6.3.4 Skeleton of the Projects

The objectives of the project were;

•   Analyze existing projects and recognize examples of sound principles, best practice and practical ideas for your own practice; 
• Plan a WebQuest or similarly structured project; 
• Evaluate the effectiveness of a WebQuest or similarly structured project; 
• Select appropriate digital resources which are useful for teachers preparing and learners working on projects.  

 I have learnt that projects  have four phases. 

The first phase sets the scenario and poses the challenge. The second phase involves gathering data and information. The third phase involves processing the information and data, and using higher-order thinking skills such as analysis, evaluation, synthesis etc. The final phase involves reporting.

I was introduced to the webquest which i found was interesting 

 i have learnt that several aspects of WebQuests contribute to increasing student motivation. Many WebQuest tasks are designed to address problems or issues that exist in the real world, which makes the task authentic. In WebQuests, students use real, timely resources instead of dated textbooks and materials that are only presented from one point of view. Janna Elfrink, a third-grade eMINTS teacher in Reeds Spring uses WebQuests extensively in her classroom. "I use WebQuests almost exclusively for science and social studies instead of the textbooks. Although the textbooks offer valuable information, the WebQuests bring it to life for the students. Most WebQuests are tied to the Standards, and can therefore be substituted for the textbooks."

  http://www.thematzats.com/webquests/page2.html

 One of the key reasons for using WebQuests is that they prompt higher-level thinking. The questions posed to students require more than just finding and spitting back information. They must take the information they research and transform it into something else. Often students have to evaluate a variety of information sources that contain multiple opinions. Prior to the Web, it was difficult for teachers to provide resources with varying perspectives

while Creating WebQuests

Technologically, creating a WebQuest can be very simple. As long as one can create a document with hyperlinks, you can create a WebQuest. That means that a WebQuest can be created in Word, Power point, and even Excel! If you're going to call it a WebQuest, though, be sure that it has all the critical attributes.

A real WebQuest....

• is wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers.
• requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
• makes good use of the web. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.)
• isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough.
• isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest. Basing on the knowledge , I have started making my webquest    http://zunal.com/webquest.php?w=325159