WebQuest

March 20 2018

The search for information on the Internet is a time-consuming activity that can be frustrating if the objectives are not clearly reflected and explained at the beginning.

The Webquests are structured and guided activities that avoid these obstacles by providing students with a well-defined task, as well as the resources and slogans that allow them to perform them.

Telling the way you would use the tool for teaching and what innovative appliances can be used in it.


The WebQuest is a didactic strategy in which students are the ones who really build knowledge. They can work individually, in pairs or in groups, they are assigned roles and they have to elaborate a product that goes from a presentation, or a document, to a theatrical staging, an opinion piece or a radio script, etc., adjusting as much as possible. possible to the different roles.

Characteristics of WebQuests

This learning model gives teachers the necessary tools to use information technologies from an educational perspective, developing their own ideas in relation to the subject they are teaching. The WebQuest model helps the teacher to plan and structure the teaching in a creative way where the tasks are clear.

An essential characteristic of this model is that the work developed by the students can be transmitted and shared, generating something useful for others.

Other features of the Webquests are:

- Webquests are activities created primarily for students to work in groups, although they can be designed for individual work.

- Webquests can be done by adding elements of motivation to its basic structure by assigning students a role (for example: scientist, detective, reporter, ...), simulated characters that can communicate via E-mail, and a scenario to work (For example: the secretary general of the UN has asked for a summary of the situation in the Sahara).

- Webquests can be designed for a single subject or they can be interdisciplinary.


 The importance of using this tool 

One of the characteristics that makes important that differentiates a WebQuest from the rest tools is its structure; since all WebQuest isdivided into six sections that are: introduction, task, process, resources, evaluation and co clusion. In the course of time, the WebQuest has suffered some changes in its structure. The clearest is the inclusion of resources within the process section. Currently, on the internet we can find documents with certain variations on how to design a WebQuest. When you want to share the WebQuest with other teachers through the internet, a didactic guide should be designed with some indications about the curricular objectives, the time of the project, which resources are paramount, some advice on their use, etc. (Adell,2004).



References

Onrubia, J. (2005, Febrero). Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento. RED. Revista de Educación a Distancia, número monográfico II. Retrieved from: http://www.um.es/ead/red/M2/conferencia_onrubia.pdf

http://repository.unad.edu.co/handle/10596/11367

López Marín, J. ( 28,01,2017). OVI E-Learning Tools. [Archivo de video]. Retrieved from: http://hdl.handle.net/10596/11367

http://repositorio.ucss.edu.pe/bitstream/handle/UCSS/208/Salcedo_Victor_tesis_bachiller_2016.pdf?sequence=1&isAllowed=y

http://www.juntadeandalucia.es/averroes/centros-tic/14002984/helvia/aula/archivos/repositorio/1500/1656/html/internet_apl_educat/webquests.html

https://manarea.webs.ull.es/materiales/webquest/queeswebquest.htm