There is no strict format
for
WebQuest design, and this flexible structure is one of its most appealing attributes (Dodge, 1995). Most
WebQuests have the following elements:
1. An
introduction that sets
the
stage and provides some background information. The introduction can be
likened
to an instructional set that stimulates prior knowledge and prepares
students
for new learning.
2. A
task or problem to be
addressed. This problem-solving task is at the heart of the WebQuest. The
task
is like the problem in a problem-based learning unit--It is the challenge
or
conflict to be addressed in the WebQuest activities. Dodge has provided
additional assistance to educators attempting to create the WebQuest task
through his online training materials. His "Taskonomy" helps
educators envision a wide array of possible WebQuest tasks (Dodge,
1999).
3. A
clear description of the process learners should go through in accomplishing the task. It is here
that collaborative
teams are formed and roles for each member of the team identified.
Specific
guided activities are often included in the process.
4. A
set of information sources
needed to complete the task. Since the WebQuest itself is delivered as a
webpage, these resources are most typically Web-based, though widely
available
print or video resources can be identified for student use as well. Some
WebQuests provide a common list of resources used by all members of the
team;
others identify information sources based on team member
role.
5. An
open-ended evaluation
system
for products created by students as a result of their problem solving. It
is
recommended that rubrics be used for the purposes of evaluation (Pickett
&
Dodge, 2001).
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.