WebQuest

The term WebQuest (English " quest" = search) stands for the tasks to be processed with the help of information from the Internet. This means that WebQuests not the teaching of Internet skills is paramount. Rather it is to use the information and materials provided by the Internet, and the option to manipulate digital information, which will be opened by computers for problem-and action-oriented learning

In this method developed in the United States after students receive an introduction to a real problem, a task that they work using preset authentic sources of information in groups. Primarily, these sources are accessible from the Internet and be accessed there. However, it can also be used from books or magazines, for example, further material. In contrast to traditional frontal teaching is the independent work of the students in the foreground, which should lead to self- construction of knowledge here.

Origin

The WebQuest method was developed in 1995 by Bernie Dodge at San Diego University.

Method

Essentially, it is in a WebQuest to learn a task over a clearly defined methodological framework that has been produced on the basis of the teacher 's website, the WebQuest document listed. This framework serves as a guide to students and at the same time outlining the rough course of a WebQuest. It should contain at least the following six elements:

• Introduction: At the beginning the students are introduced to a topic. Here we recommend a concrete and authentic for the students problem situation that can be represented, for example with videos, sketches or a little story and learners ideally motivated to devote themselves to their own interest of the subject.
• Task: The task is the didactic central element of a WebQuest. Under the task is understood to mean more than the mention of a theme. For an elaborate description of a WebQuest is one of the most authentic starting point from which issues and especially the problem arise that have to be processed. The complexity of the task depends on the subject matter, but above all by the target group. It is possible, the task to discuss with the class and, if necessary, to modify or supplement. In the formulation of the problem, however, care must be taken that this not only by a simple " copy & paste " ( copy and paste) the information found can be solved.
• Materials: For the processing of the task is given a pre-selection of Internet resources in the form of specific hyperlinks available to the students. However, this only serves as a guide, as the learners to develop their own research activities and the resources gained to include in their processing. For Moser, the modified American WebQuest method in some respects, however, the Internet is not the only medium for obtaining information dar. addition to the Internet can and should reference books and encyclopedias are used as well as sources such as newspaper articles or CD -ROMs. There is also the opportunity to obtain expert information by e -mail.
• Work Process: A subsequent process description is to give learners guidance regarding the organization of work. Here suggestions are made for the individual steps, the division of the overall task into separate subtasks or fundamental rules that must be observed for group work.
• Presentation: All groups will present their solutions to the class in the appropriate form (eg as a website or PowerPoint presentation ). Therefore, the description of the work phase is followed by information on the desired form of presentation by the teacher. For Moser, this phase is much in focus as in the majority of American WebQuests. According to Moser here a so-called learning spiral is set in motion.
• Evaluation: Finally, each WebQuest should be evaluated. On one side is given the students the opportunity here to perform a reflection of their own learning behavior and to give the teaching staff suggestions for improving the preparation and implementation of WebQuests. On the other hand, the learners will also receive a feedback from the teacher and the student ( peer evaluation). This means that the students already able to orient during the working process in the relevant assessment criteria the teacher and the student, this should be disclosed at the end of each WebQuest document.

Overall, a WebQuest usually covers about two to eight hours of classes ( small WebQuests ). But there are also the possibility of a complex issue over a longer period (possibly over a half of the school year) edit ( great WebQuests ).

Didactic concept

" WebQuests are based on considerations of a constructivist learning theory. This assumes that the student / inside knowledge can not simply be poured like a funnel. Rather, they must purchase it themselves. " From the perspective of constructivist learning theory is not directed learning on the mere reproduction on factual knowledge, but on varied applicable competence. the WebQuest method causes the learner to the information with which they are confronted, independently represent and transform it into a networked whole. in this way, students acquire for themselves something like " cognitive maps ." knowledge is thus not reproduced, but constructed on the basis of authentic topics themselves. through the use of real contexts, a transfer is more easily possible, so that the acquired knowledge does not remain inert, but can be applied in different situations.

In a constructivist view of learning is also the classic roles of teacher and learner changes. Teaching and learning comes second to learning processes of the students. In connection with WebQuests, this means that the role of the teacher evolved away from the knowledge of the agent, towards the role of the learning companion or coach. Teachers should provide advice to student learning, provide tools for problem solution, and offer help when needed.

