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There are two types of webquests


The brief webquest
The student spends on the short-term webquest about one to three hours. The aim of the brief webquest is that students learn how to acquisit knowlegde and also integrate that with existing knowledge. If the webquest is passed, the student had worked with a substantial amount of information to which he has given meaning.

The long-term webquest
The long-term webquest is mainly to expand and refine of existing knowledge. At the end of the webquest the student has a decent amount of information thoroughly analyzed and processed. Moreover, he - in a way so that others respond to changes - demonstrated that he understands the matter.

Each webquest contains the following sections

This page contains often only the subject, course and difficulty level. Many webquests have the titlepage and introduction combined.

A introduction has to explain the purpose and background of the assignment in a catchy way. The introduction should motivate the students to do the assignment: "There is a murder committed, and you must be using the DNA offender foundů" The assignment must have a clear place in the curriculum and a scientific context.

Often, the task section is used to explain the main and sub assignments. In Task the ultimate goal of the webquest, what product students must make is descriped. This product can take many forms, such as a poster, a brochure, an article, PowerPoint presentation etc. By a tangible result, the search for information is more fun for students and a higher level of information processing is reached. Indeed, it's not about finding information, but the processing of information. This process is promoted if the assignment is concrete and challenging.

This section describes how students should perform the assignment. Often teachers give hints, including a timetable, schedules and the necessary steps to achieve a good result. It is also possible to assign the students with different roles within the team, such as president, scientist, reporter, designer, etc.

Information resources
To protected the students from losing a lot of time to find the correct resources, these resources are given in advance. The assignment contains a list of information sources, often hyperlinks to websites. The strength of webquest is the ability of finding the right website straight away. Finding suitable sites takes the most time for the developer. The Internet has infinite many websites. The evaluation must take into account the level of the audience, the quality and usability of the site.

This is a brief description of how the webquests should be evaluated. Often a table with requirements and the maximum points must be given. The table usually consists of three parts: what the assignment should look like when it's perfect, what the assignment should look like to be sufficent and when the assignment is inadequate.

This is a brief description of what the students can learn in terms of knowledge and skills, as he has done the assignment and performed a reflection.

Teacher page
In the manual for the teacher there are some important remarks which the teacher should know if he what's to use the webquest. The teacher pgae therefore differs slightly from the student page. This page consists of the following components:

Introduction: purpose and information about the webquest.
Students: course, target group, class and the necessary skills.
Process: explanation of the way in which the teacher must do the webquest.
Information resources: same goal as for students.
Guidance: the same purpose as for students.
Conclusion: what the most important things the students will learn from the webquest.