Introduction:

WebQuests are online curriculum modules which engage students in learning about an authentic topic or problem. Generally, WebQuests are cooperative activates where students assume different roles relative to an authentic problem. The Internet is usually the main information resource, although other more traditional resources, such as magazines and journals, can be included. The WebQuest itself provides structure to the investigation of the authentic topic, thereby increasing the ability of students to successfully navigate a highly unstructured environment such as the Internet. Students then develop a product which then demonstrates their knowledge of the problem and its potential solutions.

The Task:

How is a successful WebQuest constructed? The goal of this activity is to decide exactly what a WebQuest is. You will be working cooperatively and individually. During the activity, you will also role-play.

Your group is responsible for identifying the components and characteristics of a WebQuest by accessing and evaluating several high-quality WebQuests. You must complete three forms, the WebQuest Evaluation Form, the WebQuest Component Form (both are found in your WebQuest Toolkit) and a WebQuest evaluation rubric (you will print this).

By the end of this WebQuest your group should be able to answer the following questions:

1. What are the basic components of a WebQuest?
2. What is the importance of each component to the WebQuest?
3. Which is the best WebQuest and why?
4. Which is the worst WebQuest and why?
5. How could these WebQuests be improved?
6. Which WebQuest best fits our idea of scope? (4-6 days for completion of the tasks)

You will be responsible for creating three products; two will be done cooperatively and one will be an individual product.

The Process:

During this WebQuest, each member of a group must assume one (or perhaps more, if your group does not have four members) role. These roles are: (please note: these roles were developed by Bernie Dodge at San Diego State University. Visit the original document). Read each role carefully.

The Efficiency Expert: you are concerned with time. Could this WebQuest be done in the time allocated by the authors? Is the WebQuest structured sufficiently so that learning time is not wasted? Does the time involved match the value of the potential learning outcomes?

The Affiliator: you are concerned with the cooperative nature of the WebQuest. Does the structure of the WebQuest mandate cooperation? Or could the WebQuest be completed without the resources of a cooperative group?

The Altitudinist: you are concerned with student thinking. Does the WebQuest engage students in higher levels of thought? Does it require them to construct new knowledge by processing multiple forms and sources of information? Does it encourage decision-making? Does the WebQuest encourage creativity?

The Technophile: you are concerned with the technical nature of the WebQuest. Is it designed attractively and efficiently? Do all the Web links work? Can students navigate through the WebQuest easily and logically? Does it maximize the use of Web technology or could this whole thing be done with a worksheet?

How to do this:

1. Each group member should assume one role (you may have to assume multiple roles depending on your group size). Decide now.
2. Obtain a set of WebQuest Evaluation Forms, one set for each group member. Obtain one WebQuest Component Form for each member of your group.
3. Using the list of WebQuests in the resources, each group member should evaluate each WebQuest from the viewpoint of their WebQuest role. This should be done individually.
4. Each member of the group should also complete the WebQuest Component Form. This will help your group define the parts of a WebQuest and the importance of the part. Do not do the questions on the backside of this form. You will do these with your group members later.
5. After each group member has completed his/her evaluation of the three WebQuests from the perspective of their role, reconvene and share with your group members your individual evaluations of the WebQuests. Each group should have at least one set of completed forms which assess each WebQuest from every role (one person should be the recorder for their group).
6. Get the WebQuest Component Form. Answer the questions on the back of this form with your group members: Which WebQuest did you like the best? The least? How could WebQuests be improved? Which WebQuest best fits our idea of scope? (4-6 days for completion of the tasks). What are the typical components of a WebQuest? (synthesize your individual analyses on your recorders form)
7. Finally, view the WebQuest evaluation rubric. Print this document by going to File in the menu bar of Netscape and selecting Print. Use the rubric to evaluate one site of your choosing. Each person in your group should do this independently and everyone should do the same WebQuest.

Learning advice:

Your group will have about 1.5 hours to complete this task. Plan accordingly. At the end of this time, you will be asked to share your evaluations with the class. If you have time left over, you might wish to look at additional WebQuests listed in the additional resource section below or look at examples found in the WebQuest resource section of the WebQuest web site.

Resources: Use these resources for evaluation.

Nuclear Power in Seaside

Personal Trainer

Climb It!

Additional resources if you would like to look at more WebQuests.

Look Who's Footing the Bill

Searching for China Webquest

El Nino or El No-No?

or use the examples of WebQuests available to you in the resources section of this website.

Product:

The completed product for A WebQuest about WebQuests will be the following:

• a completed group WebQuest Evaluation Form
• a completed group set of questions found on the back of the WebQuest Component Form
• a completed individual evaluation of a selected WebQuest using the WebQuest evaluation rubric.

Assessment:

Your three products will be evaluated for completeness.