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Introducing High Schoolers to Research Through Webquests
By Karin Greenberg on 11/17/2022 • ( 1 )
Recently, two ELA co-teachers approached me to collaborate on a ninth-grade research activity focusing on Of Mice and Men . For ninth graders, the beginning of high school can be daunting. Teachers expect more than they did in middle school, the workload is larger, and students are adjusting to a new and more challenging environment. Most ninth graders are not familiar with research. In my high school I’m working on implementing a grade-wide library orientation. For now, I do what I can to gradually introduce individual parts of the research model. After discussions with the English teachers, we decided that a webquest was a great way to start.
Created in 1995 by Bernie Dodge, a professor at San Diego State University, the webquest was made as “an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet” (Dodge). It is a guided research activity during which students use information that has already been selected for them. Taking out the step of searching for the information, it jumps directly into the act of consuming material and using it to complete an exercise that engages students in high-level thinking.
My colleagues began by creating an assignment focused on social inequality in Of Mice and Men . They highlighted ableism, ageism, racism, and sexism. I then found five articles for each topic and put together a Google Slides presentation with active links to the articles. (One of the teachers updated my slides using SlidesMania , a free resource I’m excited to start using!). Students would complete worksheets by finding examples of these “isms” from the webquest articles and their own knowledge, and locating a quote from the text relating to their choices. For their final task they would form a short response paragraph synthesizing the information they gathered from the webquest.
The Webquest Lesson
When the ninth-grade classes came to the library, students pulled up the shared Google Slides presentation and webquest worksheets on their personal devices. They then took a few minutes to complete the Do Now: “In modern times, how have we become more inclusive to others who may be considered different?” Once they were done, students shared their responses and we had a discussion about inclusivity in today’s society. Before they got to work, I introduced Sweet Search , the academic search engine from which I pulled the articles, explaining the benefits of using it. Finally, my colleagues went over the directions: choose two social inequalities from the slides, define each one, read the articles from the links provided on each slide, and find examples from the articles and their own lives. The next day, the teachers explained, they would write their short response paragraph in class.
Dodge, Bernie. “Some Thoughts About WebQuests.” Webquests. San Diego State University, 1997. http://webquest.org/sdsu/about_webquests.html
Author: Karin Greenberg
Karin Greenberg is the librarian at Manhasset High School in Manhasset, New York. She is a former English teacher and writes book reviews for School Library Journal. In addition to reading, she enjoys animals, walking, hiking, and spending time with her family. Follow her book account on Instagram @bookswithkg.
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Tags: co-teaching , collaboration , high school library , high school research , information literacy , ninth grade research , of mice and men , reading , Research , school librarian , school library , student engagement , sweet search , technology , webquest , webquests
Excellent article with lots of linked resources. I agree with you, a web quest is a great way to introduce research before going deeper with an inquiry unit.
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International Conference on Human Interaction and Emerging Technologies
IHIET 2021: Human Interaction, Emerging Technologies and Future Systems V pp 643–650 Cite as
Modern WebQuest Models: Applications in Education
- Tatiana Shaposhnikova 11 ,
- Alexander Gerashchenko 11 ,
- Alena Egorova 11 ,
- Marina Romanova 11 ,
- Teona Tedoradze 11 &
- Kirill Popko 11
- Conference paper
- First Online: 10 September 2021
Part of the Lecture Notes in Networks and Systems book series (LNNS,volume 319)
The paper presents the modeling of an educational WebQuest as a component of didactic information technology with special attention to the criteria and levels of success in its applications. A WebQuest is a problem-oriented task that requires the use of information resources available online. The relevance of using a WebQuest in the educational process is connected with the implementation of the competence-based approach, the main requirement of which is effective knowledge and skills management. The authors have developed primary mathematical models of a WebQuest based on set theory. Sample applications of these modern models in education are provided.
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Osyak, S.A., Sultanbekova, S.S., Zakharova, T.V., Yakovleva, E.N., Lobanova, O.B., Plekhanova, E.M.: Educational Quest – Modern Interactiv Technologies. Modern Problems of Science and Education 1–2 (2015). https://science-education.ru/en/article/view?id=20247
Dodge, B.: Some Thoughts about WebQuests (1997). http://webquest.sdsu.edu/about_webquests.html
Chernykh, A.I., Shaposhnikova, T.L., Khoroshun, K.V., Romanov, D.A.: Monitoring of Quality and Effectiveness of Continuous Professional Education. Kuban State Technological University, Krasnodar (2016)
The research was carried out with the financial support of the Kuban Science Foundation in the framework of the scientific project № FSR-HS-20.1/37.
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Tatiana Shaposhnikova, Alexander Gerashchenko, Alena Egorova, Marina Romanova, Teona Tedoradze & Kirill Popko
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Shaposhnikova, T., Gerashchenko, A., Egorova, A., Romanova, M., Tedoradze, T., Popko, K. (2022). Modern WebQuest Models: Applications in Education. In: Ahram, T., Taiar, R. (eds) Human Interaction, Emerging Technologies and Future Systems V. IHIET 2021. Lecture Notes in Networks and Systems, vol 319. Springer, Cham. https://doi.org/10.1007/978-3-030-85540-6_81
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The Learning Power of WebQuests
What webquests are not, what is a real webquest, a scaffolded learning structure, use of essential internet resources, authentic tasks that motivate, open-ended questions, individual expertise, transformative group process, what the best webquests do, learner-centered professional development.
When the Web was still young, Bernie Dodge, a professor at San Diego State University, came up with the idea of the WebQuest, a model for integrating the use of the Web in classroom activities. He defined a WebQuest as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. (Dodge, 1995)
- A team of students plans a trip across the United States and presents its itinerary on PowerPoint slides. One student might be responsible for budgeting, one for locating tourist attractions along the way, and one for booking accommodations and organizing meals.
- Learners collect facts about and images of endangered species and create a poster to share what they have learned.
- Students create a brochure, a diorama, and an audio guide for a new exhibit on an exotic animal at a local zoo.
