Preservice Module #6: Review and Exploration of Webquests
- Introduction
- | Task
- | Process
- | Backgound
- | Resources
- | Critical Thinking
Introduction
This module, the first of 4, introduces WebQuests as a technology-based instructional resource and tool. The foundational objective for this module is to have you define and describe a WebQuest, and then consider how you might integrate such an application and resource into your teaching.
Task
At the conclusion of this module, you should be able to answer the following questions:
- What is a WebQuest?
- What are the basic elements of a WebQuest?
- What constitutes a "good" WebQuest?
- How might WebQuests be used to enhance teaching and learning?
Process
To complete this module, you will be required to complete the following activities:
Activity A
- WebQuests were first developed at San Diego State University (SDSU) by Bernie Dodge and Tom March. Visit the SDSU WebQuest homepage for some of the best resources regarding WebQuests.
- Read the online article: Some thoughts about WebQuests. This article, written in 1995 by the originator of WebQuests, Bernie Dodge, provides an excellent overview of WebQuests.
- Read the online article: Building blocks for WebQuests. This link will describe, in detail, the six essential elements of a WebQuest.
- See the possibilities of the many types of WebQuest formats through exploring WebQuest Design Patterns and the WebQuest Taskonomy.
Activity B
Participate in a WebQuest: A WebQuest about WebQuests (Elementary). 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. You will be required to organize yourselves into teams of four. We are suggesting that you form teams of four with people in close proximity to you. Worksheets will be provided.
Activity C
Extend your understanding of the different types of WebQuests available by applying the evaluation rubric (provided) to assess 2 WebQuests. There are many sites from which you can select WebQuests to preview, including:
- The WebQuest Page: Examples
- WebQuests: Saskatoon East School Division Web Site
- The iTeacherEd Project: WebQuests (many developed by students at the U of R).
Background
WebQuests are based on several foundational principles of active learning:
- Students construct knowledge.
Knowledge cannot be simply absorbed by hearing or seeing it and then recording it. Meaning is created by the interplay between new information and existing concepts. Without existing concepts, students are unable to process the information and articulate the meaning of these new concepts using their own framework.
- Students learn well by doing.
Some things cannot easily be learned by reading, writing or thinking about them. You may have to do them as well. Learning by doing involves a cyclical sequence of four elements: thinking, experimenting, experiencing and reflecting.- thinking about the underlying explanations (or theory) of an experience
- experimenting to test out the explanation
- experiencing what is actually taking place while carrying out the actions
- reflecting upon what took place and the meaning of the experience.
- Students learn well when they take responsibility for their learning.
Students get more out of learning tasks when they are fully involved in them. Being fully involved means taking responsibility for making decisions and being confronted with the consequences of their decisions.
Resources
- The WebQuest Page
- WebQuests: Saskatoon East School Division Web Site
- The iTeacherEd Project: WebQuests
Critical Thinking
How might teachers use webquests in the classroom?