Web Quest

Topic: Web Quest Order Description Identify an educational activity (Web Quest) that you find intrinsically interesting for whatever reason. Analyze the activity and describe its basic schema, (e.g., materials, sequence, assumptions, etc). Provide a theory or well-grounded reason that explains how this activity effectively promotes learning and development either in general or for a specific target population. Assess the strengths and limitations of this activity for various educational uses. Finally, discuss how you would specifically adapt this activity for use in an educational setting you are familiar with (Special Needs Education) WebQuest - Distinguishing characteristics A WebQuest is distinguished from other Internet-based research by three characteristics. First, it is classroom-based.[2] Second, it emphasizes higher-order thinking (such as analysis, creativity, or criticism) rather than just acquiring information.[3] And third, the teacher preselects the sources, emphasizing information use rather than information gathering.[2] Finally, though solo WebQuests are not unknown, most WebQuests are group work with the task frequently being split into roles.[2] Structure A WebQuest has 6 essential parts: introduction, task, process, resources, evaluation, and conclusion.[4] The original paper on WebQuests[5] had a component called guidance instead of evaluation. Task The task is the formal description of what the students will produce in the WebQuest. The task should be meaningful and fun. Creating the task is the most difficult and creative part of developing a WebQuest.[4] Process The steps the students should take to accomplish the task. It is frequently profitable to reinforce the written process with some demonstrations.[4] Resources The resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. Though the instructor may search for the online resources as a separate step, it is good to incorporate them as links within the process section where they will be needed rather than just including them as a long list elsewhere. Having off-line resources like visiting lecturers and sculptures can contribute greatly to the interest of the students.[4] Evaluation The way in which the students' performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set.[4] Conclusion Time set aside for reflection and discussion of possible extensions.[4]