WEB QUEST PROJECT Introduction A Web Quest is an inquiry-oriented activity in which some or all of the information that learners

interact with comes from resources on the internet, optionally supplemented with videoconferencing. There are at least two levels of Web Quests that should be distinguished from one another. It includes Short Term Web Quests and Long Term Web Quest. The instructional goal of a short term Web Quest is knowledge acquisition and integration. At the end of a short term Web Quest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term Web Quest is designed to be completed in one to three class periods. The instructional goal of a longer term Web Quest is extending and refining knowledge. After completing a longer term Web Quest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off. A longer term Web Quest will typically take between one week and a month in a classroom setting. Web Quests of either short or long duration are deliberately designed to make the best use of a learner's time. There is questionable educational benefit in having learners surfing the net without a clear task in mind, and most schools must ration student connect time severely. To achieve that efficiency and clarity of purpose, Web Quests should contain at least the following parts: 1. An introduction that sets the stage and provides some background information. 2. A task that is achievable and interesting. 3. A set of information sources needed to complete the task. Many of the resources are set in the Web Quest document itself as anchors pointing to information on the World Wide Web. Information sources might include web documents, experts available via e-mail or real time conferencing, searchable databases on the net, and books and other documents physically available in the learner's setting.

Because pointers to resources are included, the learner is not left to wander through web space completely aimless. 4. A description of the process the learners should go through in accomplishing the task. The process should be broken out into clearly described steps. 5. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams. 6. A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains. Web Quest Preparation Before writing your own Web Quest, why not have a look at the Web Quests that are already available? You might find one that can be adapted for your needs, and at the least you will certainly get some ideas about the way you want to organize your own Web Quest. Become familiar with web-based resources for your subject by visiting your subject association's website, to see what websites they recommend, use the list of sites you have bookmarked over your years of using the Internet, conduct searches, using search engines such as Google, where you will be able to search for images as well as web pages. Besides that, identify websites, individual pages, online images, audio and video that will be useful, and identify the points of view that you want students to explore though this Web Quest. Web Quest Elements Generally, Web Quest will contain the following elements. While most of this material could be placed online, you will probably find it more useful to introduce some elements as a class activity.

Introduction of Web Quest Elements Describe the purpose and topic of the Web Quest. The introduction should provide the necessary background information, and identify the role or roles that that group will assume during the Web Quest. Example, we used information on balanced diet, exercises and fitness and stress management to explain about healthy lifestyle. Identify the Task Describe the activities that will take place during the Web Quest, and identify what students will have accomplished by the end of the Web Quest. Example, we place in task in Web Quest to evaluate the level of understanding of the students.

What are the questions to be answered? What information will be analyzed? What roles, or points of view, will be explored? How should the students finding be presented?

Describe the Process Describe the process that students will use to complete this Web Quest. Each step in the process should include links to the required web resources. You may wish to also list the websites and other resources that will be used separately. It is a good idea to annotate this list, so that each website is well described as this helps students in their search for information relevant to the point of view they are researching. Offline resources may also be useful and relevant. Audio and video tapes, books, newspaper cuttings, and posters could all be valuable additional resources. If your Web Quest was on a topic associated with education, consider inviting students and teachers to your class. Here we show our pages from Web Quest and the details ;

This is the home page for our web quest. We have used colorful images and animated gifs so that it can attract students to go through our web quest.

In this section Mr.Carrot will invite the users to go through the web concerning the health life style.

This section showing Mr. Carrot explaining about health.

Healthy lifestyle section can be divided into 3 parts which consist of balanced diet, exercise and fitness and also stress management

This section Mr.Carrot will talk about balanced diet, and the proper intake of food.

Following part of this section, Mr Carrot will explain about The Food Pyramid and the benefit of it to us. Besides, that we also add jokes to make our Web Quest more interesting and fun.

We have also incorporated jokes as an element in our web quest so that it can prevent our users from being too taken by the discussion. On the same time we provide knowledge and also make our users happy!

In this section we prepared 2 set of task for students to go through once they have surf our web quest. This is a way to check their level of understanding about the discussed theme.

In this section we provide information on how will evaluate students based on their achievements and understanding on theme.

