WEBQUEST A STUDENT-CENTERED METHOD

1. NguyễnThịViệtHàEnglish Lecturer TônĐứcThắng University WEBQUEST A STUDENT-CENTERED METHOD

2. Contents 1. What is a WebQuest? 2. The first WebQuest 3. Why is WebQuest a Student-centered method? 4. Critical attributes 4.1. Introduction 4.2. Task 4.3. Process 4.4. Evaluation 4.5. Conclusion 5. Useful advice 6. Writing your own WebQuest 7. Conclusion

3. responsible use of Internet • motivating force • holding learners' attention • WEBQUESTS

4. 1. What is a WebQuest? • In 1995, WebQuests developed by Bernie Dodge and Tom March at San Diego State University • Currently, hundreds of WebQuests in all subjects and levels • Internet • scaffolding • authentic learning • critical thinking • cooperation

5. 1. What is a WebQuest? • WebQuest is “an inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet.” (Schrock, 1996)

6. 1. What is a WebQuest? • Types of WebQuests: • long-term • short-term

7. 2. The first WebQuest • 1995: Bernie Dodge and Tom March of San Diego State University • A WebQuest generally consists of these following attributes: • Introduction • Task • Process • Evaluation • Conclusion

8. 3. Why is WebQuest a Student-centered method? • What is Student-centered method? • Chart 1. Teacher-centered vs. Learner-centered paradigms (Allen, 2004) • Chart 2. Comparison of Teacher-centered and Learner-centered paradigms (Huba and Freed, 2000)

11. 3. Why is WebQuest a Student-centered method? • Foundation: constructivist philosophy • scaffolding: valid websites  quality time • collaboration: share, negotiate, and discuss opinions  reach a common aim • Learn • Understand • Apply to the Task

12. 3. Why is WebQuest a Student-centered method? • Cognitive practices  1 integrated activity • problem solving: motivation, scaffolding, technology integration, authenticity, cooperative learning process • thinking skills (Schrock, 1996) • higher-order thinking (Bloom’s learning objectives)  ACQUISITION

13. 3. Why is WebQuest a Student-centered method? • WebQuest is “a scaffolding structure that encourages student motivation and facilitates advanced thinking with integration of an enriched learning resources” (March, 2007)

14. 4. Critical attributes 4.1. Introduction 4.2. Task 4.3. Process 4.4. Evaluation 4.5. Conclusion

15. 4.1. Introduction • hook students' interest • give preparation • open-ended question or problem: based on students' prior knowledge • set the stage for further investigation & exploration • scenarios of the introduction: • evaluating history • bringing contemporary world problems into the classroom • creating products • dealing with life's realities • sparking students' imaginations

16. 4.2. Task • 'doable' & interesting activities • go beyond copying and pasting information • Higher-order thinking skills: inducing, deducing, comparing, classifying, analyzing, building meaning-construction, synthesizing from multiple sources of data, going beyond data to make generalizations, etc. • Formulating questions: challenging

17. 4.3. Process • given step-by-step guidelines: well-written and clear-cut • learners' quality time  concentrate on using the information, not seeking • suggest useful ways to use time efficiently, assign roles, collect and analyzing data, using appropriate tools, etc. • even set deadlines • provide strategies • Links: pertinent, appropriate, of high-quality • Relevant materials: reference books, texts, places, videotapes, and people • interview friends, teachers, parents, go to the school library, a museum or a store, etc.

18. 4.3. Process • maximise the search engines • a list of keywords and statements • Google: • In URL (htm|html|php), entitle: "index of" + "last modified" + "parent directory" + description + size + (doc|pdf) • E.g. searching all doc or pdf files for TOEFL material • Ask time: “what time is it Ho Chi Minh City” • Track flight status: “Jetstar Flight 502” • Metrics and conversion: “seconds in a year”, “5 euro in us dollars”, “cm in inches” • Adding a tilde (~) to a search term will return related terms: “~IELTS” • Use some specific terms: “better than”, “and”, “or”, etc.

