A Resource Based Learning WebQuest*

 

Introduction

  
Since early in 1995, educators have been using the WebQuest format to integrate Internet resources into their resource based learning units.  But what are the criteria for selecting (and/or creating) 'educationally sound' webquests? How do you know a good WebQuest when you view it? 

In the space of 30-90 minutes, you're going to grapple with these questions and more. 

The Task

   
To select and/or develop WebQuests that compliment a resource based learning program, it is recommended that educators develop a thorough understanding of the different learning possibilities that Webquests offer.  One way to discover the possible strengths and weaknesses of WebQuests is to critically analyze a number of WebQuest examples and discuss them from multiple perspectives. That's your task in this exercise.

By the end of this lesson, you and your group will answer these questions:

  1. Which one of the WebQuests listed below is the best one? Why?
  2. Which one is the worst? Why?
  3. What do best and worst mean to you?

The Process

1. First, each participant will have a hard copy of the worksheet. To answer the questions given above, you'll break into groups of four. Within the group, each of you will take on one of the following roles:
     
    The Efficiency Expert: You value time a great deal. You believe that too much time is wasted in today's classrooms on unfocused activity and learners not knowing what they should be doing at a given moment. The Affiliator: To you, the best learning activities are those in which students learn to work together. WebQuests that force collaboration and create a need for discussion and consensus are the best in your view.
    The Altitudinist: Higher level thinking is everything to you. There's too much emphasis on factual recall in schools today. You also value sites that allow for some creative expression on the part of the learner. The Technophile: To you, the best WebQuest is one that makes the best use of the technology of the Web. If a WebQuest is well designed and easy to navigate with lots of links that work, you love it.

    2. Individually, you'll examine each of the sites below and use the worksheet to jot down some notes of your opinions of each from the perspective of your role. You'll need to examine each site fairly quickly. Don't spend more than 7 minutes on any one site.

    Select the sites that you'll be analyzing from this section of the webquest links page: Webquest Class Page

    3. When everyone in the group has seen all the sites, it's time to get together to answer the questions. One way to proceed would be to go around and poll each team member for the best and the worst WebQuest from their perspective. Pay attention to each of the other perspectives, even if at first you think you might disagree with them.

    4. There will probably not be unanimous agreement, so the next step is to talk together to hammer out a compromise consensus about your team's nominations for best and worst. Pool your perspectives and see if you can agree on what's best for the learner.

    5. One person in each group should record the group's thoughts.

    6. When debriefing time is called, report your results to the whole class. Do you think the other groups will agree with your conclusions?

Assessment

  
At the end of your exploration, and if time permits, the instructor will ask for your feedback on the value of this exercise.  All comments suggestions, questions, etc. will be used to strengthen the learning activity.

Conclusion

  
Ideally, this exercise will provide you with a larger pool of ideas to work with as you evaluate and select (and develop) WebQuests to enhance your Resource Based Learning Program. The best WebQuests for Resource Based Learning are yet to be created.
Last updated on April 7, 2004 by Gail M. Szeliga

*Adapted from a Webquest by Bernie Dodge Ed Tech Department, San Diego State University (http://webquest.sdsu.edu/webquestwebquest-ms.htm