WebQuests are a way to integrate technology and problem based learning. Though there are many already available online for use, teachers can also create their own. There are many things to consider before setting out to create a WebQuest, including relevance to the curriculum, guidance needed by the students and how to assess the results.
What is a WebQuest?
A WebQuest is an assignment or short project that engages students in searching for information via the World Wide Web. It involves a question that encourages students to think critically about a real problem or situation. Since their initial introduction in 1995 by Bernie Dodge and Tom March, WebQuests have become a way to enhance current curriculum and provide a means to include more rigor and authentic assessments.
Connection to the Curriculum
Planning a WebQuest is similar to planning a lesson; determine essential questions, curriculum standards or competencies that should be addressed in advance. In addition, make sure the WebQuest will require students to think critically and synthesize information to form a conclusion or propose an answer. Then create a working outline, which should include the following pieces:
- the specific topic for the WebQuest, which should relate to the current lesson or unit of study and be able to be broken into layers to encourage students to investigate further. For example, the examining properties of an assigned element would be a more powerful topic than memorizing the elements in an assigned family.
- a question for students to investigate, which should be directed to the student in second person. This can be tailored to be an introduction and become part of the task or challenge. For example, ‘You are deciding whether or not a client should purchase stock on the Asian market . . . ‘ or ‘You want to convince your parent that a certain animal would make a good pet . . . ‘.
- whether the WebQuest should be solved by an individual or group. If groups are chosen, then roles for the students to take should be assigned through the activities in the WebQuest.
Guidance for the Students
When deciding how to guide students on their quest, the WebQuest creator needs to keep in mind the target age of the students and the technology level of the school. If the school has a slow network connection, then it is advisable to have students work in groups and keep the choices of informational sites to those with fast upload times. Also, consider the reading level of the students; a civics WebQuest for fourth graders would not necessarily provide links to a congressional website unless the page is designed for students with an elementary reading level.
Once links are determined, the specific process can be outlined. Consider what students in different group roles should do and what links will help them accomplish the task. Keep the steps to one thing at a time and in a logical order, ideally with each new step relying on information from the previous steps.
Authentic Assessment
There are two essential components to a WebQuest assessment; keep it real and use a rubric to evaluate the outcome. It should summarize the quest, permit students to present their conclusions and give a way to reflect on the experience. Consider having students create a PowerPoint presentation, populate a database, write a collaborative paper or other ways that give students more opportunities to use other aspects of technology other than research on the web.
Designing a WebQuest can be daunting, but once the initial planning is done it becomes simple. Remember to include connections to the curriculum, guidance for the students and an authentic assessment while providing a topic that will make think and be creative.
Reference: Robitaille, A. Writing a WebQuest.
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