COURSE TITLE:
WEBQUESTS FOR FOREIGN LANGUAGE CLASSROOMS
NO OF CREDITS:
5 QUARTER CREDITS
[semester equivalent = 3.33 credits]
INSTRUCTOR:
PATRIZIA MARRERO, M.A.
patmarr.heritage@gmail.com
WA CLOCK HRS:
OREGON PDUs:
50
50
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
Imagine your students learning Spanish, French, German or any other foreign language in fun,
creative ways using the Internet! In this course you’ll learn to make WebQuests where students can
create the ideal vacation and propose it to a prospective tourist in German, or try to convince the
International Olympic Committee to host the next Olympic Games in France in French. Maybe the Board
of Directors of a local museum has asked your students to create a Day of the Dead exhibit that both
educates and dazzles the public. Through the use of WebQuests, the student’s imagination is the limit.
WebQuests allows students to learn-through-doing, or what we affectionately call task-based learning,
while using the language authentically.
Developing and implementing WebQuests in the classroom is a great way to engage students in
a fun and exciting way. WebQuests can be created online, in paper form, or even in a PowerPoint
presentation. Students are presented with a problem, issue, or ‘task’, and they are guided through various
internet resources in order to complete this larger task at hand. The ways in which a teacher can choose
to use WebQuests are nearly endless, which makes them a great asset in the classroom as they are
applicable to many types of learning objectives. Come learn how to create your own WebQuest that fits
your style, curriculum, and unit. At the end of this course you will have created a WebQuest that you can
use with your classes the very next day. Great Professional Development class for foreign language
teachers to use for pay increment. Appropriate for K-12 language educators.
Participants will purchase a book that costs $25.00 used from Amazon.com
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Be able to speak with greater awareness and understanding about implementing and including
WebQuest technology in their lessons.
2. Create a unit specific WebQuest that enhances their lessons.
3. Have reviewed at least three published WebQuests.
4. Be able to compare and contrast two published WebQuests.
5. Be able to identify qualities and components of a good WebQuest.
6. Create a partial WebQuest for a unit taught
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participant’s their choice of 50 Washington State Clock Hours or 50 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1.
Completion of Information Acquisition assignments
30%
2.
Completion of Learning Application assignments
40%
3.
Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to easily view online resources. Some of the
reading materials may be provided in the online course environment as PDF documents, a format
readable by computers with Adobe Acrobat Reader. You may download a free copy of Acrobat Reader
from our website, www.hol.edu, if it is not already on your computer.
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REQUIRED TEXTBOOK:
Select & read one (1) of the following:
Erben, Tony. 2007. Calling All Foreign Language Teachers: Computer-Assisted Language Learning in
Classroom. Eye on Education, 250 pgs. ISBN 159667069X, 9781596670693 $34.30 (Paperback) on
Amazon.
Allison A. Carr-Chekknab. 2010. Instructional Design for Teachers: Improving Classroom Practice.
Routledge, 214 pgs. ISBN-13: 978-1138776814, 1138776815 $35.60 Paperback.
Another book of your own choosing from the bibliography listing, with the instructor’s prior approval.
GETTING STARTED
After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
Access each assignment listed here in the online course environment and enter your responses.
Write your responses in a WORD document and then ‘copy/paste’ them into the Responses box.
When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED'. The instructor
will be notified that you have completed all assignments.
After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
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NOTES TO ALL PARTICIPANTS
You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
All responses will be posted online. Large documents, files, photographs or PowerPoint presentations
may be attached as part of your response by using the “Share A File” option.
You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
This course is about a world-wide shift to a new kind of teaching which incorporates technology. The
following readings will provide background information on the use of WebQuests in education.
In the online response box, please post a one (1) page introductory bio. Describe your own experience
with technology. Explain how you have incorporated it in your lessons, include your concerns
Interview at least two other teachers' who utilize technology within their classroom and constructively
comment on at their experiences with technology. If you don't have access to teachers who utilize
technology within their lessons, think creatively as to some difficulties technology might present.
Read the following required weblinks.
Select two (2) and write 1-2 pages describing new information or teaching applications that you acquired
in the readings. Be sure to identify the readings.
