The design process
definitely comprises the most laborious work. Searching for websites
and graphics is much more entertaining for most than working through
text drafts, organizing instruction, correlating standards and
planning navigation. These are, however, necessary steps to designing
an educational WebQuest.
This lesson will take
you at least two hours plus the time it takes you to research
graphics and insert elements into your selected template. To complete
this experience you must be able to:
*You may utilize some
of the online tutorials in
the selected readings or enroll in formal classes. This WebQuest
is not designed to teach web page creation or graphic manipulation.
Go now to Selected
Readings to prepare yourself for organizing and designing
your WebQuest. If you feel confident in your ability to organize
a WebQuest, go to Activity One for
a quick review and to utilize a planning template and then on
to Activity Two. This lesson will
be completed with Activity Three.
Review this visual
aid for WebQuest
Design to assist you in organizing your development process.
Select an online tutorial if you need help in the identified areas.
Move on to Activity
One where you will review the six parts of a WebQuest and
then begin developing your own lesson.
Write a short
paragraph here to introduce the WebQuest to your students. Remember,
this is their first interaction with your WebQuest so draw them
in! Your introduction should include the elements below, to the
end result of the learners' activities. The task could be a series
of questions; a summary to be created; a problem to be solved;
an opinion to be formed and defended; or anything that requires
the learners to process, synthesize, and evaluate the information
they gather. Tasks should include elements below.
How will the
learners arrive at the anticipated outcome? What are the steps?
If cooperative learning and role playing is involved, explain
in detail here. Your process should include the elements below,
to the right.
strategies or advice for organizing information students gather.
For example, you may advise the use of various graphic
organizers or checklists, or provide them with some from which
to select. Your sources should provide the learner with information
but not the direct solution/answer. Selected resources should
include the elements below, to the right.
provides students with the measurement tool for their end product.
It is a gauge for both teachers and students. You have the option
of evaluating students in a variety of ways. The Scoring Guide
or Rubric is the most common assessment tool for WebQuests. Options
include self-assessment, peer-assessment, outside-of the-school-environment
assessment, or teacher-assessment. Remember as you write this
section, that clarity is important for both your students and
other teachers who may use your Quest.
Write a couple
of sentences here that summarize their experience. Encourage them
to reflect upon what they have learned and to make connections
across disciplines. Your conclusion should include the elements
below, to the right.
Now that you have completed
the first phase of your design, copy and paste your responses
into the Word document from Experience
#3: Gathering Your Resources. Make revisions to your information
as you find it necessary. Remember to always keep your audience
Now you are ready to
begin the search for resources. Look for sites that will provide
pieces of information that the students will have to synthesize
to complete their task. If you are using a group approach, sort
your links into roles to save time later. Print out or copy/paste
List page and start searching!
After you have found
your links, select a template to use for your WebQuest. Copy/paste
or download the chosen template and open it in your web editing
or word processing program to begin entering the information that
you have compiled. If you are an advanced user, you may design
your own Quest without the aid of a template. Remember to save
your main page with your navigtion bar index.htm or index.html .
Your navigation bar should be visible for students on all pages.
After your content
has been placed, look for colorful and appropriate graphics for
your pages. Keep continuity by selecting a color scheme that will
be replicated on each of the pages. The sites in the first column
consist of tutorials and information if you have limited experience
in using graphics or need a refresher. Use the sites below to
assist your search.
into your template and revising content take a considerable amount
of time, but once you are past that stage, it's smooth sailing!
If you're ready for the evaluation stage, click here: .
If you need assistance, see the page and ask an expert.
are working in a group as the Designer, you must provide leadership
in the design process. You will need the input of all group members
in the planning and writing of your Quest. Print copies of the
activities on this page for your group members and facilitate
a discussion/planning session.