A quick litmus test for the WebQuest's group process is to ask two questions. First, we ask, Could the answer be copied and pasted? If the answer is no, then we ask, Does the task require students to make something new out of what they have learned? Students must develop a substantively new concept and product, not merely provide a new compilation of information or an “original” mishmash of unprocessed facts. Scardamalia and Bereiter (1999) point out that Doing experiments or tramping the bushes collecting plant samples in no way guarantees that [students are engaged in solving knowledge problems]. Trying to make sense of information about a topic of interest almost always ensures that they are. (p. 278)
One way to transform the group process is to ask students to apply lessons from global problems to local issues. For example, students might address the classic question, How should we save the Amazon rainforest? Because potential answers to this question abound on the Web, leaving the question at this level invites a copy/paste solution. Shifting the focus during the group process to a global-to-local approach, however, encourages students to apply information they have gained from the global examples to a local scenario. For example, Use what you know about the Amazon rainforest to provide a solution to what should be done about the threatened habitat in our region or community. Be sure to justify your answer after considering the interests of the following stakeholders: ecologists, future generations, local inhabitants, and government officials.
Another transformative WebQuest strategy is to ask students to argue why a particular option will thrive best in a given situation. All too often, when younger students learn about the 50 states, a so-called WebQuest might ask them to retrieve information on natural resources, social policy, main businesses, climate, and history and then to make a slide presentation. This strategy becomes “Tag Team PowerPoint,” in which students present what they have gathered from “research” without ever pooling the team's knowledge or processing new insights. A real WebQuest on the same 50-states topic begins with similar information retrieval, but students then face a more interesting challenge: On the basis of what you know about its natural resources, social policies, main businesses, climate, and history, which state of those that you have studied is most likely to be successful in the later 21st century? Decide what criteria you will use to define and evaluate what it means for a state to be “successful.”
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- What is a “WebQuest”?
A WebQuest is a specific kind of web-based learning activity. It was developed by Bernie Dodge, a professor of educational technology at San Diego State University. WebQuests provide students with the opportunity to work independently or in small group activities that incorporate research, problem solving, and application of basic skills. This teacher-created lesson guides student research using the Internet while incorporating skills such as problem solving.
The following six components are essential for implementing WebQuests in the classroom. Additional information on WebQuests can be located at The WebQuest Page at San Diego State University .
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What WebQuests Are (Really)
By Tom March
A well-designed WebQuest uses the power of the Internet and a scaffolded learning process to turn research-based theories into dependable learning-centered practices.
In February 1995, my mentor at San Diego State University, Professor Bernie Dodge, came up with an idea for integrating this new thing called the World Wide Web into classroom activities. Bernie’s early and oft-quoted definition states, “A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet…” (Dodge, 1995). Since then WebQuests have become one of the key buzzwords heard when educators discuss the Web and education. In fact, current Web statistics from The WebQuest Page record well over 100,000 page views per month, two new submissions to its database per day and 900 daily searches of the same 1 .
1. Bernie Dodge, email correspondence Sat Jul 26, 2003 4:25:02 PM Australia/Sydney, Subject: Re: Web Stats?
What is a WebQuest?
A stereotypical “WebQuest” sees a team of students accessing Web sites in order to produce a technology-enhanced group product. Example “WebQuests” are:
- Students working as a team plan a trip across the US and present their itinerary on PowerPoint slides. One student might be responsible for budgeting, one for locating tourist attractions along the way, and one for booking accommodations and organizing meals.
- Learners collect facts and images of endangered species and create a poster to share what they have learned.
- Students create a brochure, diorama and audio guide for a new exhibit on an exotic animal being introduced to a zoo.
Although the above activities may involve some reasonable learning, they are not WebQuests because in each case the information can go from the browser to product without altering (even entering?) the learner’s understanding.
What is a (real) WebQuest?
The “Learning Input” is the easy piece of the WebQuest’s definition – “some or all of the information that learners interact with comes from resources on the internet.” Unfortunately, this is where many educators’ understanding of WebQuests begin and end. Yet it’s the next bit where things get tricky and interesting – and where the potential of WebQuests are realized or not. The main critical attribute of a WebQuest is to facilitate this transformation of information into a newly constructed, assimilated understanding.
The purpose of this article is to elaborate on how a well-designed and delivered WebQuest integrates a number of research-supported strategies to prompt the intangible “Ah-Ha” experiences that lie at the heart of transformative learning. The first step in this process is to offer a revised definition of a (real) WebQuest.
“WebQuest,” as defined by Tom March, circa 2003
“A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes.”
How does a WebQuest work?
To answer this question, let’s look at each section of the definition above.
“A WebQuest is a scaffolded learning structure…”
Underpinning the WebQuest model is an aspect of cognitive psychology that says that if we want people who may be new to an endeavor to perform at more expert levels, we should examine what experts do and then prompt novices through a similar experience. The classic example of this approach is the writing process. Rather than ask elementary school students to write to the theme “How I spent my summer vacation,” we might ask them to brainstorm, draw pictures, list, or free associate before helping them think about an audience and the descriptive details surrounding one particular incident. This prompting learners to perform beyond their current cognitive skill set is known as scaffolding or procedural facilitation and has been shown to positively affect student achievement (Bereiter and Scardamalia, 1984; March, 1993). Scaffolds are “temporary frameworks to support student performance beyond their capacities…” (Cho & Jonassen, 2002). Examples of scaffolding are “activities that help students develop the right mindset, engage students with the problem, divide activities into manageable tasks, and direct students’ attention to essential aspects of the learning goals” (Ngeow & Kong, 2001). Given ongoing practice tackling advanced intellectual tasks in this way, the level of support is “faded” as the skills are internalized.
Such scaffolding is at the heart of the WebQuest model as defined above. In fact, the integrated scaffolding of specific research-based strategies is “what happens” in the mysterious “black box” of transformation. The main strategies that WebQuests prompt are:
- Motivation Theory
- Questioning – Schema Theory
- Differentiated Learning
- Situated Learning
- Thematic Instruction
- Authentic Assessment
- Overt Metacognition
- Learner-centered psychological principles
In this way, WebQuests aren’t anything new. What they are is a way to integrate a number of sound learning strategies while also making substantial educational use of the Web. Interestingly, while these educational theories have made good sense for quite a long time, it’s taken the Web and related communications technologies to chip away at the Berlin Wall of traditional education to make the above strategies not just good ideas, but essential. If you disagree with this, stop reading now and relax. It’s your students who will make all the adjustments: submit essays from Schoolsucks.com, send each other real-time exam answers by SMS, or quietly sit in class, heads bowed over books, listening to Pink Floyd on wireless headphones (“We don’t need no…”). From a safe distance it probably looks like what’s going on in many classrooms today…
Thus, if we recognize that the Web and other information and communication technologies require a more authentic, learning-centered approach – and our own educator’s instincts join the chorus – a WebQuest’s scaffolded structure allows us to put the ideas that educational theorists have championed for decades into practice today.
