Nguyễn Thị Việt Hà English Lecturer Tôn Đức Thắng University WEBQUEST A STUDENT-CENTERED METHOD 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 responsible use of Internet motivating force holding learners' attention WEBQUESTS 1. What is a WebQuest? In 1995, WebQuests developed by Bernie Dodge and Tom March at San Diego State University Internet • • • • scaffolding authentic learning critical thinking cooperation Currently, hundreds of WebQuests in all subjects and levels 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) 1. What is a WebQuest? Types of WebQuests: long-term short-term 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 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) TEACHING-CENTERED versus LEARNING-CENTERED instruction Concept Teacher-Centered Learner-Centered Teaching goals • Cover the discipline How students learn • Listening • Reading • Independent learning, often in competition for grades • Based on delivery of information • Lecture • Assignments and exams for summative purposes Pedagogy Course delivery Effective teaching • Students learn: o How to use the discipline o How to integrate disciplines to solve complex problems o An array of core learning objectives such as communication and information, literacy skills • Students construct knowledge by integrating new learning into what they already know • Learning is viewed as a cognitive and social act • Based on engagement of students • Active learning • Assignments for formative purposes • Collaborative learning • Community service learning • Cooperative learning • Online, asynchronous, self-directed learning • Problem-based learning • Teach (present information) • Engage students in their learning well and those who can will learn • Help all students master learning objectives • Use classroom assessment to improve courses • Use program assessment to improve programs Teacher-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 Professor’s role is to be primary information giver and primary evaluator Teaching and assessing are separate Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts Professor’s role is to coach and facilitate Professor and students evaluate learning together Assessment is used to monitor learning Emphasis is on right answers Assessment is used to promote and diagnose learning Desired learning is assessed indirectly through the use of objectively scored tests Focus is on a single discipline Culture is competitive and individualistic Teaching and assessing are intertwined Emphasis is on generating better questions and learning from errors Desired learning is assessed directly through papers, projects, performances, portfolios, and the like Approach is compatible with interdisciplinary investigation Culture is cooperative, collaborative, and supportive 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 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 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) 4. Critical attributes 4.1. Introduction 4.2. Task 4.3. Process 4.4. Evaluation 4.5. Conclusion 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 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 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. 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. 4.4. Evaluation checklist or rubric Criteria: clearly described, measurable, and authentic illustrate precisely what learners have to do to succeed 4.5. Conclusion Bring closure Extend Get feedback 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 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 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 5. Useful advice Find great sites FOCUS (Dodge, 2001) Use the medium Master a search engine People Probe the deep Web Conversation Don’t lose what you find Selective glitz Orchestrate your learners Scaffold high expectations and resources Reception Organizing resources Transformation Organizing people Production Challenge your learners to think Taking your learners to task Design Journalistic tasks Persuasion amid controversy 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 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 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) 6. Writing your own WebQuest Work in groups of five and design a WebQuest for your students on a favourite topic 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 References Allen (2004). Assessing Academic Programs in Higher Education. Retrieved July 2nd, 2013, from http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCe nteredParadigms.pdf Benjamin, J. Y. (2003). A Checklist for Evaluating WebQuests. Retrieved July 2nd, 2013, from http://www.techlearning.com/fromthe-classroom/0015/a-checklist-for-evaluatingwebquests/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. References Huba & Freed (2000). Learner-Centered Assessment on College Campuses. Retrieved July 2nd, 2013, from http://assessment.uconn.edu/docs/TeacherCenteredVsLear nerCenteredParadigms.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?H REF=webwatch/webquests/index.html 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 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. Thanks for your attention! 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 2. Why is WebQuest a Studentcentered method? Bloom’s taxonomy (1956) Evaluate Synthesize Analyze Apply Understand Remember 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 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 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 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 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