know what this lesson is all about. Without that grounding, you don't
know what's important to pay attention to.

The other aspect of the introduction is its motivational purpose. It's
there to draw the reader in. Since not every topic we have to teach is
intrinsically interesting to our learners, at least not at first, this
is critically important. That's what we'll focus on here for the next
hour. How do you make that introduction motivating.
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BernieD projects jan02.
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There are lots of theories of motivation that can be applied to the
design of WebQuests. One, Keller's ARCS model, synthesizes many varied
approaches and organizes them into four clumps:

ATTENTION
RELEVANCE
CONFIDENCE
SATISFACTION

Another theoretical model has been developed for the design of computer
games by Lepper and Malone. They propose that games motivate us by
tapping into one or more of these sources of energy:

CHALLENGE
CURIOSITY
CONTROL
FANTASY
COMPETITION
COOPERATION

I think either of these approaches give us a language for thinking about
what makes a WebQuest interesting, but they don't go quite far enough.

What I'd like to do next is to look at several WebQuests that are
effective at drawing the reader in and then to turn you loose to analyze
why they work.

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MidgeF has arrived.
BernieD says, "Hi Midge"

MidgeF says, "Hi, Bernie"