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http://www.thirteen.org/edonline/concept2class/webquests/index.html
http://pd-network.com/lessons/Webquests.pdf
http://www.ifets.info/journals/12_1/20.pdf
http://www.ecml.at/mtp2/Lquest/pdf/TQproject.pdf
http://www.thirteen.org/edonline/concept2class/webquests/demonstration.html
http://www.youtube.com/watch?v=j9DPrKU_xHY&NR=1
http://www.teachertube.com/viewVideo.php?video_id=27484&title=What_are_WebQuests
http://schoolcomputing.wikia.com/wiki/Technology_in_Foreign_Language#Technology_is_a_tool
http://webquest.org/index.php
"Steps to Better Searching":
http://www.uni.edu/coe/ci/240-020/webquests/webquestparts.html
http://www.docstoc.com/docs/125920320/Effective-Internet-Searching
http://www.techrepublic.com/blog/10-things/10-tips-for-smarter-more-efficient-internet-searching/
https://www.youtube.com/watch?v=JoaEuXGE74E
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Assignment #2:
Read https://en.wikipedia.org/wiki/Internet_scavenger_hunt
Scavenger Hunts are used as a more "question/answer" online activity targeting more of the lower levels
of Bloom's Taxonomy. WebQuests are used to go beyond the "learning of facts."
Read http://www.educationworld.com/a_curr/curr113.shtml
WebQuests present students with a challenging task, scenario, or problem to solve. It's best to choose
aspects of a topic that are under dispute or that offer a couple of different perspectives. Logistically, all
students begin by learning some common background knowledge then they divide into groups. In the
groups each student or pair of students have a particular role, task, or perspective to master. They
effectively become experts on one aspect of a topic.
Read http://www.creativeteachingsite.com/edusims.html
And
http://www.edutopia.org/simulation-nation
Computer-simulation technology is a way of looking at objects or systems that encourage a learner not
only to wonder, "What would happen if . . . ?" but also to try out those alternatives virtually and see the
consequences. It is a way for learners to acquire experience about how things and systems in the world
behave, without actually touching them.
What is a WebQuest?: http://www.thirteen.org/edonline/concept2class/webquests/ &
http://carbon.ucdenver.edu/~bwilson/WebQuest/
Peruse the following weblinks:
Interactive Web Adventures or Simulations:
http://iteslj.org/Techniques/Tompkins-RolePlaying.html
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Web Treasure Hunts:
http://www.educationworld.com/a_lesson/archives/scavenger_hunt.shtml or
http://www.cyberbee.com/hunts.html
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WebQuest: Pick one from the below:
http://www.teach-nology.com/teachers/lesson_plans/computing/webquest1/CyberBullying_NotEver.html
http://questgarden.com/80/56/4/090414191926/
http://questgarden.com/146/38/2/120725101529/index.htm
http://www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Bradley_Knudsen/WEBQUEST.HTML
http://literacylounge.com/teacher/latin_america/teacher.html
http://www.createwebquest.com/mhtetovoyahoocom/restaurant-opening
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Which is it? If you scour the internet you will find many examples of WebQuests. You will learn quickly
that there is a wide misunderstanding as to what actually IS a WebQuest. ALL are viable educational
strategies, very valuable to enhancing and improving our student’s learning experiences. Nevertheless, it
is important to distinguish each correctly, in order to create and implement a valuable educational learning
device within our classroom. Go through this online dynamic and interactive activity.
http://www.randomhouse.com/doubleday/davinci/index-ctc.html
Compare and contrast the interactive activity “The DaVinci Code” and the Web adventures, Web
treasure hunts, and the WebQuests. Decide whether “The DaVinci Code” is correctly labeled, or
should it be labeled something else. Use the texts to defend your opinion. Post your 1 page response in
the online response box or upload it using the “Share A File” option.
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Assignment #3:
Read http://www.georgian.edu/uploadedfiles/focus_rules.pdf
In a 1-2 page response describe and comment on the five guiding principles in the word FOCUS to create
great WebQuests:
Find great sites.
Orchestrate your learners and resources.
Challenge your learners to think.
Use the medium.
Scaffold high expectations
Assignment #4:
Choose three (3) WebQuests (see below) from different languages and constructively critique each one
using the rubric at this website: http://webquest.sdsu.edu/webquestrubric.html.
Your response should be a page for each WebQuest selected, i.e. 3 pages total.
