Both these exercises are very open-ended, and thus cognitively very difficult, unless (as in the culture standars exercises) the teacher provides more of a guide to which kinds of production the students should do.  On the other hand, fostering that very openness is essential for students to reach the highest levels of ability in both cognitive and linguistic terms.

     That is, such exercises reflect age-appropriate activities for cognitively mature individuals, including the fact that using websites always requires the users to sort through many factors and to learn to orient themselves in an alien conceptual geography.  It is very important, then, that the teacher does not reduce the uncertainty past the point which insures that every student can come up with some kind of correct response to the tasks -- the teacher should allow students to stretch as far as possible, perhaps giving them an opportunity to supplement remarks in German with those in English, so that high-level cognitive practice in comparing two elements of German culture is not sacrificed to lower-level linguistic practice.

     Note, too, that both of these exercises give students the option for German-German comparisons, which is generally an easier task than making comparisons across cultures -- it is easier to say that "website A is designed for older users than website B is" than to decide what makes "the military mind" different, when that mind is reflected in one German military website and one US military website (although that latter task may be ideal in a school on an air force base that trains world pilots).