When I looked at the topic of this week’s blog, I thought I knew exactly what a WebQuest was. After reading two of my colleague’s blogs, however, I learned that I was misinformed. Therefore, I had to start at the beginning, with the history and definition of a WebQuest. (My proclamation as ignorant to the definition may help others who find themselves in this situation.)
“Bernie Dodge, a Professor of Education at San Diego State University, coined the term “WebQuest” in 1995 to describe an inquiry-based activity that involves students in using web-based resources and tools to transform their learning into meaningful understandings and real-world projects. Rather than spending substantial time using search tools, most or all of the information used by learners is found on pre-selected websites. Students can then focus on using web-based information to analyze, synthesis, and evaluate information to address high-level questions.” (1) Well, the definition is certainly easy to explain. I agree with the idea behind the WebQuest. But, I learned that the while the definition is easy, the actual product does require much more work.
Basically, WebQuests are used to connect a student’s understanding of information, and allow them to analyze, synthesize, and evaluate information and alternative perspectives. “Dodge distinguishes between the two types of WebQuests; the short-term and long-term. The goal of a short-term WebQuest is knowledge acquisition and integration, while in a long-term WebQuest the learner analyzes and transforms knowledge into something that is understandable by others. Furthermore, WebQuests should have these attributes: an introduction, an interesting task, a set of resources, a clear process, guidance and organizational frameworks, and a conclusion that provides for reflection and closure.” (2)
What this information brought to light for me is that many resources that I had been told were WebQuests were by definition, not WebQuests. Therefore, I had to do a bit more research in order to find a true WebQuest. The one I found, and played with for probably too long, :) was one on Ancient Egypt. (3)
This WebQuest is designed for users in sixth to eighth grade, and I was happy to see that the projects designed consisted of activities for students of all intelligences. (Howard Gartner, 1984) This WebQuest included all of Dodge’s attributes, which are described above. At the beginning, I liked how the author instructed the user exactly what they would need to complete their mission. The user was able to pick from different missions, which when clicked upon, brought up numerous links and tasks. These permit choice within the assignment. (Research has proven that students who have a choice in their learning make better learners.) The student had the ability to ‘dig deeper’ (ha-ha) into the lives of the people from ancient Egypt, in this section alone. It allowed students to research more information about a certain subject area if they found this to be an area of interest. It looked difficult to make, but in retrospect, this it seems to me to be a very organized and concise way to keep all the information I have on ancient Egypt in one spot. Once set up, the teacher can continue to add the latest pieces she/he has found to the site.
The link that I found (below as number one and two) helps guide the teacher or designer in adding new functions. It allows for collaboration between other educators, and provides recommendations for differentiation. Overall, I find the idea of making a WebQuest intriguing, and would like to try my hand at designing one myself one day.
This is just a side-Kathryn note… I learned that the correct spelling of WebQuest is this. Capital ‘W’, lower-case ‘e’, lower- case ‘b’, capital ‘Q’, and the rest in lower case. Great! Now I have to change the spelling within my Microsoft dictionary. Just one more thing to fix around here…:)
References:
1. http://eduscapes.com/sessions/travel/define.htm
2. http://eduscapes.com/sessions/travel/define.htm
3. http://www.iwebquest.com/egypt/ancientegypt.htm
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Interesting to add parts later on. So in theory, and in practice, a WebQuest could go all year with newer pieces being added as the year or topic continues. Cool!
ReplyDeleteThanks Kathryn for the introduction on what webQuests are. I think I always thought I knew what they were as well and then I started to really research about them. I am finding out that what I thought they were is not at all correct. :) Partaking in a WebQuest involves a lot of thinking, questioning and more thinking. Teaching and learning is no longer memorize and spit out what you have memorized. I like the fact that we are having students think about their thinking because otherwise what are we producing except automatic response agents.
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