Reference no: EM131011895

WebQuest Assignment:

Instructions:

Create a WebQuest on a topic in telecommunication or networking that will grab your classmate's interest and motivate them to learn about the WebQuest topic.

The WebQuest will include; an introduction, task, process, information sources evaluation, and conclusion. (See below for more detail)
You may use any program to create your WebQuest that can be published on the Web. For example you could apply for web space from UMUC and upload an html document created on any word processor or you could create your WebQuest using Google Websites or create Wiki space and publish your WebQuest there. You simply need to send the URL of your WebQuest so that I can access and evaluate your WebQuest.

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Types of WebQuests

First, we need to review some basic information about WebQuests. There are basically two types of WebQuests, short term and long term.

A short term WebQuest lasts one to three periods or days and its goal is basic knowledge acquisition. A good short term WebQuest will also include some type of subject integration.

A long term WebQuest takes between one week and on month to complete. A well planned long term WebQuest involves "extending and refining knowledge".

Parts of a WebQuest

B. Introduction: The purpose of the introduction is to make the students aware of the upcoming problem they will be exposed to. It is also hoped that the introduction will grab the student's interest and motivate them to learn.

C. Task: The task section is similar to the more familiar learner objective we use in our lesson planning. The task includes a description of what the learner will have learned and completed at the conclusion of the WebQuest. It may simply be the better understanding of the assigned problem or a concrete project (Google-Site, Prezi, Wiki, Inspire flipchart or PowerPoint presentation) demonstrating what the learner achieved as a result of the project. Bernie Dodge has just published a list of tasks types that can be used in different WebQuests. You might want to look at these to help generate your own ideas for WebQuest creation. Visit WebQuestTaskonomy: A Taxonomy of Tasks.

D. Process: In the process section the teacher should give a recommended list of steps that learner may go through to achieve their goal. Many WebQuests include cooperative grouping so this section also may tell the Team what different roles are available to play within each group. This is where you can also include information about how to effectively research, work with others, share the workload, etc. On some pages about WebQuests by Dodge and March they also refer to this section of the WebQuest as "guidance".

E. Information Sources: This is the part of the process that may overwhelm some teachers that are moving to more constructivist approaches to teaching and learning. It is the teacher's job to sort through all the materials they have or can find on the given topic/problem that will valuable for the students. These resources are certainly not limited to the Internet. In fact, finding the right type of information on the Internet (accurate, accessible to students) may also be a lesson in futility and frustration. Unfortunately the Internet still has a long way to go in terms of making it easy to find information. It certainly has become easier with user-friendly search tools (www.dogpile.com, www.bing.com, www.yahoo.com,https://go.com/, www.askjeeves.com), www.google.com. But, the fact remains searching several hundred million pages for the information and materials you are looking for can be a mind-boggling if not overwhelming task.

F. Evaluation: The evaluation section only appears in later WebQuest publications. Since most WebQuests involve high thinking skills evaluating the learning can be difficult to assess. Developing learning rubrics to use for evaluation should be created.

G. Conclusion: The conclusion section is where a you can debrief the other students and review what was learned and gather feedback about the whole learning process. When writing a concluding section a you might suggest related topics that others performing the WebQuest may want to pursue on their own as well as discussion questions to answer in class.