An Introduction to WebQuests Bushra Faisal January 24, 2009

Definition of WebQuest "A WebQuest," according to Bernie Dodge, the originator of the WebQuest concept, "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, synthesis, and evaluation." (Starr, 2000)

Two Types of WebQuests Short Term WebQuest: The aim of this type of WebQuest is to give new information to the learners that is acquirable and applied in the time span of one to three lessons. Long Term WebQuest: This is a larger project at hand which typically takes two weeks to one month for completion. The learner are required to exhibit deeper analysis of information and the outcome learner performance is seen in a real or online setting. Two Types of WebQuests

Essential Characteristics Engaging and inquiry-based task Pre-decided and reviewed Web resources involved Structured Parts of a WebQuest: a)Introduction b)Task c)Process d)Resources e)Evaluation f)Conclusion

Essential Characteristics Learning Foundations of a WebQuest: Constructivism Cooperative Learning Scaffolding Fading Scaffolding takes place by the use of: Web-based resources Problem-solving Supportive to cognitive and social development (Dodge, 1998)

Scaffolding in WebQuest Process of Scaffolding Reception: Prepares students to receive the information and also allows them to touch resources they otherwise would not have. Transformation: The students are required to implement the new knowledge in a new form. Production: Assistance should be given to students to produce something new out of what they have learnt through the WebQuest. (Dodge 2001)

WebQuests are Intriguing The WebQuest is a student centered activity with the teacher as the facilitator. The information and the medium of information presented to the students stimulate their cognition for better learning. The WebQuest allows students to explore and investigate topics rather than memorize materials. It enhances group work and collaboration.

Planning a WebQuest “A well-planned WebQuest, "has guidance for students, a creative end project with room for flexibility, and links that help answer questions and positively add to the project. A strong WebQuest is designed for students to work independently, allowing the teacher to be a facilitator in students' learning rather than the sole dispenser of knowledge.” Mim Faro, teacher, Mt. Penn Elementary Center, Pennsylvania (Starr, 2000)

Multiple Intelligences in WebQuests WebQuests allow the use of multimedia resources which is interesting to individual learners. These resources include simulation applications, audio-video files, edutainment which are ideal for multiple intelligences Collaboration and self-analysis extracted by the inquiry-based WebQuest can cause intrapersonal and interpersonal learning to occur.

Required Teacher Skills Searching Skills: To be able to search for relevant materials for the task. Knowledge of the WebQuest Model: To be aware of the stages involved in the creation of the WebQuest. Research: Research previously created WebQuests by teachers in order to develop their own ideas. WebQuest builders: To be aware of the WebQuest builders that let you build a WebQuest online through following a series of steps presented by the Web site

Required Teacher Skills Basic Computer Skills: Internet surfing, uploading and downloading files, web searching, typing etc. Scaffolding: Understanding the process of scaffolding in order to produce it in the WebQuest

Required Teacher Skills National Curriculum Standards: Knowledge of National Curriculum Standards to remain focused and create relevant tasks Short-term vs. Long-term: Understanding the difference between short-term and long-term WebQuest Focus: Knowing that WebQuest develops meaningful learning and not random Web navigation projects.

Types of WebQuest Tasks Retelling: This requires activities to show that the students have absorbed or most of the concepts taught through research reports etc. Compilation: These are activities in which students may be required to accumulate materials and organize them by categorization eg. Results of surveys, journals, recipe books, scrap books etc. (Dodge, 2002)

Types of WebQuest Tasks Mystery Tasks: This could be a mystery based activity such as an investigative story or a solution that they have to produce to an intriguing problem etc. Journalistic Tasks: This allows students to have engaging activities such as reporting, interviewing or doing editorial tasks in a collaborative and cooperative environment. (Dodge, 2002)

Types of WebQuest Tasks Design Tasks: These are planning activities in which students may group together to create extensive planning of the topic. Some of these tasks may include town planning, web planning, planning a paper etc. Self-knowledge Task: These tasks allow better understanding of self and encourage self- reflective techniques. This may involve art appreciation, reflections on literature, diary writing, goal-making etc. (Dodge, 2002)

Searching for WebQuests There are many free to use WebQuests that give teachers access to thoroughly researched and developed WebQuests WebQuest Portals generally divide the WebQuests according to grade level and topics. Teachers should understand that WebQuests are not strategies but tools for learning

Searching for WebQuests Identification of when and how to use a WebQuest. Teachers should analyze their own work and identitify any key teaching content that is not being delivered correctly. Teachers can use these WebQuests as it is.

Searching for WebQuests Teachers can modify these WebQuests according to their own needs Teachers can use these WebQuests to get more ideas about their present work There are also staff development WebQuests that educators may find useful to polish their own skills

References Dodge, B. (1998, June 24). WebQuests: A strategy for scaffolding higher level learning. National Educational Computing Conference. San Diego. Retrieved January 22, 2009 from Dodge, B. (2001) Five Rules for Creating a Great WebQuest. International Society for Technology in Education. Vol. 28 (8). Retrieved on November 15, 2008 at Dodge, B. (2002) WebQuest Taxonomy: A Taxonomy of Tasks. Retrieved January 22, 2009 from Starr, L. (2000) Creating a WebQuest: It’s Easier than You Think! Education World. Retrieved January 22, 2009 from