WebQuests are inquiry-oriented lesson formats that use mostly online resources to engage students in 21st century thinking skills. They have become popular worldwide as a way for teachers to incorporate the internet into lessons. The document outlines the basic formula for creating a WebQuest, including an introduction to orient students, a task for them to complete, a process explaining the strategies they should use, required online resources, an evaluation, and a conclusion. It also discusses benefits such as student engagement, providing background knowledge, and reusability, as well as potential drawbacks like technology issues and inauthentic tasks.

1. Creating WebQuests to Spark Student
Inquiry
Kathleen McKim, Head of Libraries, The International Academy-Amman

2. 2 Presentation Title Should Be Placed Here.
Creating WebQuests to Spark Student Inquiry
• A WebQuest is an inquiry-oriented lesson format in which most or
all the information that learners work with comes from the
web. Tens of thousands of teachers have embraced WebQuests as a
way to make good use of the internet while engaging their students
in the kinds of thinking that the 21st century requires. The model
has spread around the world, with special enthusiasm in Brazil,
Spain, China, Australia and Holland. And, now, in Jordan!

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Session Goals/Objectives
• Introduce the concept of WebQuests: inquiry process and
objectives
• Design and create a WebQuest
• Determine how WebQuests enhance student inquiry
Presentation Title Should Be Placed Here.

4. 4 Presentation Title Should Be Placed Here.
Focus: using information
rather than looking for it

5. 5
Creating the WebQuest

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The Webquest Formula
• orients students
• captures student interestIntroduction
• describes the end product
Task
• explains strategies students should use to complete the task
Process
• Websites students will use
Resources
• measures the results of the activity
Evaluation
• sums up activity
• reflection on process and resultsConclusion
Creating WebQuests to Spark Student Inquiry,
QRTA 2015

7. 7
The Design Process
1. Curriculum/Essential Questions/Enduring Understandings
2. Topic
3. Task
– RAFT (Role, Audience, Format, Topic)
• Process
• Resources
• Evaluation
Creating WebQuests to Spark Student Inquiry,
QRTA 2015

8. 8
Benefits & Caviats
• Using technology as a
hook/student engagement
• Authentic task
• Covers background
knowledge
• Re-cycles well
• Technology is slow or
doesn’t work that day!
• Missing links
• Inauthentic task
• Same task
• Copyrights
• Creating them takes time!
Creating WebQuests to Spark Student Inquiry,
QRTA 2015

9. 9
Resources
• Dodge, B. (2002). WebQuest Taskonomy: a taxonomy of tasks. 17 May 2002. Retrieved November 17,
2015 from http://webquest.org/sdsu/taskonomy.html.
• McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional Development Workbook.
Alexandria, VA: ASCD.
• Moreillon, J. (2007). Group information and synthesis product checklist. Collaborative Strategies for
Teaching Reading Comprehension. Chicago: ALA. Retrieved November 17, 2015 from
https://goo.gl/v0jyx1.
• Spinks, A. (2009). Citation Data Form. MLA Citation Guide. Retrieved November 17, 2015, from
http://andyspinks.com/mla/.
• Star, L. (2000). Creating a WebQuest|It’s easier than you think. Education World. 26 March 2013.
Retrieved November 17, 2015, from http://www.educationworld.com/a_tech/tech/tech011.shtml.
Creating WebQuests to Spark Student Inquiry,
QRTA 2015