“…that uses links to essential resources on the World Wide Web…”
It seems reasonable that a WebQuest would link to resources on the Web. However, it should be noted that these are “essential” resources. Those activities that only point students to encyclopedic briefs, textbook digests or worse, word searches and coloring books, do not take advantage of the Web’s ability to present resources that might be interactive, media-rich, contemporaneous, contextualized, or of varied perspectives. A quick question often resolves whether the Web (and thus a WebQuest) is worth using: “Could this learning be achieved just as effectively without the Internet?” If the answer is yes, let’s save the bandwidth for something better.
The best WebQuests, however, couldn’t be done without the compelling richness of Web resources. As the Web has matured from its early days, these kinds of evocative sites are more prevalent and often create the spark that brings specific kinds of learning alive (March, 2000a). Examples of such sites that I have used in WebQuests are the excellent Budget Explorer ( https://www.kowaldesign.com/budget/ ) in “Look Who’s Footing the Bill!” and Editorial Cartoons on School Shootings ( https://cagle.slate.msn.com/news/schoolshooting/ ) in “Crool Zone?” Although an adult might encounter such sites and intuitively engage in conjecture, students will benefit from a teacher’s gentle orchestration of Internet experiences, building to the cognitive insights that yield an intrinsic motivation to learn. Otherwise, the willingness of content developers to give “us” what we “want” – in all its horror and glory – suggests a dismal future of pandering to lesser ends. A well-executed WebQuest facilitates meaningful use of the Web for educational ends.
“…and an authentic task to motivate students’ investigation…”
For over twenty years, John Keller’s ARCS Model of Motivational Design (Keller, 1983,1987) has provided a well-respected and reasoned approach to increasing students’ willingness to expend effort in their pursuit of learning. In brief, real WebQuests should pass the ARCS filter: Does the activity get students’ A ttention? Is it R elevant to their needs, interests or motives? Does the task inspire learners’ C onfidence in achieving success? Finally, would completing the activity leave students with a sense of S atisfaction at their accomplishment? The best way to address Attention and Relevance is to choose some dimension of a topic that students would find compelling and then create an authentic learning task related to it. The element of Confidence is addressed by the scaffolding that prompts students at critical stages of the process. Furthermore, a benefit of WebQuests created by the delivering teacher is that he or she can augment or fade scaffolding as best suits learners. As for Satisfaction, selection of an authentic Task and establishing reliable sources for legitimate Real World Feedback increase the likelihood that students participating in the WebQuest will experience the full cycle of motivation from Attention to Satisfaction.
“…of a central, open-ended question,…”
In an early paper on constructivism, Savery and Duffy (1995) noted that “Puzzlement is the factor that motivates learning.” Thus beyond links to compelling Web sites and implementation of the ARCS Model, attempts to motivate students are furthered by the use of probing, open-ended questions. Although the first iteration of WebQuests called for a clear statement of the task, it did not ask teachers to frame the task as a question. I advocate using a question for two main reasons. First, when a WebQuest poses an open-ended question, it’s clear that students must do more than “know” facts (which usually translates as “control-C, control-V”). Further justification for questioning comes from schema theory and constructivism. Because we want to support students as they transform information into new understanding, using a question can access prior knowledge, thus activating pre-existing cognitive networks of meaning. In addition, questions can create the cognitive dissonance that leads to investigation and assimilation of a more robust understanding. A more learning-centered teacher might challenge students by “posing contradictions, presenting new information, asking questions, encouraging research, and/or engaging students in inquiries designed to challenge current concepts” (Brooks & Brooks, 1999).
“… development of individual expertise …”
Once attempts are made to motivate learners through the WebQuest’s Introduction and Question / Task, students begin a process of acquiring information to develop a body of knowledge. I advocate a preliminary stage of “Background for Everyone.” This allows all students the chance to gain a common foundation of knowledge in the general subject before developing expertise from one single perspective. We found that many students were happy to engage in debates and group decision-making without the benefit of a solid knowledge base. This saw some students arguing from preconceptions and stereotypes rather than critical analysis. The Background section also allows for differentiating student activities in such a way that all students can master required knowledge acquisition and then pursue different levels in affective or critical thinking domains. Of the four aspects that teachers can alter to differentiate learning tasks – content, process, products and learning environment (Tomlinson, 2000) – WebQuests explicitly support differentiation of content and process and allow delivering teachers to vary final products and classroom routines as they see fit.
Typically, students participating in a WebQuest assume a role that allows a team of learners to investigate an issue from multiple perspectives as represented by a sub-set of Web sites. While the Background phase is designed to firm-up a knowledge base and allow for differentiation of content, the Individual Roles prompt students to develop expertise in the subject from within a situated learning environment, that is, one in which “knowledge and skills are learned in the contexts that reflect how knowledge is obtained and applied in everyday situations” (Kirshner and Whitson 1997). This personification of a viewpoint (e.g., business person, environmentalist) contextualizes one set of related values from which to view the open-ended question. Because students grapple with real issues of an ill-defined nature, we don’t expect everyone in a Role to develop the same level of expertise. Individual variations in understanding reflect the reality that learners contribute different degrees of prior learning, effort, and ability as they construct a personal meaning.
“… and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding.”
Based on personal experience developing my own WebQuests as well as facilitating teacher workshops, I have come to think of a WebQuest as a two-part activity: the building up of expertise and the application of it. This is why I have come to distinguish between the original template’s “Learning Advice” and a separate phase I call the Group Process. The quick litmus test for the Group Process is to ask two questions: “Could the answer be copy and pasted” and if the answer is no, “Does the task require that students make something new out of what they have learned?” The key to this “something new” is that it must be substantively new, not merely a new compilation of information or an “original” mishmash of unprocessed facts. We also need to be careful that we don’t confuse “active” with “active learning.” As Scardamalia and Bereiter state in regard to student participation in active learning, “Doing experiments or tramping the bushes collecting plant samples in no way guarantees that they are [engaged in solving knowledge problems]. Trying to make sense of information about a topic of interest almost always ensures that they are” (1999). Furthermore, Bransford (1985) distinguishes between activation of pre-existing knowledge and developing new knowledge and skills. His research suggests that we provide learners with problem-solving activities that include critical thinking to support schema construction.
