Background Information

A WebQuest is an inquiry oriented activity in which most or all of the information used by learners is drawn from the Web. Web Quests are designed to use learners' time well, to focus on gathering and interpreting information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.

WebQuests were developed by Bernie Dodge at San Diego State University.  His site at  http://webquest.sdsu.edu/webquest.html  contains a matrix of subject and age grouped WebQuests as well as supporting information about webquests.
Critical Attributes of WebQuests

Web Quests of either short or long duration are deliberately designed to make the best use of a learner's time. There is questionable educational benefit in having learners surfing the net without a clear task in mind, and most schools must ration student connect time severely. To achieve that efficiency and clarity of purpose, Web Quests should contain at least the following parts:

1. An introduction that sets the stage and provides some background information.
2. A task that is doable and interesting.
3. A set of information sources needed to complete the task. Many (though not necessarily all) of the resources are embedded in the Web Quest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or realtime conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting. Because pointers to resources are included, the learner is not left to wander through webspace completely adrift.
4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps.
5. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams.
6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.
(the  information above has been copied or adapted from http://edweb.sdsu.edu/courses/edtec596/about_webquests.html, by Bernie Dodge, San Diego State  University.
 


Some other good examples of webquests can also be found at:


 

A WebQuest of Learning Theorists or How to get Morris's Millions

Introduction
In this simulation, you are a member of the administrative team creating a new private school. There are grant funds available from a crotchety old woman, Joyce Morris, a former educator, to build a technology center. You are competing for a one million dollar grant against a number of other schools. Morris will decide who will get the grant, based upon the learning theory the school has adapted from the teachings of one of these six learning theorists:
 
  • Jean Piaget,
  • Howard Gardner,
  • John Dewey,
  • Lev Vygotsky
  • BF Skinner
  • Jerome Bruner


    • The Task
    You will work in groups of six, each one of you researching and representing a different learning theoriest's view point. Learn all about that theorist by examining the links provided below under resources.

    Process
    In your groups research the internet and synthesize the information you find to

  • present the key features of your particular theorist,
  • how their theory is applied to teaching  and learning,
  • what a typical day in their school would be like
  • and argue why your adaption of learning theory be selected to receive the money.


    • After hearing from all people in your group, discuss the different theorists and select one twhose theories will be adopted by your school. No person may vote for themselves and it is to be an open vote. In class you will then present your case to Professor Morris to see who makes the most convincing argument and thus who wins the One Million Dollars.

    Rubric
    Groups will be evaluated by the following criteria:
     

     
    Not quite there (1 Point)
    Getting Close (3 points)
    You've Convinced Me! (5 poiints)
    Ability to synthesize key ideas of theorist
     
     
     
    Ability to explain how theory is applied in education
     
     
     
    Ability to describe a typical classroom utilizing theorists beliefs
     
     
     
    Ability to argue why adaptation of this  learning theory  should be selected to receive money
     
     
     
    Ability to work well as a group
     
     
     
    Ability to use internet resources
     
     
     
     
    Resources
     
  •  Vygotsky, Piaget, and Bruner
  •  Behaviourism
  •  Cognitive versus Behavioral Psychology
  •  BF Skinner and Operant Conditioning
  •  Gale Encyclopedia of Psychology: Bruner, Jerome...
  •  Jerome Bruner and Discovery Learning
  •  The Philosophy of John Dewey
  •  John Dewey - My Pedagogic Creed @ the informal education archives
  •  Howard Gardner
  •  Howard Gardner's Seven Types of Intelligences...
  • Education World ® - Curriculum: Multiple Inte...
  • A Short Biography of Jean Piaget
  •  TIME 100: Scientists & Thinkers - Jean Piaget
  • DIALOGIC INQUIRY IN EDUCATION: BUILDING ON THE LEGACY OF VYGOTSKY
  • Vygotsky Social Development Theory
    • Conclusion
    Ideally this exercise provided you with some insight into the views of some learning theorists and a chance to think about how their theories play out in actual classrooms. Who would you have awarded the money?