they can work autonomously

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Types of scaffolding

• reception
• helps students learn from a given resource and
  retain what was learned
• transformation
• helps students with e.g. comparing/contrasting,
  finding patterns, brainstorming, decision making
• production
• helps students with production aspects of task
  with e.g. templates, models, writing guides etc

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Evaluation

• describes how learners' perfomance will be
  evaluated
• specifies if evaluation will be for individual,
  group, or both

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Conclusion

• brings closure and encourages reflection
• summarises what has been accomplished/learned
• can include rhetorical questions or extra links
  to encourage students to extend their thinking
  beyond this lesson

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How do I go about creating a WebQuest?

• choose a topic
• find resources
• uncover a question

• brainstorm transformations
• identify real world feedback
• sort links into roles
• define the learning task

• write the web page
• engage learners
• scaffold thinking
• implement and evaluate

Source http//www.ozline.com/webquests/design.htm
l
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Five rules for writing a great WebQuest
Find great sites Orchestrate your learners and
resources Challenge your learners to think Use
the medium Scaffold high expectations Source
http//www.iste.org/LL/28/8/featuredarticle/dodge
/index.html
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Why use WebQuests?

• motivating and fun
• intrinsic interest coming from using real
  resources on the internet
• materials are generally authentic and up-to-date
• task-based
• fosters learner independence
• skills are relevant to real-life

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Problems with WebQuests

• time-consuming to make
• few pre-existing WebQuests for adult learners /
  language learning
• sources go out of date
• problems with technology/access to computers

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WebQuests and language learning - some questions

• What's the relationship between WebQuests and
  task-based learning? learner independence?
• Is higher-level thinking so important for
  language learners?
• Should the WebQuest model be adapted for language
  learning?

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WebQuests and Business English

• Is the WebQuest model suitable for adult
  learners?
• Can BE simulations be made into WQs?
• Are WQs too time-consuming to make and use for
  BE?
• What about learners whose jobs are routine?