Summer School for Teachers Lesson One: The WebQuest by Phebe A. Durand, June 23, 2004.
An oldie but a goodie! Well worth a read if you are about to create or develop a WebQuest!
This tutorial (101) is a great start to learning about WebQuests! Durand follows Project-Based Learning Principles and so captures the very essence of wonderful, motivating and challenging WebQuests!
This entails having a messy problem for the students to solve, having collaborative process (team work) in place, and, the WebQuest scaffolding (Introduction, Task, Process, Resources, Evaluation, Conclusion, and, Teacher's Guide).
Durand describes the process of developing a WebQuest:
1. Brainstorming the topic.
Durand suggests using other lessons developed by other teachers and provides sites to look at.
This is a great idea - if the topic is one that you have to cover with your students! Also try to think of the topic that you have found, in the past, that was either "flat" or didn't motivate the students at all. This is the topic that you should consider to make a WebQuest on.
It is extremely important that you think of a messy, authentic (real) problem for the students to solve and provide them with mechanisms to undertake group work!
I would also suggest that you look at other great WebQuests that are now only in the Internet Archive and use them to "kick start" your own WebQuest (always acknowledging the original author, of course). At WebQuest Direct, our team has identified thousands of WebQuests that are now only in the Internet Archive and given them an educational rating based on the Higher Order Thinking Skills promoted and the Problem-Based Learning (PBL) strategies used.
2. Developing an Unit Outline - Teacher's Guide.
Durand lists the ideas to cover: Core Concepts; Main Topic; Guiding Questions; State Standards Addressed; Guiding Questions Support; Key Learning Area (KLA eg. Mathematics); Summary of the WebQuest; Summary of the Project (are they different?); and, Website Resources.
Lots of time, teachers don't concentrate on this step - but it is crucial! I think it is also important to provide teachers with this information when you are publishing a WebQuest in a "Teacher's Guide" page. It allows other teachers to effectively use your WebQuest! This is important, as teachers we have to adopt the philosophy - "Let's Stop Reinventing the Wheel" and share resources with each other.
3. Rough Draft.
Durand suggests paper and pen and writing down all your brainstorming ideas.
This is effective for some people, others might want to write up the WebQuest completely using Word or better still Notepad (as it strips the code from Word).
4. Use a Template.
Durand provides a template that teachers can use, modify or adapt.
Unfortunately, this template requires HTML code and the use of FrontPage (now superceded by Microsoft Expression Web) or Dreamweaver. I suggest that you use a FREE template like we have developed - Short-cut WebQuest Authoring Tool where you can easily make a WebQuest without knowing any code AT ALL. We have over 50 design templates that you can choose from.
There are other Templates at:
a. Bernie Dodge's Quest Garden (for a small fee)
b. Zunal (free, some restrictions on design)
5. Developing Content.
Durand expertly describes each section - from the idea of the Title to the Conclusion. Her description of the Introduction, Question and The Task (including roles or perspectives); The Process; Evaluation; and, Conclusion.
Durand "nails" it when she describes the idea of roles or perspectives to solve the messy problem. These roles encourage students to use their emotional intelligence and reflect what occurs in their communities.
The section on Resources needs more explanation - it is extremely important that as teachers you provide all the Internet resources needed for your students to undertake the WebQuest. A badly designed WebQuest states something like: "Go to Google, Yahoo, or another Search Engine to find resources". This is the case regardless of the age of students - surfing the Internet is a waste of student time! This Resource section can take the longest to create as you need to have numerous resources for students to explore and, this also ensures that if a website is broken, it doesn't disrupt the learning process. Resources also need to be "quirky" - left-field and reflecting the views and attitudes within the community.
Also, in the Conclusion, I usually tell student-teachers to take the issue that the WebQuest explored and get the students to focus on this issue at a local level (they have already explored the Global issue).