Amy's+Page


 * Amy Coughlin**
 * 10.10.11**

Student-to-Content Interactions: Webquests

A Webquest is a lesson in which the student learns content from explorations on the Internet (primarily, though not exclusively)--explorations that are guided by an instructor and contain parameters and learning outcomes. According to "Inquiry Based Learning using the Internet: Research, Resources, and WebQuests," the following components must be present to call it a Webquest:
 * **What are the components of the Webquest?**

**I ntroduction ** To prepare and “hook” the student **Task** What the student is going to do A description of the culminating performance or product **Process** How the learners will accomplish the task Clear steps to accomplish the tasks Tools and resources they will need to gather and organize information **Evaluation** Criteria needed to meet performance and content standards **Conclusion** To bring closure To encourage reflection

The most part of the Webquest is what students do with the information they obtain. According to the article above, //"When students are asked to analyze their findings then compare, contrast and rethink them a more sophisticated level of knowledge develops. When they relate them to personal experiences, retention increases. When they are asked to create something original, to construct some sort of new knowledge, then the educational experience is one that is a true constructivist activity."// Therefore, students should not only interact with the content--they should also interact with one another, to analyze and synthesize what they've found.
 * **How do they interact to create an inquiry based lesson? Which part is most critical? What types of interactions should/can/must be included and why?**

Here is an example of a Webquest to introduce students to "To Kill A Mockingbird":
 * **(provide an example webquest with your discussion)**

I will assess this Webquest against what, according to Webquest.org, is an example of a "real" Webquest:
 * **What are the positives and negatives of the model as presented?**

I 'm going to say that while the tasks presented are "doable" (and might amount in a certain sense of satisfaction for the student as he or she goes down the list and checks off each task)--they're not interesting and they're definitely not what I'd do as an adult if I wanted to know a little more about our country during the time period of a book I'm going to read. I would not look for such fragmented information--surely an encyclopedia or other reference material would give one an overview that includes all of the information listed on this site, and in one place, too.
 * is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers.

Not a lot of higher-level thinking going on here. Most questions ask the student to visit a website, collect information, and list it in a Microsoft Word document. A few times they are asked, "Why do you think this is?" but I don't see any prompts asking them to relate to to anything they've learned before, heard of before, or could imagine. Most of the sites that I looked at are thinkquest sites (created by children), sites that seem to belong to individuals, or are other school projects' web sites. Not a lot of scholarly information here. Students are, in fact, being asked to distill information. I think part of the problem is that they haven't read any of the book yet. If we haven't met Burris Ewell, how can we understand why it's important to know what a poor family in the South looked like at the time the book was written? Students don't have any sort of "peg" to hang the understanding on. I'm sure when they finally read the book, they won't remember the picture because it wasn't given any context during the Webquest.
 * requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
 * makes good use of the web. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.)
 * isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough.

Oh, I think so! To me, the beauty of a Webquest is that you--the teacher--are in control of the content they're absorbing. And by using several different websites, students are being asked to read information presented in different ways (visually, with a lot of hyperlinks, in small chunks, etc.) which will keep them alert and engaged. I'd take out sites that are not directly related to the topic in a professional way. I'd leave in sites that offer video, audio, artwork, collaborations, and the most engaging ways of telling stories. Between these choices and academically sound content, I think the Webquest would be a great tool.
 * Does this model still work in today's online environment?
 * What would you include in an online inquiry project? Leave out? Why?