Perhaps the best way to communicate how WebQuests support this transformative learning is through several examples. First, students might address the classic question “How should we save the Amazon rainforest?” Because potential answers to this abound on the Web, leaving the question at this level invites a copy/paste solution. Better to shift focus during the Group Process to a Global-to-Local approach where, after learning from a variety of perspectives, students use information they have gained from the global examples to apply it to a local scenario: “Use what you know about the Amazon Rainforest to provide a solution to what should be done about the ‘Your-regional-threatened-habitat-here.’ Be sure to justify your answer after considering the interests of the following stakeholders: ecologists, future generations, local inhabitants, and government officials.” A second example of a transformative Group Process is to have students learn about the many aspects of some current or upcoming event (Y2K, the War in Iraq, droughts / floods / volcanic eruptions, etc.) and then predict near future outcomes or effects. When students must base their opinions on evidence from predetermined perspectives (scientist, politician, student, principal, etc.), we know that all group members must contribute to this hypothetical answer. A final example of a transformative WebQuest strategy is when younger students learn about the 50 States. A typical so-called “WebQuest” asks students to retrieve information on natural resources, social policy, main businesses, climate and history, then compile it into a slide presentation. This frequently-used strategy becomes what I’ve termed “Tag Team PowerPoint,” where students present what they have gathered from “research” without ever pooling the team’s knowledge base or processing new insights. A true WebQuest on the same 50 States topic could begin with similar retrieval, but students are then challenged with a Group Task such as: “Based on its natural resources, social policies, main businesses, climate, and history, which state of those you’ve studied is most likely to be successful in the later 21 st Century? Decide what criteria you will use to define and evaluate what it means for a state to be ‘successful.’ ” By tweaking the final group task, we can engage students in a pursuit that requires them to use the acquired information and expertise in a new way, thus constructing a deeper understanding. With a step such as this, WebQuests fulfill a needed transitional phase toward a more autonomous learning-centered educational process. Without it, wasted bandwidth is the least of our worries; more fundamentally, we misuse mind and time – the most precious commodities of classroom life.
“The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes.”
It’s conceivable that a learning activity could stop here and be a pretty good WebQuest. But why not go for the best? In attempting recently to define a “BestWebQuest, 2 ” it became apparent that some WebQuests leverage more learning by integrating several additional strategies.
When developing a WebQuest, either for myself or in a supporting role with others, I review the work-in-progress through a lens of the “3 Rs of WebQuests:” “Is it Real, Rich and Relevant?” I have yet to hear of any topic that couldn’t be made more authentic, interconnected or up-to-date through strategic selection of Web sites. By applying our adult’s wisdom and lived experiences to the topic, we stand a better chance of engaging students in personally meaningful tasks that entwine thematic and interdisciplinary relationships. As educators writing WebQuests, our main contribution is contextualizing the topic with what makes it worth learning. It’s our wealth of experience that might relate Picasso’s “Guernica” to inner-city graffiti, The Lord of the Flies to street children in Angola, or the War in Iraq to school violence (March, 2000b). A substantial research base that supports this intuitive stance is offered by Lipson et al. (1993). They suggest that among the reasons for thematic teaching are helping students understand why they are engaged in the current study; making logical connections among disciplines and thus increasing the chance for transferring learning from one context to another; and facilitating the development of a sound knowledge base.
Second, we support development of outstanding WebQuests through clever applications of authentic assessment. Because “students have been involved in an authentic task involving ‘ill-structured’ challenges and roles that help students rehearse for the complex ambiguities of the ‘game’ of adult and professional life” (Wiggins, 1990), it makes sense to encourage learners to test their newly constructed knowledge against real world feedback. Educators play a vital role in lining up mentors, experts, collaborative classes, policy makers, etc. who would be willing to give students the benefit of their informed positions. The golden days of shooting an email blindly into the maelstrom of cyberspace and hitting the target are over. This also provides an opportunity for students to pursue such worthy initiatives as service learning, school-to-work, and partnership academies.
A final integrated approach is to raise students’ awareness of their thought processes and the scaffolded activities they have been pursuing. Research shows that when students are aware of their own thinking patterns – after making metacognition overt – independent use of these strategies eventually develops in learners (Blakey & Spence, 1990). After all, the goal is not for students to do WebQuests forever or to blindly jump through these new and improved hoops, but ultimately to fade use of such scaffolding so that in the end what remains are self-initiated, expert learners.
2 – BestWebQuests – Celebrating the Best in WebQuests: https://bestwebquests.com
WebQuests, Research and “Secret PD”
The intent of this article is to encourage a renewed understanding of WebQuests and to address “The Research Question” sufficiently so that educational leaders can advocate use of the model with informed vigor. Now for an admission and a confession. Lying beneath the surface of this article is a hidden agenda and subversive ploy. First, I share with many others the belief that a learner-centered approach needs to move from the realm of noble idea to daily practice. Even a cursory look at “The 14 Learner-centered psychological principles” (APA, 1997 – https://www.apa.org/ed/lcp.html ) reveals a resonance with those principles and structure of a WebQuest. As the first WebQuests predated publication of the Principles, one doesn’t spring from the other, and yet as the sympathetic pedagogies described in this article suggest, many in education draw inspiration from the same winds of change. So much for the hidden agenda of promoting learning-centered strategies. Now for the subversive ploy. The secret of WebQuests is that students aren’t the only learners who benefit from their use. As teachers facilitate the implementation of well-designed WebQuests, they gain in-process, professional development, moving them toward a truly learning-centered practice. As they internalize and share their experiences, we will all benefit.
Blakey, E. & Spence, S. (1990). Developing Metacognition. ERIC Clearinghouse on Information Resources. Syracuse, NY. ERIC Digest. [ED 327 218]
Bransford, J. (1985). Schema activation and schema acquisition. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading, 3rd ed. Newark, DE: International Reading Association, 385-397.
