Running Head: WEBQUEST INSTRUCTION 1

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Running Head:
WEBQUEST INSTRUCTION


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WebQuest Instruction

Elizabeth Harger

EDU 681 Applications of Interactive Technology

Dr. Wesley Leggett

Colorado Christian University

December 8, 2009




WEBQUEST INSTRUCTION
2

Dr. Bernie Dodge developed the first
WebQuest
s
in 1995 while teaching at San Diego
State University. Using a
WebQuest

enables the teacher to connect with different learning styles
of students.
Like all good instruction,
their
use must be intentional.
Here is a critical analysis of
those
designed for hi
gh school humanities. I will identify each of the four learner
personalities/perspectives and which, in the examples given, I believe would be their
favorite,
and
why, and which would be their least favorite and why.

The Efficiency Expert’s favorite WebQue
st
would be
All

Men Created Equal
, because
there is no collaborative aspect at all. The tasks are completed by a student working alone
. T
his
learner is most likely to prefer that over

group work
which
often includes unfocused and wasted
time in the eyes of this learner.

The Efficiency Expert’s least favori
te WebQuest would be

World of Shakespeare

because
it is intensely group
oriented.

This learner would also not like the ambiguity of the group left to
decide what the important aspects of each topic are
.

The final product of a skit, power point, or
scrapbook would seem insignificant compared to the depth of learning.

The Affiliator
’s

fav
orite WebQue
st would be

World of Shakespear
e
, because

it is very
group oriented.
Like other quests,

each person researches a different aspect
. In this one however,
all the pieces are
discussed, analyzed,
combined
,

and presented with everyone’s input.

The
Affiliator
’s

least favori
te WebQuest would be

All Men Created Equal
, because

there
is no
collaborative

aspect

at all.
A student working alone completes the tasks
. This type of
learner prefers a group of students working together.

The Altitudinist’s
favorite WebQuest would be

All Men Created Equal
because

it
requires
more in
-
depth study. The task

requires students to

analyze information, synthesize
multiple perspectives, and take a stance on the merits of something.

WEBQUEST INSTRUCTION
3

The Altitudinist’s least favorite
WebQuest would be

All Men
Are Created Equal
because

it has the most emphasis on factual recall.

The
Technophile’s favorite WebQuest would be

The Gatsby

Cruise
because it
encourages research via
lots of links to interesting sites
.
This WebQuest

encourages collecting
multiple sights and sounds.

The Technophile
’s
least favori
te WebQuest would be

Television & the Nixon/Kennedy
Debates

because the process is based on a single video of the debate. This WebQuest uses
the
least

web technology of all the examples.
The fact the video is web based is simply a frustrating
teaser for this type of learner.

Like all good instruction, the use of
a
WebQuest

must be intentional.
As an educational
tool,
a WebQuest

can be used in nearly an
y classroom with internet access.
R
egardless of the
learning style, good
WebQuest

include several specific parts.

First is the
introduction, which

should also make the activity desirable and fun for
students.
Next, a

task portion
provides a

formal descrip
tion of the end goal or accomplishment.
A
description of the steps follows, which also includes a list of resources that will be needed to
complete the task.
A rubric provides fair, clear, consistent, and specific standards for the tasks
set.
The final ste
p is the
conclusion, which

allows for reflection and summation.


WEBQUEST INSTRUCTION
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References

Dodges, B. (2009, April 8).
A WebQuest about webquests.

Retrieved December 12, 2009, from
webquest.sdsu.edu:
http://webquest.sdsu.edu/webquestwebquest
-
hum.html


Educational Broadcasting Corporation. (2004).
How did webquests start, and how have they
developed since they became popular?
Retrieved December
8
, 2009 from
http://www.thirteen.org/edonline/concept2class/webquests/index_sub2.html