WebQuest is aninquiry-oriented online tool for learning, says workshop expertBernie Dodge 1. This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web. Beyond that, WebQuests:
- can be as short as a single class period or as long as a month-long unit;
- usually (though not always) involve group work, with division of labor among students who take on specific roles or perspectives;
- are built around resources that are preselected by the teacher. Students spend their time USING information, not LOOKING for it
What are the benefits of WebQuest?
When predictions are made about life and work for the coming decades, there are a few points on which there is nearly universal agreement:
- Tomorrow's workers will need to be able to work in teams.
- Individuals will move through several careers in the course of a lifetime.
- The issues facing citizens will become more and more complex, and societal problems will resist easy fixes or black-and-white categorization.
- The amount of information available to everyone will grow at an accelerating pace; much of it will come directly from a growing number of sources without filtering or verification.
The essensial parts of WebQuest:
1. Introduction.
The goal of the introduction is to make the activity desirable and fun for students. When projects are related to students' interests, ideas, past experiences, or future goals, they are inherently more interesting. The goal of the motivational component is to engage and excite students at the beginning of each WebQuest.
2. Task.
The task is a formal description of what students will have accomplished by the end of the WebQuest.
3. Process.
This is a description of the steps learners should go through in accomplishing the task, with links embedded in each step.
4. Resources.
This section of the WebQuest consists of a list of the resources (bookmarked Web sites, print resources, etc.) that your students will need to complete the task.
5. Evaluation.
Each WebQuest needs a rubric 1 for evaluating students' work. The standards should be fair, clear, consistent, and specific to the tasks set. Many of the theories ofassessment, standards, and constructivism apply to WebQuests: clear goals, matching assessments to specific tasks, and involving the learners in the process of evaluation are all concepts from earlier workshops that apply here.
6. Conclusion.
This step allows for reflection by the students and summation by the teacher. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: "We learn by doing -- but we learn even better by talking about what we did." During the concluding section of a WebQuest, you can encourage your students to suggest ways of doing things differently to improve the lesson.
This is the video about WebQuest:
And this is my project of WebQuest:
Resource:
http://www.thirteen.org/edonline/concept2class/webquests/
https://www.youtube.com/watch?v=ieM0W1rCkSs
https://www.youtube.com/watch?v=ieM0W1rCkSs
This is dummy text. It is not meant to be read. Accordingly, it is difficult to figure out when to end it. But then, this is dummy text. It is not meant to be read. Period.
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