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WebQuest

WebQuest Screen CaptureThe Internet is an incredible resource for learning, but sometimes it can seem too big!  Without a certain amount of goal-oriented guidance, students can get lost in a sea of information or stumble upon inappropriate content. WebQuests provide a structured activity for using the Internet to support learning. A WebQuest is a collaborative and inquiry-oriented activity in which some or all of the information that learners use comes from resources on the Internet.

Learn about WebQuests

WebQuest Examples

Once you have familiarized yourself with examples of WebQuest activities, it is time to begin planning your own WebQuest. Using the WebQuest Organizer worksheet below, make some decisions about the WebQuest activity you will design for your thematic unit.

MS Word Icon WebQuest Organizer (MS Word Document - must be completed on the computer, printed and submitted at the beginning of lab on the due date)

Project Requirements
Using Google Sites, create a 5-page web site describing your planned WebQuest activity. Remember, a WebQuest is a collaborative and inquiry-oriented activity. Carefully adhere to the following specific requirements.

Overall:

  • The WebQuest activity supports one of the stated objectives from your thematic unit description.
  • The project is aligned with INTASC Standards 1, 3, 4, 6 and 11. Reflection follows the Reflection Guidelines.
  • At least one image is displayed on each page.
  • All pages maintain an effective and consistent visual design throughout the web site.
  • Navigation hyperlinks connect all pages of the site (sidebar navigation is sufficient).
  • The web site is viewable by anyone in the world (see More Actions > Manage Site > Sharing).
  • The URL of the WebQuest home page is submitted to the Assignments area of eLearning before the due date.

Introduction Page:
Explains the first three parts of your WebQuest.

  • Includes the Introduction, Task and Process sections
  • Collaboration tool (Inspiration, Kidspiration or Spreadsheet) is referenced within the Process section and available to download as an attachment at the bottom of the page
  • Headings identify each of the three sections
  • Page contains at least one image
Introduction

The purpose of this section is to both prepare and spark the interest of your students.

  • introduce the activity to students in an interesting manner
  • explain to students how this activity relates to their overall thematic unit
Task

This section clearly and concisely identifies the tangible product of the WebQuest. Do not list the steps that students will follow, although you may provide a bit of background information or otherwise set the stage to help students better understand the task.

Process

This section explains to students how to accomplish the task. Number the steps in this process section to make it easier to follow.

Include step-by-step procedures and be sure to:

  • describe an individual role for each student in the group
  • provide guidance for students to organize information and complete their task
  • attach a tool to support collaboration. Create this using Inspiration, Kidspiration or a Spreadsheet. It should be designed to support the part of the process that comes after students work within their individual roles. This tool should be specifically designed to support group collaboration. It should help students work together to synthesize and apply the information they have each gathered individually and advance their group's progress towards completing the culminating task of the webquest.

Resources Page:
Provides a list of resources and explains how learners will use each one to support the learning activity.

  • Each resource is described and clearly identifies:
    • what it provides in terms of information or function to learners
    • how it is to be used within the planned learning activities
  • Page contains at least one image
4 Web Sites List and describe at least 4 different web sites with hyperlinks provided to each (i.e., list the title of each site and hyperlink the title to the site)
2 Gadgets Embed and describe at least 2 different gadgets, including at least one with audio and video. Note—two different YouTube videos would not meet the requirement, nor would simply linking to the YouTube web site.
2 Computer Based Non-Internet List and describe at least 2 computer based non-internet resources Include the media type, title, author/publisher, year of publication, and a short description.
2 Non-Computer, Traditional Media List and describe at least 2 non-computer based (traditional) media. Include the media type (i.e., book, DVD, etc.), title, author/publisher, year of publication, and a short description.

Evaluation Page:
Describes criteria that should be used to evaluate the learners.

  • Provides a system for evaluating student work. This does not have to be as complicated as the rubrics typically used by WebQuests, but it should be well thought-out and structured with a point system or other self-checking mechanism for students.
  • Page contains at least one image

Conclusion Page:
Provides a summary of the activity and what students have learned as well as questions to encourage students to reflect upon their experience and extend their learning.

  • Provides closure by summarizing what the learners have accomplished or learned by completing this activity.
  • Includes at least two rhetorical questions that encourage students to reflect upon their experience and/or extend their learning (perhaps apply what they learned to another situation).
  • Page contains at least one image

Teacher Page (Notes for Teacher):
Includes your own reflections about how the WebQuest activity supports learning. The content of this page must follow the Reflection Guidelines (align this project to one of your stated unit objectives and INTASC Standards 1, 3, 4, 6 and 11).

  • Completes all four reflection prompts included in the Reflection Guidelines
  • Page contains at least one image
Additional Resources

Color Selection:

Images, Graphics, and Reference:

Media Resources

Rubric Generators (might be helpful for the evaluation page)

More WebQuest Examples:

Points: 180

INTASC Standards 1, 3, 4, 6 and 11

Point Structure:

Content

  • Age appropriate, accurate, and non-biased
  • Adequate amount of text and graphics to support the identified instructional outcome
  • Copyright-protected works are used lawfully and image sources are cited
  • Each page includes the required information as described above
85
Collaboration Tool
40

Reflection (Teacher Page)

  • Content follows the Reflection Guidelines
    (this project should be aligned with Standards 1, 3, 4, 6 and 11)
  • Reflection quality (aligned with at least one component of each standard)
15

Visual Design

  • Consistent visual design (CARP)
  • Images support the text content
  • Animation, if used, is used appropriately and effectively (it enhances content rather than detract from it)
  • At least one image on each page
  • All images display (not broken)
15

Navigation

  • Internal hyperlinks to each page are included in the sidebar
  • At least four external hyperlinks are included as resources for the WebQuest
  • All hyperlinks are labeled descriptively
  • All hyperlinks (internal and external) function as they indicate (not broken)
15
Spelling/Grammar
10

Special Notes:

  • Copy & paste the URL of your WebQuest home page (Introduction) and submit it to the Assignments area of eLearning. There are no files to attach to your submission.
  • 10 percent will be deducted from the points earned If your instructor cannot access your site as a result of you submitting an incorrect URL.
  • Preview your web site on more than one computer. Confirm that all images display and all hyperlinks function correctly in advance of the due date!
  • Copyright-protected works may only be used with explicit written permission of the copyright owner. You may not use any media under the terms of fair use, because fair use does not apply when publishing material on an open network such as the WWW. Creative commons images may be used in accordance with their license agreement.

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UNIPage updated: February 9, 2010
Ed Tech & Design Instructors, Dept. of Curriculum & Instruction, University of Northern Iowa