Bereiter, C., & Scardamalia, M. (1984). Teachability of reflective processes in written composition. (180). Cognitive Science , 8, 173-190.
Brooks, Jacqueline Grennon and Brooks, Martin G. (1999). In Search of Understanding : The Case for Constructivist Classrooms (revised edition). Association for Supervision and Curriculum Development (ASCD).
Cho, Kyoo-Lak & Jonassen, D. (2002) The Effects of Argumentation Scaffolds on Argumentation and Problem Solving. ETR&D, Vol. 50, No. 3.
Dodge, B. (1995) “Some Thoughts About WebQuests” https://edweb.sdsu.edu/courses/edtec596/about_webquests.html
Keller, J.M. (1983). “Motivational design of instruction. In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status.” Hillsdale, NJ: Erlbaum.
Keller, J.M. (1987). Strategies for stimulating the motivation to learn. “Performance and Instruction,” 26(8), 1-7. (EJ 362 632)
Kirschner, D., and Whitson, J., eds. Situated cognition: social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
Lipson, M., Valencia, S., Wixson, K., & Peters, C. (1993). Integration and thematic teaching: Integration to improve teaching and learning.” Language Arts 70 (4), 252-263. [EJ 461 016]
March, Thomas A. (1993). Computer-Guided Writing: Developing Expert Characteristics in Novice Writers. Masters Theses. [ED 366 983]
March, T. (2000a) “Are We There Yet?: A Parable on the Educational Effectiveness of Technology. Multimedia Schools Magazine. Vol. 7 #3. https://www.infotoday.com/MMSchools/may00/march.htm
March, T. (2000b) “The 3 R’s of WebQuests: Let’s keep them Real, Rich, and Relevant. Multimedia Schools Magazine. Vol. 7 #6. https://www.infotoday.com/MMSchools/nov00/march.htm
Ngeow, K. & Kong, Y. (2001). Learning To Learn: Preparing Teachers and Students for Problem-Based Learning. ERIC Digest. [ED 457 524]
Savery JR, & Duffy TM. Problem Based Learning: an instructional model and its constructivist framework. Educational Technology 1995;35(5):31-38.
Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge-building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274-289). New York: Guilford.
Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ED443572
Wiggins, Grant. (1990). The Case for Authentic Assessment. ERIC Digest. [ED 328 611]
“Look Who’s Footing the Bill!”- https://tommarch.com/webquests/democracy/
“Crool Zone?” – https://tommarch.com/webquests/nonviolence/intro.htm
The Big Wide World WebQuest – https://tommarch.com/webquests/bww
Searching for China – https://tommarch.com/webquests/China/ChinaQuest.html
Little Rock 9, Integration 0? – https://tommarch.com/webquests/BHM/little_rock
The Tuskegee Tragedy – https://tommarch.com/webquests/BHM/tuskegee_quest.html
Other related Web sites by
ozline.com – helping educators work the Web for Education – https://ozline.com
Filamentality – the first Web site to spin WebQuests – https://www.kn.sbc.com/wired/fil
Web-and-Flow – An interactive Web site for designing – http:web-and-flow.com
Best WebQuests – celebrating the Best in WebQuests – https://bestwebquests.com
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3 thoughts on “What WebQuests Are (Really)”
Excuse me, in any year you wrote this article “What WebQuests (Really) Are”
December 2003/January 2004 – it is a longer version of what I published in Educational Leadership – The Learning Power of WebQuests
Excelente trabalho, Tom March!
How about sharing your thoughts? Cancel reply
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USING WEBQUEST MODEL TO IMPROVE THE STUDENTS' READING COMPREHENSION
The aim of this study is intended to show the implementation of WebQuest model to improve students' reading comprehension and their effectiveness in learning process through WebQuest Model. Concept of WebQuest to improve students' reading comprehension by doing task . The task could be reading text such as narrative and descriptive text. The task is presented in website. The kinds of comprehension that the students can achieve by using WebQuest model are literal comprehension and inpretative comprehension. The process of WebQuest model to improve students' reading comprehension consist of some steps, those are introduction, task, resources, process, evaluation and conclusion.
International Journal of Emerging Technologies in Learning (iJET)
Aysha S A E E D AlShamsi
Governments, educators and the public often believe that combining English language with information technology skills is important to be successful (Tuan, 2011). WebQuestsare a framework for learner-centered instruction in teaching English as a foreign language when using Internet resources. This study investigated the effect of WebQuests on Grade 11 reading comprehension in a secondary school in the UAE. It also investigated perceptions of WebQuests as a study tool. A quasi-experimental research design was used with control and experimental groups. In addition, a Likert scale questionnaire examined perceptions of WebQuests. An analysis of co-variance (ANCOVA) and descriptive statistics were used to analyze the data. The results indicated a statistically significant improvement in reading by the experimental group. Additionally, positive attitudes were reported towards WebQuests. Students felt that WebQuests enhanced collaboration, language skills, reading and higher order thinking skills. Finally, recommendations for further studies will also be discussed in this paper.
Turkish Online Journal of Educational Technology Tojet
Prof. Manal Mohammed Khodary
This study aimed at investigating the effect of using a WebQuest Model (WM) on General Secondary Stage students' critical reading performance. The participants were first year General Secondary Stage students at Asmaa' Bint Abi Bakr General Secondary School for Girls in Suez Governorate in Egypt. Twenty four first year General Secondary Stage students participated in each of the experimental and control groups. Both groups were pre-tested by using the Critical Reading Performance Test (CRT) for equivalence in their critical reading performance. The researcher trained the experimental group on using the WM to develop their critical reading performance. The experiment was conducted at the very beginning of the second term of the school year 2008-2009. The experimental group and the control group were post-tested by using the CRT. Differences between the mean scores of the pre-and post-CRT was calculated by using the t-test. Results showed that statistically significant differences were found between the mean scores of the experimental group and the control group on the post-CRT in favor of the experimental group. Results also revealed that there were statistically significant differences in the mean scores of the experimental group between the pre-and post-CRT in favor of the post-CRT. Results indicated the effectiveness of using the WebQuest in developing General Secondary Stage students' critical reading performance. It is recommended that curriculum designers, teacher-trainers and textbook writers have to focus on providing strategies based on using the WebQuest in teaching all language skills to General Secondary Stage students. Suggestions include investigating the effect of using the WebQuest on General Secondary Stage students' writing performance and writing apprehension.
