Big Ideas

WQs are a  digital age pedagogy, connecting two intertwined components of knowledge - content of the discipline and skills. WQs require students to think, collaborate, communicate, and create in ambiguous, sometimes messy contexts. The instructional design and learner outcomes are similar to the TILT framework's Transparent Assignment design. 

Experience is one differentiator between an expert and a novice. Instructors who provide the opportunity to approximate an expert's methods extend the value of learning beyond the disciple and prepare them for the transition from academic to professional environments.

Learner Variability

Universal Design for Learning (UDL) is a critical component of WQs for addressing learner variability and providing multiple options for the final product.

• The WQ leverages web tools to recruit interest in more than one way (e.g., video, graphics, text).

• Learners receive (or asked to locate) information in more than one format (e.g., video, graphics, text, digital, hard copy). 

• Learners are provided options for creating their final product.

The main strategies that WQs prompt are:

• Motivation Theory

• Questioning – Schema Theory

• Constructivism

• Differentiated Learning

• Situated Learning

• Thematic Instruction

• Authentic Assessment

• Overt Metacognition

• Learner-centered psychological principles

(“What WebQuests Are,” 2012)

• Students grade 3 - Adult 
• All disciplines, and can be interdisciplinary
• F2F and online learning environments
• Teams/groups offer the most learning opportunities, could be done independently

• Task is challenging yet achievable by all

• Authentic team learning

• Learners broaden their perspective to examine issues from different angles

• Requires the use of thinking skills: critical thinking, problem- solving, creativity, innovation, strategizing

• Mirrors work done in the real world; increases motivation and engagement; enhances transfer of learning to professional environments

• Practice working with teams and learning to be flexible

• Builds knowledge management skills: find, evaluate, analyze, apply, and disseminate information in a particular context

(Bates, 2019)

• • Build knowledge: Traditional WQs provide learners with all the resources they need to complete the task. Now that we've moved into an age where it is necessary to know how to locate and fact check sources. This is the time to decide how much scaffolding you'll provide with the resources you provide and if you will require students to locate in their own sources.
  • Frame the work ahead for students: Explain what they will do, how they will interact with you, each other, and the informational resources provided (if any).
  • Guide transformation from knowing to creating: Consider your learners' readiness to comprehend the information they locate and use it to guide the creation of their learning artifact and provide the necessary support to enable success for all.

• Wrap up the lesson by reiterating the learning students gained in this activity.
• Close the learning experience by asking students to reflect on their process and product. 
• Extend learning for those who would like to know more about this topic and encourage continued self-exploration.

WebQuests can be delivered in any digital format you like to use. Some ideas are:

• QuestGarden - Guided WQ development site from San Diego State Univ.

• Google Apps: Sites, Slides, or Docs

• LMS Modules

• Word Docs

• Slide Decks

• LiveBinders

Shania Myers, Former Student of Dr. Volk

Searching for China

Tuskegee Tragedy