A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to encourage analysis, synthesis and evaluation. There are two levels of WebQuest:

• Short term - completed in one to three class periods, goals are knowledge acquisition and integration, learners grapple with a significant amount of new information and make sense of it.
• Long term - takes a week to a month, goals are extending and refining knowledge. Learners analyze a body of knowledge deeply, transform it, and create something to which others can respond.

The model was developed in early 1995 at San Diego State University by Bernie Dodge with Tom March. For examples, see Nicaragua, credibility, statistics, ethics, and tyranny. The template below is based on information found at the WebQuest Page. The six headings are standard to all WebQuests.

[Summarized and edited by Chris Clark, University of Notre Dame]

Name of WebQuest

Your Name, E-mail Address

[Link to course web site or personal home page]

Introduction

Orient the learner and pique their interest. In a short, second-person paragraph, introduce the activity in order to prepare and hook the learners. Communicate the essential, guiding question around which the activity centers. Set the stage if learners are playing a role or following a scenario; otherwise, provide a short overview.

Task

Describe crisply and clearly the end result of the activities, but don't list specific steps. The task could be to solve a problem or mystery, formulate and defend a position, design a product, analyze a complexity, articulate a personal insight, create a summary, craft a persuasive message, compose a journalistic account, produce a creative work. The final product could be a computer file, a verbal presentation, etc.

Process

In a numbered list, describe the steps learners should go through. The list should be short and clear. Learners will be gathering information, so you may want to suggest an organizational format, such as a flowchart, summary table, or concept map. You may provide a list of analytical questions and, where appropriate, descriptions of roles to be played. Also provide appropriate process advice, such as how to brainstorm. For example:

1. You'll be assigned to a team of 3 students...
2. After you've picked a role to play...
3. Visit the ___ site and find ___ ...
4. Use a flowchart to ...
5. In your team, brainstorm on ...
6. Ask yourself why ...
7. Produce a PowerPoint presentation ...

Resources

Link to specific web pages which you have located to help the learners accomplish the task (they are preselected so learners focus on the topic rather than on surfing the web). Also thank anyone who provided help and list any sources you used in creating the WebQuest. Resources are not restricted to web pages; they could include an expert consultant, a videotape, a printed report, a textbook, or an audiotape. One strategy is to divide the resources so that everyone examines some of them, while other items are only for learners in specific roles. This would promote interdependence and give learners an opportunity to teach each other.

Evaluation

List specific performance objectives and describe how learners will be evaluated. Specify whether there will be a group grade or individual grades. Ideally, you will develop a rubric that describes levels of measurable performance. A sample rubric examines different aspects of the product and establishes benchmarks for each.

Conclusion

The conclusion rounds out the document and provides a sense of closure. Summarize the experience, encourage reflection on the process, and extend what was learned. You might include questions or links to encourage learners to extend their thinking beyond the lesson.

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Last Modified August 22, 2003