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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.

It is important to remember that WebQuests are not isolated instructional activities. Instead, they are intended for use within the larger context of course objectives and curriculum. Encouraging greater reflection by active students will increase the likelihood that they will successfully link the activity back to the principles and ideas of the curriculum. Achieving this connection between specific activities and general principles is a challenge for education. We see WebQuests as powerful tools to help meet that challenge.

This site provides links to some of my papers and class resources. I teach courses in instructional design, e-learning, research and trends in learning technologies. I am particularly interested in ways to support instructional-design professionals in their work. I enjoy studying the effects-pro and con-of technology on teaching, learning, and work performance.