Critical
Attributes
- (Bernie
Dodge) (WebQuest
Page) (WebQuest
Building Blocks)
To achieve that efficiency and clarity
of purpose, WebQuests should contain the following six parts:
1. An introduction that sets
the stage and provides some background information.
2. A task that is doable and interesting.
3. A description of the process
the learners should go through in accomplishing the task. The process
should be broken out into clearly described steps.
4. A set of resources are needed to complete the task. Many
(though not necessarily all) of the resources are embedded in the WebQuest
document itself as anchors pointing to information on the World Wide Web.
5. The evaluation section describes the criteria needed to meet
performance and content standards. The best assessment tool is a rubric.
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.
|
Non-critical
attributes of a WebQuest include:
1. WebQuests are most likely to be
group activities, although one could imagine solo
quests that might be applicable in distance education or library
settings
.
2. WebQuests might be enhanced by wrapping motivational elements
around the basic structure by giving the learners a role to play
(e.g., scientist, detective, reporter).
3. WebQuests can be designed within a single discipline
or they can be interdisciplinary. Given that designing
effective interdisciplinary instruction is more of a challenge than
designing for a single content area, WebQuest creators should probably
start with the latter until they are comfortable with the format.
|
|
Thinking
Skills - WebQuests use all levels
of Blooms Taxonomy.
In creating a WebQuest students use lower to higher order
thinking skills.
|
Blooms
Taxonomy
|
|
Competence
|
Skills Demonstrated
|
| Knowledge |
- observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
.
|
| Comprehension |
- understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
|
| Application |
- use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
|
| Analysis |
- seeing patterns
organization of parts
recognition of hidden meanings
identification of components
|
| Synthesis |
- use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
|
| Evaluation |
- compare and discriminate between
ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
|
* Adapted from: Bloom, B.S. (Ed.) (1956) Taxonomy
of educational objectives: The classification of educational goals: Handbook
I, cognitive domain. New York ; Toronto: Longmans, Green.
top |