Matrix of WebQuests
http://zunal.com/index-matrix.php?Curriculum=104&Grade=104&page=1
Italian WebQuests
http://www2.lhric.org/kat/wq/WQITALIA.HTM
http://zunal.com/process.php?w=63428
http://teacherweb.com/NY/PSMS207/ItalyWebQuest/index.html
http://questgarden.com/62/23/9/080311150847/index.htm
German WebQuests
http://zunal.com/process.php?w=174291
http://www.dl.ket.org/german/samples/webquest/index.htm
Latin WebQuests
http://www.dl.ket.org/latin3/things/optional/archaeology.htm
http://www.vroma.org/~jhaughto/romanconsulquest.htm
http://questgarden.com/31/78/7/060726111145/index.htm
http://questgarden.com/28/82/8/060629150225/index.htm
Spanish WebQuests
http://zunal.com/webquest.php?w=21650
http://chsweb.lr.k12.nj.us/jgallombardo/spainwebquest/spain.htm
http://questgarden.com/79/03/9/090326130321/index.htm
French WebQuests
http://www.shs.d211.org/ForeignLang/faculty/Jll/web_quest.htm http://zunal.com/webquest.php?w=50132
http://www.sd71.bc.ca/Sd71/Edulinks/ICT6_9/lessons/French/webless.htm#process
http://www.kn.pacbell.com/wired/fil/pages/webfrancea.html
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Assignment #5:
Watch and read the following sites on how to develop a WebQuest, and constructively critique the
process involved in creating a great WebQuest. Include concerns about alignment with
units/standards/techniques/personal preferences. Your response should be 1 page in length.
How to develop a WebQuest
• http://www.youtube.com/watch?v=o4rel5qOPvU&feature=related
• http://www.youtube.com/watch?v=Cyht-ehlAWY&feature=related
• http://www.youtube.com/watch?v=VrljNfEnSk0&feature=related
• http://www.youtube.com/watch?v=lHZOh-KoEF4&feature=related
How to develop a WebQuest using PowerPoint
• http://www.slideshare.net/davrosedawn/how-to-create-a-web-quest-in-powerpoint-13479435
• http://www.ellenfinkelstein.com/pptblog/create-a-webquest-in-powerpoint/
Assignment # 6:
• Read Calling All Foreign Language Teachers: Computer-Assisted Language Learning in the
Classroom or a book of your own choosing (with the instructor’s prior approval). You need not
read the entire book, but rather may review the chapters most relevant or interesting to you.
• In the online response box, write a 2-3 page paper in which you summarize the main points of the
chapters you read and indicate what ideas, resources and statistics cited could be useful in your
professional situation, or, if you prefer, use the “Share A File” upload function to place your paper
on this site.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacher’s summer classroom in session.
Assignment #7:
Create a WebQuest you will use in your classroom. Make sure to include all the components of a great
WebQuest (see list below). When your WebQuest site or document is complete, please either post the
web address in the online response box or upload your document in the online environment using the
“Share A File” option.
Components of a WebQuest:
Introduction
• Set the stage for the activity
• Catch the reader's attention to draw them into the quest
• Provide background information
Task
• State what the students will be required to do
• Avoid surprises down the road
• Detail what products will be expected and the tools that are to be used to produce them
Process
• Give a step-by-step description, concise and clearly laid out
• Provide links to Internet sites interwoven within the steps
Evaluation
• Display a rubric to measure the product as objectively as possible
• Leave little room for question
• Ask students to give written feedback on the WebQuest.
Assignment #8:
Implement your WebQuest with your students and summarize the experience, as shown below. Please
provide the web address for your work as well as samples of student work (if possible). Your summary
posted in the online response box should be 1-2 pages.
• Did the WebQuest activity meet your expectations? What were the key elements?
• Summarize student feedback.
• What were some areas that need improvement?
• What are your next steps?
If you are taking this course when school is not in session:
Describe in 1-2 pages the challenges you faced in developing the WebQuest and how you would
overcome these. Identify other potential WebQuests you would develop and explain how you would
implement them in a unit lesson.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
500 LEVEL ASSIGNMENT
Assignment #9:
(500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A) Create a PowerPoint or web-based in-service for teachers in your school/district in which you
communicate what you have learned about WebQuests. Submit a 1 page description of your presentation
including feedback received.
