Computer Based Instructional Objects

There are many things to consider when it comes to using or creating a computer based instructional object for students to use independently. In searching for exemplary WebQuests, several considerations have come to mind.
*Is it appropriate for the intended learner?
Many WebQuests explained their target audience. However, there were very few where I felt it was the appropriate age group for the content. Most specifically, the reading level of several WebQuests seemed way above the ability of the intended learner. This was most often found in those that were designed for K-2 students. In these cases, the literacy of the students seemed to be second to content.
*Does it accomplish the educational goal?
As I looked at WebQuests this week, I kept asking myself if the final product (if there was one for the project...some were simply research based with no final product that showed how the students were synthesizing the information) matched the objective stated in the introduction. While many did, there were an equal number of tasks that fell short of being project based.
*Are the directions clear?
Students need modeling and clear directions in order to understand an independent task. Some WebQuests gave simple, precise rules that allowed for the learner to process and complete the tasks. These directions were broken into manageable tasks in multiple step format. However, some of the WebQuests gave directions in paragraphs that had me rereading for understanding. For an independent learner, this would be both frustrating and uninviting.
*Is it interesting to look at?
Often, visual aesthetics are the last thing a creator thinks of. However, it is the first thing a learner sees. Some WebQuests I went to sounded intriguing but I could hardly stand to look past the first paragraph. For some, the contrast of color was hard on the eyes. In others, there were too many images or too much text. For others, there were no images or little text. The best visually balanced WebQuests stuck to two or three colors that complemented each other and created a flow through the activity. Also, it included a balance of images and text.

With all this in mind, I tried to find exemplary WebQuests. Here are three that I found.

Living in a Colonial Midwest Community
This WebQuest was intended for fourth graders. Although it lacks in visual appeal, the simulation and problem solving approach would be very effective. It requires that each student takes a role and is responsible for important information related to the particular aspect of Colonial Life. It is organized effectively so that each student can access his or her resources only.

Growing Green Thumbs
This WebQuest was intended for 3rd grade science. Visually, it is well balanced and effective. The directions are clear and each step is easy to manage. Literacy wise, it would be perfect for the intended age group. This also requires that each student take a role and be an expert for specific information. The best part about this WebQuest is that it incorporates literature, graphic organizer creation, website use and a final product of a PowerPoint.

Vanishing Wetlands: A Magic Act?
This WebQuest was intended for 5th grade. The biggest flaw was that the small text was often difficult to read. However, the content and the tasks put students in a simulation role and they had to use the information as their "magic" for explaining the loss of wetlands. It used many multimedia tools such as videos, images, slideshows and websites to allow students to gather information and make conclusions about the loss of wetlands.