Unpacking a WebQuest
Tom March WQ Template

Title 
Key Concept or main issue, topic for debate etc Something catchy and interesting.

Introduction/Scenario 
Related to the task, the introduction invites and motivates the students to become interested 
in answering the question. "You might try traditional attention-getters like anecdotes, examples, quotations, metaphors or scenarios to get the creative juices flowing." Tom March

Question
An open ended question that underpins research and thinking.
Tom March: "The single most important aspect of a WebQuest is its Question. 
Unless answering the question demands higher order thinking, you don't have a WebQuest." 
http://www.ozline.com/webquests/question.html 

  • "Does the Question ask something that people in the real world find important?
    (i.e., this isn't just school work, is it?)"
  • "Is the answer to the question open to interpretation / argument / hypothesis?"

The Task
The Task is what action or product students will take or develop to demonstrate that they have achieved the learning goals shaped by the Question. http://edweb.sdsu.edu/webquest/taskonomy.html 
Taskonomy in Pictures: http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/ 

Background 
Students need to have a general understanding of the topic and related issues before they begin their research. 
Develop activities that are interesting and cover a wide range of topics/issues. Use of questions, Samplers and Knowledge Hunts etc are recommended. Don't forget the "Power of Kid's Own Questions" too.

The Process
May include strategies for dividing the task into subtasks, descriptions of roles to be played or perspectives to be taken by each learner. The instructor can also use this place to provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session. http://edweb.sdsu.edu/people/bdodge/webquest/Process.html 
Process Checklist: http://projects.edtech.sandi.net/staffdev/tpss99/processchecker.html 
Student Process Guides: http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm 

  • Transformative Task: The main purpose of using a WebQuest is to scaffold student thinking and research so that eventually a transformative task will help the students engage in higher order thinking. 
    Don't underestimate the value of coming together to debate and answer the question. Debates, visual organisers, group processes, thinking strategies are all useful tools. 
    http://www.ozline.com/webquests/design3.html 
    Group Process: This is where the thinking takes place. Scaffold could be needed to collate their thoughts.
    "Just what's going on in the minds of the learners?". Because that's where it's at. Here's where you make sure the Task elicits the desired cognition and addresses the learning Gap you identified at the beginning of this process." Tom March

Real Word Feedback
Writing, thinking and solving problems for real purposes and authentic audiences is very powerful and motivating.
Some examples include: emailing experts with their conclusions, forums, discussion boards, and local options as presentations, debates, and exhibitions to local experts, peers, cross age students, community members and parents. examples: Ask an Expert, Web66, EdNA forums, Global Youth Forums

Conclusion
"Lastly, don't forget about the conclusion. Naturally it makes good semantic sense to return to whatever attention-getter you used in the introduction. This helps learners complete the cognitive link back to that initial thinking. Research has shown that we help students develop cognitive skills when we talk about them. So overtly discuss the transformative thinking the students engaged in and talk about what it was like (how it was hard, what was different, what were they used to, etc.). Finally, it's nice to include discussion of how what the students learned applies to other topics. If you can help students internalize and transfer these skills you've done a terrific job." Tom March

Teacher Notes

  • Link to Why Use WebQuests: http://www.ozline.com/webquests/intro.html 

  • Outcomes/Learning Goals:  Do we want to develop a concept, form an opinion, challenge an attitude?
    What learning outcomes are desired? How do we want the students to think  re Bloom's That is: The Type of Cognition What is the Learning Gap?

  • Strategy: Strategies used to develop creative and critical thinking and achievement of outcomes.

Evaluation Rubric or Student Evaluation that promotes metacognition
Rubric for Web Lessons: http://edweb.sdsu.edu/triton/july/rubrics/Rubrics_for_Web_Lessons.html 
(through http://edweb.sdsu.edu/webquest/materials.htm)

Activity Learning Flow

Example Inputs Transformations Output
Active
Learning
Flow
  • references, articles
  • images, sounds
  • news reports, press releases
  • experts
  • dynamic data sources
  • project / field reports
  • comparison / contrast
  • concept creation
  • analysis
  • synthesis
  • evaluation
  • problem solving
  • decision making
  • policy formation
  • oral presentations
  • written reports, letters, etc.
  • creative writing
  • videoconferencing
  • audioconferencing
  • Web publishing
This WQ Inputs Transformations Output



Active
Learning
Flow
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Useful stuff: