webquestinfo

What's a WebQuest? (note: this is an old webpage but it's historical) http://webquest.sdsu.edu/overview.htm

What are the components of a WebQuest? (note: this page uses the word "Quest" for the "Task" portion) This webpage is actually a template that you could use to make your WebQuest. Whether you use it or not, it gives great ideas for what the components are and what could/should be included in each. [|http://www.spa3.k12.sc.us/WebQuestTemplate/webquesttemp.ht]

According to Bernie Dodge, inventor of the WebQuest model, "The task is the single most important part of a WebQuest. It provides a goal and focus for student energies and it makes concrete the curricular intentions of the designer. A well designed task is doable and engaging, and elicits thinking in learners that goes beyond rote comprehension."

Let's look at the various types of tasks and how to make them work for you**.** We'll divide into teams and explore each type: retelling, compilation, mystery, journalistic, design, creative product, consensus building, persusasion, self-knowledge, and analytical http://webquest.sdsu.edu/taskonomy.html

Look through the WebQuests below. Evaluate the content. Write your comments on this page: Look at each component and ask yourself: Evaluate the website design: Other considerations:
 * 1) the introduction . . . is there enough background information to set the stage?
 * 2) the task . . . which type of task is it? is it interesting? will it appeal to students? does it make you want to participate (or does it just sound like more school work)? Is it clear what role the students will take and who the audience will be for the final product/presentation? Is the "situation" (from G.R.A.S.P.S.) compelling and intriguing?
 * 3) the process . . . is it do-able? are there options? is it well explained? what did this WebQuest author do that you want to avoid in yours?
 * 4) the resources . . . are there enough? (don't worry if the links don't work . . . that always happens . . . but look at what the types of resources are listed) will the students be able to accomplish the task with the types of resources provided? is it clear which resources are for which part of the process?
 * 5) the evaluation . . . is it well-defined? do the students know up front how they will be evaluated?
 * 6) the conclusion . . . is it hokey or thought-provoking?
 * 1) the layout . . . is it well organized? easy to navigate? can you find what you're looking for?
 * 2) graphics . . . what graphical features did you see that you would like to add to your wish list?
 * 3) what didn't you like in this one that you want to be sure you avoid in yours?
 * 1) what about the title? does it make a good first impression?
 * 2) an overview is optional--the audience is usually teachers and parents not students--it usually "justifies" the activity. is it clear what the educational purpose of this activity is?
 * 3) length--WebQuests can be short or long. It may be one activity as part of a unit or the entire unit can be encompassed in one WebQuest. How long do you think these WebQuests will take students to accomplish (most of them say)? How long do you want yours to take?
 * [|Nuclear Fusion? Not in My Backyard!>]
 * [|Wheels and Deals]
 * [|Build Your Dream Home]
 * [|Food Flight Cafe]
 * [|The Castle of Otranto]
 * [|Fitness Webquest]
 * [|Gettysburg]
 * [|The First Battle of Manassas]

How long does it take to make a WebQuest? (click on "Hours spent" on the left panel) Don't panic. . . look how much you've already done in Dr. Grace's class! :-) http://webquest.sdsu.edu/NECC2005/

This is the rubric by which your WebQuest will be graded: