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What makes a quality WebQuest? That is today's question. Bernie Dodge, creator of the WebQuest cites several specific qualities, including: an introduction to set the stage; an interesting, doable task; web-based information resources; the process or steps the learner takes; some guidance on how to organize the information (a product); and a conclusion to bring closure. See WebQuest.Org for resources.
Short term Quests (1-3 class periods) are for knowledge acquisition and integration and long term Quests (a week to a month) are for analyzing knoweldge deeply, transforming it, and create a product to share with a larger audience. The long term Quest should also include higher order thinking skills such as: comparing, classifying, inducing, deducing, analysis, construction, and evaluation.
I've searched high and low for what I would consider a quality WebQuest and have come up mostly empty. What I have found seem to fall under the category of "change without a difference." They are presented in a way that uses technology, but only to deliver content- the same content that could be read in a textbook or other printed format. Many of the Quests did not call for higher order thinking at all, and the tasks were vague.
Some of the other pitfalls included: reading levels that were too difficult for the grade, too many options for finding information, pages with too much information in too small of type, dead links, projects that called for multiple worksheets, and on and on. Some things I wished I'd found: sites that asked students to interpret information or data, not just read and regurgitate; sites that took advantage of experts in the field; sites that called for students to think critically about information. I know that creating a WebQuests takes a considerable amount of time, but if they are done in the spirit of Bernie Dodge's intentions, they need to be done well, so they can truly be "change with a difference."
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I agree with your observations, Lori. When I messed around with WebQuests years ago, I basically made a scavenger hunt for unit-related information. I had a page full of questions and a link that took them to a site with the specific answer. Not much critical thinking, but hey, they were using the internet!
ReplyDeleteIt was novel then, but the novelty has worn off. My two biggest obstacles are lack of time and lack of good models. I don't see my time being freed up too much for about 10-15 years (my kids are young), so I'm hoping for more good models!!
I'm really interested to see if we can find a WebQuest that fits your and Bernie Dodge's criteria. I experienced the same issues with finding really great WebQuests - just reading and regurgitating. I'm currently struggling with ways in which students could think critically with computer-driven instruction with the particular WebQuest criteria.
ReplyDeleteI'm really interested to see the WebQuests created by our fellow classmates - I'm sure they will be great!
I, too, agree that most WebQuests are changes without a difference. I do think, however, it can serve as a vehicle for writing across the curriculum. I give my students a major writing assignment each unit. The more I make the writing reality based the more invested my students are in the project. For instance, I give my students a letter from a company asking them to do research on the best fixative for a glaze. I then have the students design their experiments to investigate the set criteria. Lastly, I have my students write a business letter back to the company outlining their findings and invoicing the company for their services. The students really get into the project. I also get feedback from parents about how their kid was engaged because of the authenticity of the assignment. While a WebQuest may not provide much of a change, it can facilitate your true goal of instruction.
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