reflection on the idea of the webquest as a learning tool

I have been paning through all the sites on the net to see how i should approach the creation of this webquest and I have found some really interesting views that are insightful and well expressed and that offer a clear challenge as to ow top approach and use this madium to achieve good teaching and learning outcomes
http://www.webquest.org/ The articlae that I really significant was the entry that Bernie Dodge wrote on the 05/04/07 in which he gives us a clear idea of which end of the Blooms taxonomy we should be aiming at, with the outcomes that our webquest should hold.

Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce state.
Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,
Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.
Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.
Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.
Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.
From Bloom, et al., 1956

As teachers we tend to ask questions in the "knowledge" catagory 80% to 90% of the time. These questions are not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require much more "brain power" and a more extensive and elaborate answer. Below are the six question categories as defined by Bloom.

KNOWLEDGE
remembering;
memorizing;
recognizing;
recalling identification and
recall of information
Who, what, when, where, how ...?
Describe
COMPREHENSION

interpreting;
translating from one medium to another;
describing in one's own words;
organization and selection of facts and ideas
Retell...
APPLICATION
problem solving;
applying information to produce some result;
use of facts, rules and principles
How is...an example of...?
How is...related to...?
Why is...significant?
ANALYSIS
subdividing something to show how it is put together;
finding the underlying structure of a communication;
identifying motives;
separation of a whole into component parts
What are the parts or features of...?
Classify...according to...
Outline/diagram...
How does...compare/contrast with...?
What evidence can you list for...?
SYNTHESIS
creating a unique, original product that may be in verbal form or may be a physical object;
combination of ideas to form a new whole
What would you predict/infer from...?
What ideas can you add to...?
How would you create/design a new...?
What might happen if you combined...?
What solutions would you suggest for...?
EVALUATION
making value decisions about issues;
resolving controversies or differences of opinion;
development of opinions, judgements or decisions
Do you agree...?
What do you think about...?
What is the most important...?
Place the following in order of priority...
How would you decide about...?
What criteria would you use to assess...?
http://www.teachers.ash.org.au/researchskills/dalton.htm
http://www.alicechristie.org/edtech/index.html Dr Alice Christie is a superb educator in the USA and her site is a great place to visit and learn from.
http://webquest.sdsu.edu/designpatterns/all.htm This site was another really helpful way to understand how to construct this learning tool