19. 4.4. Evaluation • checklist or rubric • Criteria: clearly described, measurable, and authentic • illustrate precisely what learners have to do to succeed

20. 4.5. Conclusion • Bring closure • Extend • Get feedback

21. 5. Useful advice (Benjamin, 2003) • Align with your state standards in one or more subject areas, including technology • Demonstrate higher order thinking skills, including analysis, synthesis, and evaluation • Be multidisciplinary (including technology) • Allow for collaborative tasks and for individual work. This might include the exchange of email with experts in the field of study. • Provide for a demonstrable outcome • Have a culminating activity • Be able to adapt itself to team teaching if this is one of your goals • Demonstrate the use of various low level and high level technologies

22. 5. Useful advice (Benjamin, 2003) • Use more than one piece of software with a short learning curve just in case students have not used it before • Be curriculum specific • Provide self, peer, and teacher assessment rubrics that are clear and objective • Provide for self, peer, and teacher evaluation that will allow reflection on what has been learned, the process, and the outcome • Engage the student through different roles that can be played • Provide a variety of activities for students with multiple intelligences • Provide a variety of activities to accommodate different learning styles • Give clear directions

23. 5. Useful advice (Benjamin, 2003) • Require some pre-knowledge, i.e. the WebQuest requires that the student be familiar with some of the material • Be visually attractive • Incorporate graphics and sounds • Be free of cultural and gender bias • Allow the teacher to take on the role of facilitator; it should let the students "do" • Require some off line tasks just in case of down time or inability to access the Internet • Appeal to the students' sense of natural curiosity • Allow extension to the home so that parents and others can get involved • Allow for adaptation and extended activities to challenge all learners

24. 5. Useful advice (Dodge, 2001) • FOCUS • Find great sites • Master a search engine • Probe the deep Web • Don’t lose what you find • Orchestrate your learners and resources • Organizing resources • Organizing people • Challenge your learners to think • Taking your learners to task • Design • Journalistic tasks • Persuasion amid controversy • Use the medium • People • Conversation • Selective glitz • Scaffold high expectations • Reception • Transformation • Production

25. 6. Writing your own WebQuest • collaborate with colleagues  combine curricular goals and extension learning beyond classroom • Consider: • background information • Interest • Schemata • reading proficiency and skills

26. 6. Writing your own WebQuest Schrock (1996): 1. Choose your WebQuest wisely 2. Gauge student technology proficiency 3. Determine prior knowledge/content understanding 4. Assess the availability of computers 5. Have a backup plan 6. Maximize class time on the computer 7. Clarify student roles 8. Continue working even after computer time is over 9. Make assessment clear to students 10. Be excited about the possibilities

27. 6. Writing your own WebQuest • "the more meaningful, the more deeply or elaboratively processed, the more situated in content, and the more rooted in cultural, background, metacognitive, and personal knowledge an event is, the more readily it is understood, learned, and remembered" (WebQuest) • "putting a WebQuest together is not much different from creating any kind of lesson. It requires getting your learners oriented, giving them an interesting and doable task, giving them the resources they need and guidance to complete the task, telling them how they'll be evaluated, and then summarizing and extending the lesson" (Johnson & Zufall, 2004)

28. 6. Writing your own WebQuest • Work in groups of five and design a WebQuest for your students on a favourite topic

29. 7. Conclusion • The Internet: inspire the imagination, solve the problem & encourage discussion  nurture students’ critical thinking skills • incorporate WebQuests into the syllabus: authentic environment, ‘invigorate a curriculum’ & ‘enliven a class’ • WebQuests: maximize teachers and students’ creativity & productivity • 5 key elements: Introduction, Task, Process, Evaluation, and Conclusion • ‘learning can and should be fun’ (Benjamin, 2003) • Teachers = facilitator  promote student-centered paradigm

30. References • Allen (2004). Assessing Academic Programs in Higher Education. Retrieved July 2nd, 2013, from http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf • Benjamin, J. Y. (2003). A Checklist for Evaluating WebQuests. Retrieved July 2nd, 2013, from http://www.techlearning.com/from-the-classroom/0015/a-checklist-for-evaluating-webquests/41271#sthash.OTZH2GMJ.dpuf • Bloom's Taxonomy. Retrieved July 2nd, 2013, from https://en.wikipedia.org/wiki/Bloom%27s_Taxonomy • Dodge, B. (2001, May). FOCUS - Five Rules for Writing a great WebQuest - Learning & Leading with Technology. ISTE (International Society for Technology in Education), 28(8), 6-9+58.

