webquests

Webquest

__**What is it (Definition)?**__
According to WebQuest.org, a WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites. In February 1995, Bernie Dodge created the first Webquest at San Diego State University. Since the inception of Webquests, many teacher have taken the endeavor to create and share their created Webquests with students or others in the educational field. media type="youtube" key="o4rel5qOPvU" height="349" width="425" align="center"

__**Attributes/Features**__
Webquests can be created through online Webquest sites (see References below) or through other Web editors like FrontPage, Dreamweaver or even Microsoft Word. Weebly is another program that can be used to create a webquest. Most Webquest contain some of the same basic features. These features allow similarities between Webquests and is easier for the creator and participant to understand the Webquest. The features included in a Webquest include:

Student Pages - information obtained at QuestGarden.com
 * Introduction
 * Describes the Webquest and gives the overall purpose of the Webquest.
 * Any roles for participants are explained.
 * Task(s)
 * Webquest must have at least one task for students to complete.
 * Tasks are listed in order of how students should complete the tasks.
 * Directions for tasks are included (online, link to document, etc.)
 * Process
 * This is the endpoint and will include information on the final aspect of the Webquest.
 * Most time consuming part of the Webquest because it combines all of the knowledge that the students gained from the tasks.
 * Evaluation
 * Includes grading categories, point totals, and rubrics that will be used (if any).
 * Grading methods are listed.
 * Conclusion
 * Summary of what took place throughout the Webquest
 * Credits
 * Author information
 * References

Teacher Pages - information obtained at QuestGarden.com media type="youtube" key="Cyht-ehlAWY" height="349" width="425" align="center"
 * Introduction
 * Describes the overall purpose of Webquest
 * Lists unit/lesson objectives (if required)
 * Identifies topics and outcomes of unit/lesson
 * Implies any motivational techniques and survey statements
 * Learners
 * Describes the characteristics of the learners for whom the Webquest was created for
 * Standards
 * Includes National and State education standards (if required)
 * Process
 * Contains average length of time to complete entire Webquest
 * Information is provided to accommodate students who have individual needs
 * Resources
 * List of materials needed for completion of Webquest
 * List of suggested evaluation methods

__**Advantages**__
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 * Designed to be effective because the information is organized and students can focus on the provided information instead of searching for it. This is true for elementary age students. Older students may enjoy searching for information based on the tasks that the Webquest provides.
 * Students keep on task because the tasks associated with the Webquest are layed out in an order that is easy to follow.
 * Higher order thinking is established in Bloom's Taxonomy.
 * Employ critical thinking and problem solving skills
 * Help students become technologically savvy
 * Engage students in collaboration
 * Encourage independent thinking and accountability for students
 * Expectations of students is known before beginning Webquest
 * Provides more support and justification to learning content than simply “the teacher said we have to learn it”
 * Students with special needs can used support provided by the computer
 * Helps students learn what “good” sources are on the net
 * “The scaffolding structure of WebQuests allows students to transform new information and understand it better” (Gaskill, McNulty, & Brooks, 133).
 * Increases learner knowledge of how to use the Internet for educational purposes

Information found on Wikipediaa

__**Disadvantages**__

 * Can only be used while connected to the Internet
 * Must make sure that all sites connected to the Webquest are trustworthy sites
 * Broken links - Webquests constantly need attention to make sure that site hasn't changed and that the site still works
 * Readability of connected sites is often too high a reading level
 * No real student/teacher interaction
 * Student not learning the information directly from the teacher
 * Can be time consuming for the teacher to create
 * Technical requirements at school and home (if assigned as homework)
 * Chosen sites may change content to something not suitable
 * Time consuming for both the student and teacher
 * If used as a group work tool, the ability to evaluate member contribution is extremely limited

__**Applications to the Classroom**__
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 * Computer Center for added practice.
 * Can be use as enrichment for students who finish with other classroom work early.
 * It could be given along with a set of corresponding review problems. This way, students will go to sites of content that they are unsure of, and could skip the sites covering things that they already know.
 * A group search for historic information, such as gathering research about presidents or a historic time. The webquest can be divided into social aspects, political, lifestyle, etc, so learners could gain a "whole picture" perspective of a period of time.
 * Can be used as an introduction to a new unit to motivate the students to learn about the topic
 * Can be used as a conclusion to the unit to evaluate student understanding of the material
 * Can be used as a guide to seeing many visual and auditory aids in a sequence built around the static text content.

__**Individual Knowledge**__
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 * The student will be looking into an area of learning deeper through the Webquest.
 * The student will be internalizing the information being learned through the activity.
 * Students can be given several supporting sites to one idea, forcing them to make internal connections between the various points of view.

__**Group Knowledge**__
The students will be reporting to each other about what they have learned in their specific "job" during the webquest. This will give the group more knowledge since they have to know it well enough to share the information with each other. Additional features can be included in the webquest to encourage student sharing. Such pages could be titled "What do you Think?" which can be placed between "Task" and "Process" and "Share and Compare" which can be placed between "Evaluation" and "Conclusion".

If working in a group, the students will have to discuss their opinions, justifying their views, and leading to a greater understanding of the entire group.

“The possibility for collaborative work that helps learners in the development of social abilities, which is an important skill for achieving goals both inside and outside of classrooms” (Gaskill et al, p.133.)

__**Links to Examples**__
> __References__
 * Pizza Project Webquest - created by Amanda Winfield
 * A Webquest about Webquests - created by Bernie Dodge
 * [|Nursery Rhyme Webquest]- created by Caitlin Conroy
 * Webquest.org
 * QuestGarden.com
 * BestWebQuests.com
 * Zunal.com
 * [|Weebly.com]
 * Gaskill, M., McNulty, A., & Brooks, D.W. (2006). Learning from WebQuests. //Journal of Science Education and Technology,15(2), 133-136//. []