While the teachers thus fade into the background as instructors, bring the learner at the center of the learning process. WebQuests clear the active - constructive achievements of learners a top priority. Ideally, the students involved in their own interest and intrinsic motivation with the problem and take over during the learning process itself, the command and control function.

Pros and Cons

Benefits

The safe use of new information and communication media, especially the Internet, is a skill that is required in many areas. But they are often non-linear and seemingly chaotic nature of the Internet and the wealth of found ( " gegoogelten " ) information about information overload ( information overload ) and disorientation ( lost in hyperspace ). Here offer WebQuests through the didactic reduction of large amounts of information clues for their own approach, learners proceed without that goal and haphazardly on the internet.

Another advantage of WebQuests formulated Bernie Dodge follows:

Due to the already pre-selected materials, the learners thus have more time to evaluate the sources and form their own opinions about it.

Although the placement of Internet expertise is not in the foreground, this is nevertheless a desirable side- effect of this learning arrangements. Substantive learning goes at hand WebQuest method in hand with the expansion of media literacy.

In addition to Internet skills WebQuests promote the social skills of learners. From the initial descriptions of many WebQuests the assignment of different roles and tasks within a work group can be derived:

" Such role assignments provide an important requirement for collaborative learning. It involves the acquisition of individual responsibility and the need for cooperation. The quality of the to be paid by the group together the individual results will depend on the individual deliverables preparation. Via the roles so individually transferred responsibility for the work product of the group each individual group member. "

With WebQuests the independent, action-oriented and collaborative learning can be complemented by the Internet. Despite these advantages, the WebQuest method has some disadvantages.

Disadvantages

With the preparation of WebQuests a great time and effort. In addition, many teachers lack sufficient technical knowledge to create your own WebQuest documents. Although now some German -language templates for WebQuests can be found on the Internet and facilitate so-called WebQuest WebQuest generators creating documents, this form of teaching is not so integrated into everyday school life in Germany as in other countries.

To make matters worse, that most schools do not yet have in Germany a corresponding technical equipment in order to perform WebQuests can. Often, Internet connections or a sufficient number of computers are missing. The barriers for regular implementation of WebQuests are not yet fully resolved.

Scope

As always WebQuests can be tailored by the teacher to the appropriate target group and their skills, their use in all types of schools and age groups is possible. Basic skills in reading and the ability to record text-based information and to process are provided however. In addition, basic knowledge should be available in dealing with the PC and Internet.

The use of WebQuests is also not tied to specific subjects, but in principle possible in all areas. WebQuests are particularly suitable for cross-curricular teaching, as applied, for example, by the learning field concept in vocational training, and also for use in adult education (eg teacher training ). Unlike software that is installed locally, for example at school, can be accessed from home or from a library. If WebQuests are, however, handled outside of school, it must be ensured that the cooperative aspects of the method still come to fruition.

For use in elementary school PrimarWebQuests were developed based on the classical WebQuests. In order to use the method for the primary level, the structure of the classical WebQuest method was simplified. A corresponding PrimarWebQuest generator is held at the Central Instructional Media ( TO ) are available.

Inquiry web Project ( WIP)

As a continuation and opening of the WebQuest idea Philip Molebash developed, which teaches Bernie Dodge at San Diego University, so-called Web Inquiry Project ( WIP). Meanwhile, WebQuests have been established in schools. Because in studies of WebQuests, which can be found on the Internet, it turned out that doing the activity and autonomy of the learner is required or encouraged to widely varying degrees. Often you come across questions that can be solved by simply copy & paste and thus do not allow a free research. Therefore Molebash described with the term WIP concrete projects, organize the students to a greater extent and can act. They encourage learners to by their object, even to ask questions about a topic, and then turn itself to find an approach or research sources and to present the solution. Thus, the autonomous and action-oriented learning is an even greater extent than promoted by WebQuests.

Developments in methods WebQuest

The WebQuest method is used for learning languages ​​in the 3D virtual world Second Life to allow more interactive experience.