Discussion 3: WebQuest

          Since I am not familiar with WebQuests, my discussion is mostly derived from the reading materials. I have read several definitions of WebQuests; however, the one I like the most is from Dr. Alice Christie’s website (http://www.alicechristie.org/edtech/wq/). She defines a WebQuest as “a well developed curricular unit or lesson that actively engages learners” and as components of “interactive learning units that use a variety of Internet resources.”

          A well designed WebQuest can be a powerful tool for teaching and learning.  In regards to the strengths of WebQuests, there are five positive points. 

1)      First, several pedagogical principles are supported by using WebQuests as teaching and learning tools. Examples of these principles include: learner-centered, active learning, motivation theory, and metacognition. Teachers can use WebQuests to foster several skills including analysis, collaboration, reflection, problem-solving, critical thinking, transformative thinking, and cooperation. Students also learn how to integrate technology into their learning.

2)      Secondly, teachers can customize WebQuests to fit students’ multiple learning levels. Not only can students work on their own pace, but they will also feel challenged, and therefore will not be bored.

3)      Thirdly, WebQuests can be used as a tool to teach students on how to use/search the Internet in constructive and effective ways. Students can thus experience a more dynamic way of conducting research.

4)      Fourth, students are exposed to different ways or aspects of viewing ideas or concepts.

5)      Fifth, WebQuests can be used for both individual and group work.  

          In regards to WebQuests’ weakness, I learned that it is quite difficult to create a good WebQuest. It is even more difficult to come up with long term WebQuests. In addition, I realize that there are more examples of WebQuests in K-12 than at university level. In my opinion, I am concerned about finding information that is written and presented at a level appealing to my students. It is hard for me to come up with authentic tasks for fashion merchandising students. In addition, I am worried that, without a lot of work, my WebQuests may fall short. 

          Examples of using WebQuests in Fashion Merchandising might be:

•  Taxonomy of the fashion industry,
• Sustainability-gaps in textile industry/supply chain, and
• Comparison of e-venues for small garment retailers/producers.