15 Module title: : Introduction to Climate Education There are several types of tasks in WebQuest, which we exemplify below: • Playback tasks: Sometimes all students are asked to do is go through the information and then show that they understand it. In this case, they can make reports as a result of searches, which in fact provide an easy introduction to using the Web as a source of information. • Compilation tasks: A simple task for students is to take the information from a number of sources and arrange it in a common format. The resulting compilation can be published on the Web or presented in the form of traditional, non-digital products. • Mystery tasks: Sometimes a method of drawing students’ attention to a topic is to present it in the form of a puzzle or to introduce a mystery frame. The method can be applied starting from the level of primary education and can be extended to courses for adults. • Journalistic tasks: One way to implement a WebQuest is to ask students to behave like reporters in presenting a special event. Such a task involves gathering facts and organizing them into a story that can usually fit into the usual genres of the press. In evaluating how to solve it, you will focus on accuracy and not creativity. • Design tasks: The design represents in this case “a plan or a protocol for achieving certain objectives”. A design task involves the creation by students of a product or action plan that fulfils a predetermined purpose and that works taking into account the constraints imposed. The key element in developing such a task is to define the constraints as close to reality as possible. • Creative tasks: Such tasks involve making products with an imposed format (drawings, posters, sketches, games, journals, songs, etc.) but they are much more open and unpredictable than design tasks. • Collaboration tasks: People generally contradict each other because of differences in their value system, beliefs, experiences, and goals. The essence of such tasks is given by the most productive combination of several points of view. • Belief-type tasks: Such a task involves more than a simple rendering of a fact by students. They are forced to develop compelling presentations based on their own knowledge. These tasks are often combined with collaborative tasks, but their goal is for students to develop the ability to convince an audience of a point of view. In fact, such tasks are contrary to the collaboration type, which aims to achieve a consensus between divergent points of view. • Self-knowledge tasks: Sometimes, the purpose of a WebQuest is to provide a better understanding of oneself, knowledge that can be developed through assisted exploration of online and offline resources. A well-defined self-knowledge task causes students to answer questions about themselves, but does not allow them to obtain only short, typical answers.
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