Since early in 1995, teachers everywhere have learned how to use the web well by adopting the WebQuest format to create inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it?
Task
To develop great WebQuests, you need to develop a thorough understanding of the different possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of webquest examples and discuss them from multiple perspectives. That's your task in this exercise.
By the end of this lesson, you and your group will answer the following question: "Which WebQuest that you have analyzed is the better one? Why?"
Process
1. First, you'll break into groups of four. Within each group, each of you will take on one of the following roles:
The Efficiency Expert
You value time a great deal. To you, a good WebQuest is one that delivers the most learning bang for the buck.
The Affiliator
To you, the best learning activities are those in which students learn to work together. WebQuests that force collaboration and create a need for discussion and consensus are the best in your view.
The Altitudinist
Higher level thinking is everything to you. The only justification for bringing technology into schools is if it opens up the possibility that students will have to analyze information, synthesize multiple perspectives, and take a stance on the merits of something. You also value sites that allow for some creative expression on the part of the learner.
The Technophile
You love the Internet and the possibilities that it brings. To you, the best WebQuest is one that makes the best use of the technology of the Web. If a WebQuest has attractive colors, animated gifs, videos and lots of links to interesting sites, you love it. If it makes minimal use of the Web, you'd rather use a worksheet.
2. Individually, you'll examine each of the sites below and jot down your opinions of each Webquest in your own page from the perspective of your role.
These are the three sites you'll be analyzing:
(a) Travel Brochure
(b) Dinosaur
(c) YOG
3. When everyone in the group has seen all the sites, it's time to get together to answer the following question.
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Which WebQuest do you think is the best?
Conclusion Ideally, this exercise will provide you with a larger pool of ideas to work with as you develop your WebQuest-making skills. The best WebQuest is yet to be written. It might be yours!
Introduction
Since early in 1995, teachers everywhere have learned how to use the web well by adopting the WebQuest format to create inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it?Task
To develop great WebQuests, you need to develop a thorough understanding of the different possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of webquest examples and discuss them from multiple perspectives. That's your task in this exercise.By the end of this lesson, you and your group will answer the following question:
"Which WebQuest that you have analyzed is the better one? Why?"
Process
1. First, you'll break into groups of four. Within each group, each of you will take on one of the following roles:2. Individually, you'll examine each of the sites below and jot down your opinions of each Webquest in your own page from the perspective of your role.
These are the three sites you'll be analyzing:
(a) Travel Brochure
(b) Dinosaur
(c) YOG
3. When everyone in the group has seen all the sites, it's time to get together to answer the following question.
Conclusion
Ideally, this exercise will provide you with a larger pool of ideas to work with as you develop your WebQuest-making skills. The best WebQuest is yet to be written. It might be yours!
Adapted from The WebQuest Page