Rodrigo Muñoz Acevedo
WebQuests and the development of the reading skill es un TFM modalidad B destinado a investigar la influencia de las WebQuest en la competencia lectora de los alumnos. El trabajo consta de una base teórica, una revisión tanto de la literatura como de los estudios realizados en éste campo, así como una CLILQuest diseñada por mi
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This research is aim at improving to the reading comprehension of eight grade students at SMPN 2 Kedunggalar through Request (Reciprocal Question). In conducting this study, the researcher applied Classroom Action Research (CAR) as the strategy of the research. It was conducted in two cycles and each cycle consisted four phases : planning, acting, observing and reflecting. The subjects of the study were 31 students of class VIII B of SMPN 2 Kedunggalar. There were two forms of data in this study. The qualitative data were obtained by doing observing. Meanwhile, the quantitative data were obtained from the students‟ reading comprehension score of the pre-test and post-test and they were analyzed by using descriptive. The students have to reach four indicators they are understanding of content, generic structure, languages feature and purpose recount text. Applied request strategy can improved the students reading skill. The enrichment supported them comprehending the texts. The impro...
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The A.I. Dilemma: Growth versus Existential Risk
Advances in artificial intelligence (A.I.) are a double-edged sword. On the one hand, they may increase economic growth as A.I. augments our ability to innovate. On the other hand, many experts worry that these advances entail existential risk: creating a superintelligence misaligned with human values could lead to catastrophic outcomes, even possibly human extinction. This paper considers the optimal use of A.I. technology in the presence of these opportunities and risks. Under what conditions should we continue the rapid progress of A.I. and under what conditions should we stop?
Nothing to disclose. I’m grateful to Jean-Felix Brouillette, Tom Davidson, Sebastian Di Tella, Maya Eden, Joshua Gans, Tom Houlden, Pete Klenow, Anton Korinek, Kevin Kuruc, Pascual Restrepo, Charlotte Siegmann, Chris Tonetti, Phil Trammell and seminar participants at the Markus Academy, the Minneapolis Fed, the NBER A.I. conference, Oxford, PSE Macro Days 2023, and Stanford for helpful comments and discussions. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research.
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Welcome to the 7th grade Research WebQuest!
You will conduct research to present an argument by writing a research paper which will help you to build knowledge and better your research skills.
Before we can write a research paper, we need to understand how to use search terms effectively, and how to determine the credibility of a source!
Why do we need to write a research paper?
The main reason behind writing a research paper is to answer a question. However, there are many different types of research papers. For example, you could write a research paper for a Science class answering the question "What is the best way to preserve a natural habitat?" Another type of research paper is a literary research paper. A literary research paper addresses a question or theory about a work of literature such as "Why was Ponyboy considered an outsider".
This year in seventh grade, you will write a different type of research paper. You will write an argumentative essay for your research paper. What is an argumentative essay? Click the link below to find out. Summarize the definition on your handout.
This WebQuest will give you the basic skills to write a research paper. Navigate through the links below to familiarize yourself with the research process.
Follow the link to the video. Please use headphones while listening. Fill in the blanks on your handout.
Next, use the link below to read about the 10 steps of the research process. Use the slideshare presentation to answer the questions in your Webquest packet.
Short Answer #1: Summarize what you have learned about research in 3-5 sentences. Remember if you can't recall what you learned, then you didn't learn it.
Let's review the process:
1. The first thing you need to do is pick a topic to argue (this has been done for you).
- Make sure it is not too broad
- Make sure it cannot be answered in one sentence or paragraph
- Make sure it is something that can be debated
2. Now you need to start looking for information.
- Decide on key words that can be searched
- Start your search at the library. Your teacher is more than willing to help you find information.
- Search the web but make sure your sources are reliable
- You should use digital sources for this assignment
3. Next, you need to start organizing your information.
- Cite your sources according to APA standards using source cards
- Use a graphic organizer to keep track of your notes
- Write an outline to set up the structure of your paper
- Make sure you've come to a debatable conclusion and have acknowledged the other side of your argument, or created a counterclaim.
4. The next step is to write the Evidence/Warrants .
- Use your graphic organizer to create Evidence/Warrants
- Use in text citations quoting the sources where you found your information
5. The final step is typing your paper!
- Use proper spelling and grammar conventions
- Use the checklist in your text set
- Check yourself with the rubric in the text set
Cut and paste the link below in another tab on your internet browser to read how to do a proper internet search. Complete the questions in your packet.
Short Answer #2: Name two ways that you can find reliable information faster on the internet? How do you plan on using this information when you conduct your research?
Short Answer #3: Now that you know the basics, what questions do you still have?
Short Answer #4:
What is your plan?
Ms. Waller and Ms. McMillan
7th Grade Literacy
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- 07 November 2023
Nature retracts controversial superconductivity paper by embattled physicist
- Davide Castelvecchi
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Physicist Ranga Dias is under investigation by his institution, the University of Rochester in New York. Credit: Lauren Petracca/New York Times/Redux/eyevine
Nature has retracted a controversial paper 1 claiming the discovery of a superconductor — a material that carries electrical currents with zero resistance — capable of operating at room temperature and relatively low pressure.
Why a blockbuster superconductivity claim met a wall of scepticism
The text of the retraction notice states that it was requested by eight co-authors. “They have expressed the view as researchers who contributed to the work that the published paper does not accurately reflect the provenance of the investigated materials, the experimental measurements undertaken and the data-processing protocols applied,” it says, adding that these co-authors “have concluded that these issues undermine the integrity of the published paper”. (The Nature news team is independent from its journals team.)
It is the third high-profile retraction of a paper by the two lead authors, physicists Ranga Dias at the University of Rochester in New York and Ashkan Salamat at the University of Nevada, Las Vegas (UNLV). Nature withdrew a separate paper last year 2 and Physical Review Letters retracted one this August 3 . It spells more trouble in particular for Dias, whom some researchers allege plagiarized portions of his PhD thesis . Dias has objected to the first two retractions and not responded regarding the latest. Salamat approved the two this year.