OR
Option B) Develop an annotated bibliography of web sites pertinent to the subject you are teaching
which you can provide as reference to your students. The websites should relate to the use of
WebQuests and be different than those provided in this course syllabus.
OR
Option C) Develop, in coordination with your district’s technology personnel, a survey of teachers to
discover the degree to which and how staff members are using the internet for instruction. Post your
survey in the online response box.
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #10:
Complete the requirements for university quarter credit by submitting a final 2-3 page Integration paper.
A heading is required. Please use the following format:
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisor Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1.
What did you learn vs. what you expected to learn from this course?
2.
What aspects of the course were most helpful and why?
3.
What further knowledge and skills in this general area do you feel you need?
4.
How, when and where will you use what you have learned?
5.
How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all your course assignments, your instructor will post final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Patrizia Marrero, M.A. is a teacher at a Public Middle School. She has earned her B.S. in Elementary
Education and Special Education with a minor in Psychology at Dowling College (NY). She has attended
UNC-Chapel Hill and NYU to earn her certificate in Italian. She has earned her M.A. at Columbia
University-Teachers College in Instructional Technology and Media with a minor in Distance Learning.
She is a member of AATI and ACTFL. She was born in Sicily, Italy, where she attended school in the
Italian school system. Patrizia traveled to the US and continued her education. She has taught ESL adult
education for many years, and has have given workshops on youth bilinguism and FLES at various
institutions. Patrizia has lead tours to Italy in the hope of expanding youth horizons and tolerance.
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WEBQUESTS FOR FOREIGN LANGUAGE CLASSROOMS
BIBLIOGRAPHY
http://www.thirteen.org/edonline/concept2class/webquests/index.html
A wonderful WebQuest website that moves you from CONCEPT TO CLASSROOM!
• http://www.pkwy.k12.mo.us/intra/professional/METCFColeman.htm
• http://webquest.org/index-create.php
A presentation by the creator of WebQuests himself, Bernie Dodge. A roadmap on the creation of
WebQuests.
http://tommarch.com/writings/ascdwebquests/
An excerpt based on Tom March's article "WebQuests for Learning" on the benefits of WebQuest use in
the classroom.
http://pd-network.com/lessons/Webquests.pdf
Bill Brozo proposes and exemplifies an approach to teaching that exploits the learning potential of the
Internet.
http://www.ifets.info/journals/12_1/20.pdf
In his report Using WebQuests for oral communication in English as a foreign language for Tourism
Studies, Jesús García Laborda proposes that WebQuests are a very common way of using Web
resources to research a variety of topics, and if appropriately used can trigger the situations necessary to
develop both written and oral communication.
http://www.ecml.at/mtp2/Lquest/pdf/TQproject.pdf
This Dutch project customizes the WebQuest concept for the foreign language teaching and learning.
http://www.thirteen.org/edonline/concept2class/webquests/demonstration.html
A look at applications for WebQuests in the classroom and provide some examples so that you can see
how they work.
http://www.researchgate.net/publication/253938009_Encouraging_Collaborative_Learning_throu
gh_Web_Quests
Maria S. Celia López Morales’ article on the use of WebQuest technology in the FL classroom to
encourage students to learn about the target culture and language via the Internet, through the use of
WebQuests’ collaborative learning environment.
http://schoolcomputing.wikia.com/wiki/Technology_in_Foreign_Language#Technology_is_a_tool
Another article on the benefits of using technology in the ‘world languages’ classrooms.
http://www.youtube.com/watch?v=j9DPrKU_xHY&NR=1
A really cool video on the benefits of WebQuests. Very relaxing and informative.
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http://webquest.org/index.php
The original WebQuest website by Bernie Dodge.
"Steps to Better Searching":
http://www.uni.edu/coe/ci/240-020/webquests/webquestparts.html
http://www.docstoc.com/docs/125920320/Effective-Internet-Searching
http://www.techrepublic.com/blog/10-things/10-tips-for-smarter-more-efficient-internet-searching/
https://www.youtube.com/watch?v=JoaEuXGE74E
For those new to the Internet, these are tips on refining your web searches.
http://www.simulations.com/
Educational Simulations, Inc., has set itself the goal of helping to bring the powerful options of educational
simulations to ALL teachers and students who have access to the Internet.
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