Nguyễn Thị Việt Hà English Lecturer Tôn Đức Thắng University Contents 1 What is a WebQuest 2 The first WebQuest 3 Why is WebQuest a Studentcentered method ID: 790945
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Slide1
WEBQUEST A STUDENT-CENTERED METHOD
Nguyễn
Thị
Việt
Hà
English Lecturer
Tôn
Đức
Thắng
University
Slide2Contents
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
Slide3WEBQUESTS
holding learners' attention
responsible use of Internet
motivating force
Slide41. 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 learningcritical thinkingcooperation
Slide51. 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)
Slide61. What is a WebQuest?
Types of
WebQuests
:
long-term
short-term
Slide72. The first WebQuest
1995: Bernie Dodge and Tom March of San Diego State University
A
WebQuest
generally consists of these following attributes:
Introduction
TaskProcessEvaluationConclusion
Slide83. 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)
Slide9TEACHING-CENTERED versus LEARNING-CENTERED instruction
Concept
Teacher-Centered
Learner-Centered
Teaching goals
• Cover the discipline
• Students learn:
o How to use the discipline
o How to integrate disciplines to solve complex problemso An array of core learning objectives such as communication and information, literacy skillsHow students learn • Listening• Reading• Independent learning, often in competition for grades • Students construct knowledge by integrating new learning into what they already know • Learning is viewed as a cognitive and social act Pedagogy• Based on delivery of information
• Based on engagement of students Course delivery• Lecture • Assignments and exams for summative purposes • Active learning• Assignments for formative purposes• Collaborative learning• Community service learning• Cooperative learning• Online, asynchronous, self-directed learning• Problem-based learning
Effective teaching• Teach (present information) well and those who can will learn• Engage students in their learning• Help all students master learning objectives• Use classroom assessment to improve courses • Use program assessment to improve programsOrganization of the curriculum• Courses in catalog• Cohesive program with systematically created opportunities to synthesize, practice, and develop increasingly complex ideas, skills, and values
Course structure
• Faculty cover topics
• Students master learning objectives
Course grading
• Faculty as gatekeepers
• Normal distribution expected
• Grades indicate mastery of learning objectives
Faculty role
• Sage on the stage
• Designer of learning environments
Slide10Teacher-Centered Paradigm
Learner-Centered Paradigm
Knowledge is transmitted from professor to students
Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on
Students passively receive information
Students are actively involved
Emphasis is on acquisition of knowledge outside the context in which it will be used
Emphasis is on using and communicating knowledge
effectively to address enduring and emerging issues and problems in real-life contextsProfessor’s role is to be primary information giver and primary evaluator Professor’s role is to coach and facilitateProfessor and students evaluate learning togetherTeaching and assessing are separate Teaching and assessing are intertwinedAssessment is used to monitor learningAssessment is used to promote and diagnose learning
Emphasis is on right answersEmphasis is on generating better questions and learning from errorsDesired learning is assessed indirectly through the use of objectively scored tests Desired learning is assessed directly through papers, projects, performances, portfolios, and the likeFocus is on a single disciplineApproach is compatible with interdisciplinary investigationCulture is competitive and individualistic
Culture is cooperative, collaborative, and supportiveOnly students are viewed as learnersProfessor and students learn together
Slide113. 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
Slide123. 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
Slide133. 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)
Slide144. Critical attributes
4.1. Introduction
4.2. Task
4.3. Process
4.4. Evaluation
4.5. Conclusion
Slide154.1. 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 historybringing contemporary world problems into the classroomcreating products
dealing with life's realitiessparking students' imaginations
Slide164.2. 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
Slide174.3. 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.
Slide184.3. 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 materialAsk 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.
Slide194.4. Evaluationchecklist or rubric
Criteria: clearly described, measurable, and authentic
illustrate precisely what learners have to do to succeed
Slide204.5. ConclusionBring closure Extend
Get feedback
Slide215. 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
Slide225. 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
Slide235. 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
Slide245. Useful advice (Dodge, 2001)
F
ind great sites
Master a search engine
Probe the deep Web
Don’t lose what you find
Orchestrate your learners and resources
Organizing resourcesOrganizing peopleChallenge your learners to thinkTaking your learners to taskDesignJournalistic tasksPersuasion amid controversyUse the mediumPeopleConversationSelective glitz
Scaffold high expectationsReceptionTransformationProduction FOCUS
Slide256. Writing your own WebQuest
collaborate with colleagues
combine curricular goals and extension learning beyond classroom
Consider:
background information
InterestSchematareading proficiency and skills
Slide266. Writing your own WebQuest
Schrock (1996):
1. Choose your
WebQuest
wisely
2. Gauge student technology proficiency
3. Determine prior knowledge/content understanding4. Assess the availability of computers5. Have a backup plan6. Maximize class time on the computer7. Clarify student roles8. Continue working even after computer time is over
9. Make assessment clear to students10. Be excited about the possibilities
Slide276. 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)
Slide286. Writing your own WebQuestWork in groups of five and design a
WebQuest
for your students on a
favourite
topic
Slide297. 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 & productivity5 key elements: Introduction, Task, Process, Evaluation, and Conclusion‘learning can and should be fun’ (Benjamin, 2003)
Teachers = facilitator promote student-centered paradigm
Slide30References
Allen (2004).
Assessing Academic Programs in Higher Education
. Retrieved July 2
nd
, 2013, from
http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdfBenjamin, 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.dpufBloom's Taxonomy. Retrieved July 2nd, 2013, from https://en.wikipedia.org/wiki/Bloom%27s_TaxonomyDodge, 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.
Slide31References
Huba
& Freed (2000). Learner-Centered Assessment on College Campuses. Retrieved July 2
nd
, 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.htmJohnson, 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.htmJohnson, 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
Slide32ReferencesMarch, 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 2
nd
, 2013, from http://www.ub.edu/multimedia/iemPutranto, 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
Slide33ReferencesStrickland, 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/webquestWinn, 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=153664Yoder, 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.
Slide34Thanks for your attention!
Slide352. Why is WebQuest a Student-centered method?
Build up these following thinking skills (Schrock, 1996):
Comparing
Classifying
Inducing
Deducing
Analyzing errorsConstructing supportAbstractionAnalyzing perspectives
Slide362. Why is WebQuest a Student-centered method?
Bloom’s taxonomy
(1956)
Slide37Evaluating historyTopic: 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
Slide38Bringing 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
Slide39Creating a productTopic: 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
Slide40Dealing 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
Slide41Sparking the imaginationTopic: 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