“It is at this point hardly surprising that the team of Dias and Salamat has a third high-profile paper being retracted,” says Paul Canfield, a physicist at Iowa State University in Ames and at Ames National Laboratory. Many physicists had seen the Nature retraction as inevitable after the other two — and especially since The Wall Street Journal and Science reported in September that 8 of the 11 authors of the paper — including Salamat — had requested it in a letter to the journal.
Dias and Salamat did not respond to a request for comment by Nature ’s news team. The retraction states that he and two other co-authors — Nugzari Khalvashi-Sutter and Sasanka Munasinghe, both at Rochester — "have not stated whether they agree or disagree with this retraction".
This year’s report by Dias and Salamat is the second significant claim of superconductivity to crash and burn in 2023. In July, a separate team at a start-up company in Seoul described 4 , 5 a crystalline purple material dubbed LK-99 — made of copper, lead, phosphorus and oxygen — that they said showed superconductivity at normal pressures and at temperatures up to at least 127 °C (400 kelvin). There was much online excitement and many attempts to reproduce the results, but researchers quickly reached a consensus that the material was not a superconductor at all .
LK-99 isn’t a superconductor — how science sleuths solved the mystery
Superconductors are important in many applications, from magnetic resonance imaging machines to particle colliders, but their use has been limited by the need to keep them at extremely low temperatures. For decades, researchers have been developing new materials with the dream of finding one that exhibits superconductivity without any refrigeration.
Specialists in the field have been sceptical since this year’s Dias and Salamat paper was published, says Lilia Boeri, a physicist at the Sapienza University of Rome. This, she says, is in part because of controversies swirling around the team and in part because the latest paper was not written to what she considers a high standard.
“Virtually every serious condensed-matter physicist I know saw right away that there were serious problems with the work,” says Peter Armitage, an experimental physicist at Johns Hopkins University in Baltimore, Maryland. In particular, members of the community took issue with measurements of the material’s electrical resistance, saying it was not clear whether the property truly dropped to zero, or whether Dias and Salamat had subtracted a background signal from a key plot of resistance to create the appearance that it did. Critics say that it should not be necessary to remove background from this type of measurement. In today's text, the journal stated, "An investigation by the journal and post-publication review have concluded that these concerns are credible, substantial and remain unresolved."
Stunning room-temperature-superconductor claim is retracted
Armitage adds that the publication of the paper also raises questions about the editorial review process at Nature , and why reviewers didn’t catch the issues.
“The highly qualified expert reviewers we selected raised a number of questions about the original submission, which were largely resolved in later revisions,“ says Karl Ziemelis, chief physical sciences editor at Nature . “What the peer-review process cannot detect is whether the paper as written accurately reflects the research as it was undertaken.”
“Decisions about what to accept for publication are not always easy to make,” Ziemelis continues. “And there may be conflicts, but we strive to take an unbiased position and to ensure the interests of the community always drive our deliberations.”
Nature published the now-retracted paper on 8 March. That week, Dias himself presented the results to a standing-room-only audience at a meeting of the American Physical Society in Las Vegas. Over the audible clamour of the crowd assembled outside the room’s doors — where conference staff limited entry to avoid violating fire regulations — Dias briefly described a compound made of hydrogen, lutetium and small amounts of nitrogen that was a superconductor at temperatures up to 21 °C (294 kelvin) when kept at a pressure of around 1 gigapascal (10,000 times atmospheric pressure).
‘A very disturbing picture’: another retraction imminent for controversial physicist
Many teams had already created and experimented with similar hydrogen-rich materials, called hydrides, after a milestone discovery in 2015. A group led by physicist Mikhail Eremets at the Max Planck Institute for Chemistry in Mainz, Germany, reported 6 superconductivity in a hydrogen–sulfur compound at −70 °C (203 kelvin); at the time, this was a record-high operating temperature for a superconductor. But Eremets’s material required a much higher pressure of 145 gigapascals (1.4 million times atmospheric pressure) — comparable to the crushing conditions at the centre of Earth.
Since then, researchers have made hydride superconductors that push closer and closer to operating at room temperature, but all of them work only under extreme pressures. When Dias and Salamat published their paper in Nature in March, they seemed to have made a significant step towards a material that could find practical applications.
But some specialists were already wary because of the first Nature retraction . And some say they immediately found the fresh claims to be improbable. For instance, the material described in the paper was supposed to have around three hydrogen atoms for every lutetium atom. But if so, the lutetium would tend to donate an electron to each hydrogen, resulting in a kind of salt, says Artem Oganov, a materials scientist at the Skolkovo Institute of Science and Technology in Moscow. “You get either an insulator or an extremely poor metal,” he says — not a superconductor.
One lab says it has partially reproduced Dias and Salamat’s results using a sample provided by the Rochester team 7 . But many others, which tried creating their own samples and running tests, could not. And in the meantime, other causes for concern have arisen. An investigation launched by Physical Review Letters before it retracted its paper by Dias and Salamat found “apparent data fabrication”, as Nature ’s news team reported in July . And an investigation launched by Nature ’s journals team after it received an anonymous critique of data in this year’s paper found that “the credibility of the published results are in question”, according to September’s news story in Science .
Armitage does not think that Dias and Salamat will be able to keep doing research, pointing to the investigation findings and allegations of plagiarism in Dias’s PhD thesis. The University of Rochester has confirmed to Nature that it has launched an investigation into the integrity of Dias’s work, which is being conducted now by external experts. The university’s spokesperson did not answer questions about whether the institution has yet disciplined Dias. UNLV did not answer Nature ’s queries about whether Salamat is being investigated, saying that “UNLV does not publicly discuss personnel matters”, but that it “is committed to maintaining the highest standards for research integrity campus wide”.
How would room-temperature superconductors change science?
Canfield says that the Dias–Salamat collaboration has spread a “foul vapour” over the field, which “is scaring young researchers and funding agencies away”.
“I have some colleagues who simply are afraid that this case of Dias puts a shadow of doubt on the credibility of our field in general,” Eremets says.
Ho-Kwang Mao, director of the Center for High Pressure Science and Technology Advanced Research in Beijing, is more sanguine. “I do not think it will affect the funding for superconductivity research other than more careful reviews, which is not necessarily bad,” he says.
