Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
99 - WebQuests
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
A WebQuest is a structured web-based activity. It is defined on the WebQuest home page as ‘an inquiry-oriented lesson format in which most or all of the information the learners work with comes from the web’ (http:// webquest.org.). Bernie Dodge at San Diego State University developed WebQuests in 1995. There are tools available to create WebQuests, but the simple structure can be created on any web page or using a program such as Word or PowerPoint which can contain web links. They are ideal for use in information skills teaching as they focus on finding and using information, aiming to foster higher-order thinking, based around problem solving, analysis and synthesis.
WebQuests have a standard structure that is used as a framework for guiding the learner. Depending on the level of the learner and your learning outcomes, you can give as much or as little guidance to the learner as you desire. WebQuests can be used for a variety of purposes (see http:// webquest.sdsu.edu/taskonomy.html). This page provides a useful guide to different types of WebQuest and explains how information is used in each task. For example, is it simple information reproduction or is synthesis or judgement involved?
The structure normally involves an Introduction, Task, Process, Resources, Evaluation and Conclusion:
• Introduction: an overview of what is expected in the WebQuest.
• Task: a specific question or problem for your learners to address.
• Process: guidance on how learners should approach the task. This contains as much or as little information as you feel is appropriate for your learners.
• Resources: a selection of resources to be used in the WebQuest. These are normally web resources, but can be paper based. You may guide your learners directly to the resources they need to use, or perhaps to a directory site where the learners have to locate a resource for themselves. This can then test search and evaluation skills.
• Evaluation: what is required in terms of output from the WebQuest, which may include marking criteria. The output could be a report, presentation or something more creative.
• Conclusion: a summary which may include encouraging reflection on the task.
Examples may be found in Further Reading (below).
✓ BEST FOR
• providing a structure for your learning tasks
• encouraging higher level thinking
• guided tasks involving web resources.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 251 - 252Publisher: FacetPrint publication year: 2011