My RSS Feeds
Putting the "quest" in Webquest
My initial reaction to Professor Dodge’s slideshow and then viewing the first few webquests that I encountered was that I loved the idea of the format being a “quest.” Each piece of information that you uncover leads to the final product, in whatever form the project requires. I love the way that the design itself sparks the innate curiosity within us: we all want to get to the bottom of the situation and somehow reach the finish line.
The webquest format provides scaffolding for children who are not web savvy. By providing many of the links to relevant websites, the teacher helps their children gain exposure to the types of information that is on the Internet to possibly facilitate the process for future research assignments. I have noticed, however, that as the assignments get more advanced and the children get older (middle school and beyond), the scaffolding is less structured, and the student has more responsibility to find the necessary materials.
Once I opened a questgarden account and began to search around a little bit more, I found that many of the webquests did not follow that same format. Many of them were projects that didn’t really have researching on the Internet as a central piece, and I couldn’t find any reason why they should be done on the Internet, instead of another format. Most of my searching had to do with California Missions since I am currently designing a unit around them. For example, one of the webquests I found asked the students to write journals from a certain perspective but then did not explicitly state that the children were to use the internet to find background information, nor did they provide clues as to where to go to get the information. Click here to see it. As someone who has been developing and teaching lessons on this topic over the past few weeks, I can say that while there is plenty of information on the missions on the internet, there isn’t much that is written in a kid friendly way, and the children would certainly need some assistance in seeking out comprehensible information. I have been trying to compile information that is kid friendly, and I think that once I do that, I might write my own webquest, using some of the good ideas that I’ve found on questgarden, but giving the kids something to actually work with, and making my expectations a bit clearer. I would set it up similar to the Bald Eagle webquest, giving them bits and pieces to work with at a time, bringing the whole idea back to being "on a quest." I like this one as a starting place, though the layout is pretty confusing.
Something else that really struck me about Professor Dodge’s slideshow was how he said that the webquest should take place of a lesson that you aren’t happy with. I think it is important as teachers to be able to self evaluate well enough to keep the things that work for you and change the things that don’t. I also think that the webquest should be designed in a way that makes it unique from a similar project that could be conducted in the classroom using a different medium.
I think that Professor Dodge said it best when he suggested that we start with the task and goal, and then move to evaluation/assessment, and then back to the task and goal if necessary. Once we have that part of it straightened out, then we can move on to the process itself. In reviewing some of the webquests on questgarden, I think that many of the teachers did not have clear expectations for what they wanted their students to accomplish. The most solid webquests were the ones that had clear and reasonable expectations. There is definitely lots of good stuff out there for all grade levels and subjects, and I look forward to using it! :)
Stacey -- I think you've hit the heart of webquests, that is they should
indeed be a "quest," a search that is inviting and rewarding. You found
some of the same non-webquests that I have seen in the past. Instructions
for work on a web page does not constitute a web quest - where is the
quest, the journey? The webquest you indicated from Pioneer Elementary is a
good example of a vague lesson with Internet links. My Eagle webquest was
connected to experiences the kids had in our study of eagle and a visit to
an eagle fishing spot on the Mississippi River. Even so, I guided the kids
through the process with specific links - the scaffolding part - making
sure that they became comfortable with the process and structure. Future
Internet projects are easier after doing a few structured webquests. You
noted: "I think that Professor Dodge said it best when he suggested that we
start with the task and goal, and then move to evaluation/assessment, and
then back to the task and goal if necessary. " And some educators refer to
that process as spiraling, something that some learners absolutely need. --
Terry
Stacey,
I honestly didn't even think about the "quest" or journey component to the
webquest, which of course is an integral part of this type of learning
experience. the ways that students are able to visualize or think about
their involvement with a particular project shapes their participation, and
can serve as a tremendous motivation to keep them active and excited. good
of you to notice the importance of words....
Stacie,
Stacey,