31. References • Huba & Freed (2000). Learner-Centered Assessment on College Campuses. Retrieved July 2nd, 2013, from http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf • Johnson, D., Johnson, R. & Holubec, E. (1998). Integrating New Technologies into the Methods of Education. In Time. Boston: Allyn and Bacon. Retrieved July 2nd, 2013, from http://www.intime.uni.edu/coop_learning/ch9/default.htm • Johnson, D., Johnson, R. & Holubec, E. (1998). Cooperation in the classroom. In Time. Boston: Allyn and Bacon. Retrieved July 2nd, 2013, from http://www.intime.uni.edu/coop_learning/ch9/default.htm • Johnson, D., & Zufall, L. (2004, March/April). Web watch – Not just for kids anymore: WebQuests for professional development. Reading Online, 7(5). Retrieved May 22nd, 2013, from http://www.readingonline.org/electronic/elec_index.asp?HREF=webwatch/webquests/index.html

32. References • March, T. (2007). Revisiting WebQuests in a Web 2 World. How developments in technology and pedagogy combine to scaffold personal learning. Interactive Educational Multimedia, 15, 1-17. Retrieved July 2nd, 2013, from http://www.ub.edu/multimedia/iem • Putranto, B. P. D. (2012), Using ICT to Teach English - Towards Learner-centered Learning, Training for English Teacher, MDIS Tashkent. • Schrock, K. (1996). WebQuests in our Future - The Teacher’s Role in Cyberspace. Retrieved July 2nd, 2013, from http://kathyschrock.net/slideshows.htm

33. References • Strickland, J. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148. • WebQuest. Retrieved July 12th, 2013, from http://encyclopedia.thefreedictionary.com/webquest • Winn, K., Money, A., Henderson, K., & Flores, A. A Day in the Life of a Student in the United Kingdom. Retrieved July 2nd, 2013, from http://zunal.com/webquest.php?w=153664 • Yoder, M. B. (1999, April). The Student WebQuest: A Productive and Thought-Provoking Use of the Internet. Learning and Leading with Technology, 26(7), 6-9.

34. Thanks for your attention!

35. 2. Why is WebQuest a Student-centered method? Build up these following thinking skills (Schrock, 1996): • Comparing • Classifying • Inducing • Deducing • Analyzing errors • Constructing support • Abstraction • Analyzing perspectives

36. 2. Why is WebQuest a Student-centered method? Bloom’s taxonomy (1956)

37. Evaluating history • Topic: wars, major tragedies, disasters, or periods of exploration • Task: teachers challenge students to imagine themselves as eyewitnesses • E.g. WebQuests on the Civil War, the sinking of the Titanic, the Great Depression, and a range of historic voyages from Noah's Ark to Apollo 7

38. Bringing contemporary world problems into the classroom • Topic: environmental, political, or sociological issues • Task: Students are given a real problem, one that currently troubles a local or the world's population. • E.g. WebQuests on polluted rivers, human rights, endangered animals

39. Creating a product • Topic: anything from whales to Bach, to the first printing press • Task: creation of concrete items • E.g. WebQuests on images of murals or flower beds, multimedia productions, or menus for multicultural dinners

40. Dealing with life's realities • Task: something a student might actually encounter • Resources: online employment pages, airline schedules, and money-exchange charts • E.g. WebQuests on finding a job, buying a car, traveling to another city or country

41. Sparking the imagination • Topic: a trip through outer space, a journey back in time, a visit to the ocean's bottom, or a journey through the human body • Students might be given superpowers such as the ability to fly or to become invisible. They may have time machines or submarines