Hai-Hu Wen, director of the Center for Superconducting Physics and Materials at Nanjing University in China, agrees. “Actually, it seems more easy to get funding for the research of superconductivity since some government officials seem to be influenced by the expectation of a room-temperature superconductor,” he says.
But Boeri says she has heard researchers complain that the controversies — the allegations of PhD thesis plagiarism and the findings of apparent data fabrication — have made it harder to recruit students to work on superconductors. “We face a serious communication problem, to make people understand that the field is healthy — that although there may be some bad apples, the community’s standards are much higher,” she says.
“Serious people continue to do amazing and interesting work,” Armitage says. “Sure, they can be disheartened by this nonsense, but it won’t stop the science.”
Additional reporting by Lauren Wolf.
Dasenbrock-Gammon, N. et al. Nature 615 , 244–250 (2023); retraction https://doi.org/10.1038/s41586-023-06774-2 (2023).
Article Google Scholar
Snider, E. et al. Nature 586 , 373–377 (2022); retraction 610 , 804 (2022).
Durkee, D. et al. Phys. Rev. Lett. 127 , 016401 (2021); retraction 131 , 079902 (2023).
Lee, S. et al. Preprint at https://arxiv.org/abs/2307.12037 (2023).
Lee, S., Kim, J.-H. & Kwon, Y.-W. Preprint at https://arxiv.org/abs/2307.12008 (2023).
Drozdov, A. P., Eremets, M. I., Troyan, I. A., Ksenofontov, V. & Shylin, S. I. Nature 525 , 73–76 (2015).
Salke, N. P., Mark, A. C., Ahart, M. & Hemley, R. J. Preprint at https://arxiv.org/abs/2306.06301 (2023).
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China releases research paper on developing responsible generative ai.
The opening ceremony of the 2023 World Internet Conference Wuzhen Summit is about to begin at the Wuzhen International Internet Exhibition & Convention Center in Wuzhen, Zhejiang Province. (Photo/Yang Sheng/GT)
The 2023 World Internet Conference (WIC) on Thursday issued the "Developing Responsible Generative Artificial Intelligence (AI) Research Paper and Consensus" in Wuzhen, East China's Zhejiang Province, summarizing the development of global generative AI to date as well as opportunities and risks brought by the emerging technology.
The report represents a fresh effort from China to provide a reference for all stakeholders on AI development, as well as to promote and coordinate AI governance and build an open, fair and effective technological environment for the benefit of the world, observers said.
According to the report, the fast-lane development of generative AI is a combined result of improvements in models, data and hashrate. The gradual implementation of the technology will be conducive to global economic growth. It can also facilitate social progress and help public welfare and scientific research.
The report cited a prediction by McKinsey & Co that generative AI could increase global GDP by $2.6 trillion to $4.4 trillion. Also, research by Goldman Sachs found that breakthroughs in generative AI could raise global GDP growth by 7 percent in ten years.
However, the report also noted a number of challenges in security and ethics associated with generative AI. Inequality in its development could potentially widen gaps in growth, so the report called for global efforts to develop "responsible" generative AI. It highlighted the input from global organizations and individual countries in guiding and regulating the development of generative AI.
The report was released at a sub-forum titled "AI empowering industrial development" at the 2023 WIC Wuzhen Summit, which kicked off on Wednesday and runs until Friday.
China is a leading player in drafting AI regulations. The country has rolled out multiple measures this year to coordinate sound development of the AI sector while safeguarding national security. It also launched the Global AI Governance Initiative in October, stressing fairness and nondiscrimination in AI development.
Amid a white-hot global race, Chinese firms have been stepping up efforts to launch and upgrade AIGC products. Chinese tech giant Baidu launched AI chatbot Ernie Bot to the general public, making it one of the first domestic players to join the race. Since opening to the public in August, Ernie Bot now has over 70 million users and has developed 4,300 application scenarios, Wang Haifeng, Baidu's chief financial officer, told the Global Times on Thursday.
Other leading Chinese companies such as 360 Security Technology and iFlytek have also released AI models to the public.
The report contains a chapter listing ten consensuses on developing responsible AI. For example, it urged relevant stakeholders to prevent the abuse and malicious use of the technology, and to strengthen data security, protection of personal information and privacy. It also called for the establishment of a system to ensure that relevant parties can be tracked and held accountable when damage is caused by generative AI.
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How to Make a Webquest
Last Updated: May 15, 2023
wikiHow is a “wiki,” similar to Wikipedia, which means that many of our articles are co-written by multiple authors. To create this article, 15 people, some anonymous, worked to edit and improve it over time. This article has been viewed 43,389 times. Learn more...
A WebQuest is a computer based teaching tool that allows students to work in groups or independently. Students use the web to find information on a specific topic presented by the WebQuest. A WebQuest asks students to use higher order thinking skills and solve a problem that you put before them. It teaches them how to evaluate information and how to use the web for something other than YouTube clips of turtles eating tomatoes. Get started with Step 1 below to learn how to make one yourself!
Understanding the Parts
- The official Webquest site lists a variety of Task types which each serve a different education purpose. Some of the types include Journalistic, Mystery, Persuasion, Analytic, and Compilation.
Making it Great
Video . by using this service, some information may be shared with youtube..
- You will want to select a topic that asks students to use higher level thinking skills. Don't just pick a topic that asks your students to do something they could do without the Web or computer. Thanks Helpful 0 Not Helpful 0
- The WebQuest site has a lot of tips and advice for creating a WebQuest. It might be helpful to you to read some of these before you get started. It will also be of help to you to browse the Quests already made. There are some great ones out there and some you might want to avoid making yours like. Thanks Helpful 0 Not Helpful 0
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- ↑ http://www.educationworld.com/a_tech/tech/tech011.shtml
About This Article
To make a WebQuest, use a program like PowerPoint, Google Docs, or Microsoft Word. To format your WebQuest, start with a title page that includes the title of the quest and your name. Then, make an introduction page that introduces students to the assignment. Next, make task and process pages that outline what the objective is and what students need to do. After that, add a resources page that identifies all the sources students can use, followed by an evaluation page with a rubric. Finally, make a conclusion page that summarizes what students should have learned. To learn how to make your WebQuest fun and engaging, scroll down! Did this summary help you? Yes No
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