WebQuests

Welcome to WebQuests

A WebQuest is a scaffolded learning structure that is purposeful and organised. They are a quest for information, delivered on the internet, that provides clear, succinct and logical steps in order to solve a real life issue or a hypothetical problem. The original designers, Bernie Dodge and Tom March, propose that the key attributes of a true WebQuest include providing an authentic task that promotes critical thinking skills to be used and developed (March, 2004). 

A quality WebQuest should contain 6 essential components. These include an introduction, focus question and task, process, resources, an evaluation and a conclusion.  Ken Purnell (2009), of CQUniversity, suggests that the 'integrating socially' model of inquiry is a suitable approach to use, when creating the focus question for your WebQuest. This encourages students to use higher order thinking to answer a relevant and realistic real world problem. This method of inquiry based learning promotes a vital role for your cohort to play and in addition places it on the 'high student responsibility' end of the continuum of practice.

As engaging as they are, a WebQuest is not an alternative to explicit pedagogy skills that must be taught by the learning manager. Before designing, creating or locating an existing WebQuest, the Essential Learning's must be addressed in order to  cater for the specific needs of each KLA at different year level junctures. These Essential Learnings provide the framework that help learning managers identify teaching priorities and guide the design of curriculum and assessment (Wiggins & McTighe, 1998). To have a clear understanding of the expected outcomes to be achieved, the logic of the 'backward design process' could be adopted. Wiggins & McTighe (1998) suggest that starting with the desired results, then determining acceptable evidence and finally planning learning experiences and instruction, will help students to clarify their goals and result in a more sharply defined teaching and learning target. 

Renzulli (2005) suggests that the use of interactive activities in a classroom environmnet, such as a WebQuest, can increase student learning. There is no denying that creating this technology can be a time consuming task.  However, a well planned WebQuest can cater for much of the specific content within the curriculum, in just one engaging and interactive method.  

During my first year at university i had the opportunity to create two WebQuests.  They were the most advanced works of technology that i had ever plunged into and i have to admit i am proud of the outcomes. Upon reflection, they are not overly exciting and need some detailed adjustments, yet thanks to Managing e-Learning i have some fantastic ideas of how to turn them into creative works of art. 

Hospitality students, i know a couple of you have mentioned you are not sure how to incorporate this technology into your classrooms. I am not sure if this is of any help for you, but during my online adventrures i discovered this WebQuest that requires students to choose a specific 'chef' role they must specialise in to reach the desired outcomes. Hope that it can be of some help for you.

http://tommarch.com/writings/wq_power.http://studentnet.canterbury.ac.nz/viewfile.php/35/sharing/70/141876/23269/index.htm

Until next time

Kerri.

References:

March, T. (2004).What WebQuests Are (Really). Retrieved August 14, 2009, from 

http://bestwebquests.com/what_webquests_are.asp

Purnell, K. (2009). Sustainable Communities: WebQuests. Retrieved August 14, 2009, from

http://kp.cqu.edu.au/FCWViewer/view.do?page=6193

Renzulli, J. (2005). A Dozen Teaching Assistants In Your Classroom. Retrieved July 29, 2009, from  http://www.gifted.uconn.edu/sem/pdf/Renzulli_Learning.pdf                                                                    

Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Merrill Prentice Hall.