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In partial fulfillment of

UNL Class CI 889

This document was last updated on 14 March 2001 (Ver. 1.8.1)

Introduction      Task      The Process and Resources      Conclusion      General Comments for the Teacher

Greg's WebQuest Lesson Template      WebQuest Lessons

WebQuest Design Process (Thanks to Tom March for much of this)

Exploring the Possibilities

Choose & Chunk the Topic

ID Learning Gaps

Inventory Resources

Uncovering the Question / Task

Designing for Success

Brainstorm Transformations

ID Real World Feedback

Sort Links into Roles

Define the Learning Task

Creating your WebQuest

Write the Web Page

Engage Learners

Scaffold Higher Level Thinking Thanks to Bernie Dodge for this Strategy

Implement & Evaluate

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Title of WebQuest Lesson Goes Here

A WebQuest Lesson for [ age group ] and [ subject ]

This is a work in progress !

This WebQuest Lesson can easily be adapted to [ insert disciplines here ]

Introduction      Task      The Process and Resources      Conclusion      General Comments for the Teacher

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The Big Question


For the Introductory activity,

  • Goals

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    In this WebQuest Lesson, [ age group ] the students will


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    The Task
    In this Webquest Lesson, we're going to learn about ...

    The Process

    From a ... perspective, students will ...

    Sites which everyone will read are

  • After reading these sites, be prepared to ... Check early with your teacher on what are the expectations for this Lesson.

    It is the instructor's responsibility to locate appropriate sites on the internet for their students to visit using their computer's browser. Students will be divided into ... research teams, based on Special Interest Groups (SIGs) and their Roles in this [ subject ]. Note that there's always some overlap among SIGs and their place within the topic we're studying. The number of Groups will vary, as will the number of sites within each group, depending on the complexity of the topic, the student's learning levels, and other factors.


    You and your team will be assigned one of the following Groups to research on this topic. Visit each of the URLs (Universal Resource Locator - web address) in your assigned Group, then ...


    Group 1 (SIG / Role)

  • Group 2 (SIG / Role)

  • Group 3 (SIG / Role)

  • Group 4 (SIG / Role)

  • Group 5 (SIG / Role)

  • Group 6 (SIG / Role)

  • Group 7 (SIG / Role)

  • While reading the content at these web sites, take appropriate notes on paper and in computer text files. Perhaps some of your team will research the sites while others might type the notes and prepare them for the next step. Be sure to check with your instructor for details. The study of [ topic name] can be a daunting task, which is why you and your team have been asked to reseach only one SIG. The larger task of understanding this important topic has been chunked into smaller, manageable sizes.

    At this point, the issue which you and your team must address is
    What does this SIG contribute to our understanding of the [ topic name ] ?

    Print only the graphics (illustrations, maps and charts) which best describe the main idea. You are reminded of the Copyright Issues we've discussed. If you use information (facts, quotations and graphics) created by others, you must cite (give the author's name, Document's title, organization name, URL, and date) in your final product. Again, you must obtain written permission to publish someone else's work. Your instructor can assist you in drafting a letter requesting permission.

    Each member of your team must now contribute what you have learned while visiting the SIG you were assigned. Share your knowledge with your teammates. Often the topic is so complex, you'll need to examine the details in order to reach a consensus among your group. To promote transformation (demonstate what you've learned), you must construct new meaning and synthesize what you've learned. You and your team must create a product (such as HyperStudio Stack, a tri-fold brochure using desktop publishing software, a poster, a short videotape or QuickTime file, a PowerPoint presentation, or a play) to demonstrate what you and your teammates have learned from this activity so far. You must obtain permission from your teacher before you actually begin work on your product. At the end of this activity, all of the SIGs will present their Group findings in a panel discussion for the entire class.

    Go back to the Big Question and look for examples in which the websites (URLs) you visited actually address the Big Question. What arguments are presented? Are the arguments based on fact or opinion? How do you know? After your product selection has been approved by your teacher, go ahead and work on it. Refer to notes on paper and on floppy disk. Try to verify the facts as you best understand them. When your product has been completed, you must have it approved by your teacher before you complete the final step.

    From the websites you've visited and the Real World Feedback lists shown below, select three individuals who are willing to receive your final product and to evaluate it for you. Confirm your potential list of recipients with your teacher before you contact these individuals. Your final team product will then be sent by email or postal service to the individuals for their comments. You must make a serious attempt to contact three people and request they respond by email or in writing in a timely manner. Your teacher can help you create a letter of request to send.

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    Sources for Real World Feedback

    Your group's conclusion can be sent to the following places (after your product has been approved by the instructor) for comment and evaluations (See also March's list for more choices).

    Directory of Email list servers

    Web 66 International WWW Schools Registry

    Teacher contact database

    Pitsco's Launch to Asking an Expert

  • Conclusion

    Now that we've completed our WebQuest Lesson, let's answer this important question : Has this activity addressed the Big Question? What have been the most significant points you've learned during this activity? After your internet research, analysis, product design and creation, do you have a deeper understanding of a real, gray area, challenging topic? Consider what you've learned from this experience and how you can apply that knowledge and those skills in new ways. Write a one page summary of this WebQuest activity and what's it's meant to you. Give specific examples from your research, analysis, product design and processes you used to reach your conclusions.

    Your teacher may have given you a feedback sheet or several URLs to submit your evaluation of this activity. Submit a copy of the answers to the questions listed above, plus your electronic notes, and final product to the teacher and keep a copy for yourself.

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    (WebQtemp.html)gen 15 Mar 2001