Here we have supplied prior knowledge about our web quest, the main objective about our web quest and also specified about our target group.

In this section, we provided the address of each web site or web page that we have used as reference. Users can also make use of these useful sites. At the last part of

this section we have included the credit part where we have expressed gratitude to all who have made our project into success.

Literature Review According to an article titled What are some critical perspectives? Web Quests is not considered as the best way to teach factual recall, simple procedures, or definitions. Since many curricular standards address content of that type, there are portion of the curriculum that are eliminated from Web Quest area. Finding the time is the biggest obstacle to designing Web Quests. First attempt requires the usage of some new tools, and some teachers simply can not find enough spare hours to pull it off. The benefit, though, is that once we have made our Web Quest, most of the work is done. Once that occurs, we no longer have to worry about daily lesson plans or scintillating lectures. Relieved of the burden of being the main source of new information, we instead work with our students as a coach. Many teachers find that they like this role better than being the "sage on center stage." Web Quests also require that students have a certain level of reading ability, unless one is careful to find highly visual sites or has an adult available who is willing to 9

read the screens to the students. This means it's harder to create a good Web Quest for children younger than the third grade or for those with language or reading difficulties. Again, these limitations can be overcome by paying special attention in your design of group work, but it is a harder fit. According to Frazee & Phillip (2004), the Web Quest model continues to grow in popularity, with teachers from around the world and many teacher-educators and experts in the field of educational technology espousing its potential to extend content knowledge and promote higher level thinking. While the model is well received by teachers and students alike, most evidence of its effectiveness is anecdotal, and there is very little in the way of empirical research on the elements that make an effective Web Quest. Furthermore, rich descriptions of how students interact during a well-developed Web Quest are largely absent from the literature.

In short, the Web Quest model suffers from a lack of scholarly research which impedes practitioners interested in using this approach to design and deliver effective Web-enhanced instruction. Successful Web Quests must address three pedagogical design challenges: Enhancing students' personal agency beliefs; sustaining student engagement; and, promoting students' deep understanding and critical thinking. Melinda & Dobson (2003) argues that Web Quest allows teachers to utilize student-centered learning, cooperative learning, critical thinking activities, and authentic assessment while tapping into the vast resources on the World Wide Web.

Problem Statement To make the lesson interesting and creative. By this way, we can publish pictures, animated pictures, video clip and etc. So its make the users more understand on the message given in the web quest and the users can gain more knowledge.

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Example, in our web quest we had inserted colourful pictures on food pyramid, exercise and management stress to attract students to learn about healthy lifestyle. By this web quest, we can explain about the message given more detail by creating links to other related web site. At same time, its can produce accurate and more information in short time. Besides that, we also can get feedback from the users through via mail or via phone. This can evaluate the effectiveness of the Web Quest and help the web creators to evaluate their web. Moreover, its also can save our time and paperwork for creators or the users.

Target group This Web Quest on Healthy Lifestyle is created specially to Form One students but it also suitable for all lower secondary students. Feedback Most of users who viewed our Web Quest feel that our Web Quest is interesting and attractive. It shows that our Web Quest is success in sending message to targeted group. Conclusion Web Quests generally require a good level of reading comprehension, which limits their usefulness for students without good reading and comprehension skills. This also means that We Quests are more difficult to organise for younger students. Web Quests are a great way of introducing students to a variety of points of view, and help encourage critical analysis of both the point of view and the website that holds up that point of view as being valid. Issues of authenticity and authority may also be considered t because the text which is on a website does not mean that it is true, or valid, or the best explanation of events.

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Web Quests do help by limiting access to just material that the teacher thinks is appropriate and useful, allowing students to get on with the task without the need to find the source material first. However, Web Quests can take a considerable amount of time to develop, and teachers may not have the skills needed to create the required web pages. Web Quests can work from handouts, as along teachers include the URL that students need to visit in order to use the online resources. Reference http://webquest.sdsu.edu/about_webquests.html some thought about web quest http://www.batchelors.net/technotes/webquests.htm internet technology services http://www.thirteen.org/edonline/concept2class/webquests/index_sub1.html concept to classroom (the benefits of web quest) http://www.thirteen.org/edonline/concept2class/webquests/index_sub6.html What are some critical perspectives?

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