"Think, Construct & Communicate" Comenius 2.1 project
Guidelines
of best practices in WebQuest projects creation,
as a result of the final
evaluation
Designed by Adina Glava, Universitatea Babes-Bolyai
Contents
1. Why
is worth creating a WebQuest project?
1.1 WebQuest as means to apply ICT and effectively use Internet in education
1.2 The added value provided through WebQuest teaching and learning
2. What does it mean a good WebQuest?
2.1 Fine points and useful links for the main parts of a WebQuest
2.2 Issues in the creation of a WebQuest
3. Then what?
3.1 Lessons learned form the classroom implementation of WebQuest projects
4. Ten rules for a Quality WebQuest
1.
Why
is worth creating a WebQuest project?
WebQuest
is an inquiry-oriented Internet- based activity in which students interact with a
collection of resources, some of them taken from the
Internet
· Effective use of Internet
·
Improved
teaching and learning behaviour
·
Source
of methodological inspiration |
1.1.
WebQuest as means to apply ICT and effectively use of Internet in
education
For the
last decade teachers everywhere in the world have been confronted with new
professional challenges related with new learning concepts and theories.
Information and communication technology (ICT) has been seen as a powerful
tool to apply these concepts into teaching practice. Yet there are still
quite a few concrete models to follow. WebQuest is one good and widely shared pedagogical
design approach to combine these elements (theoretical and technological
approach) into teaching.
According
to Bernie Dodge (1997), a
WebQuest is an inquiry-oriented activity in which students interact with
information gathered primarily from resources on the Internet. Both
elements of this definition are of equal importance for understanding the
main arguments supporting the classroom implementation of the WebQuest
projects: that is inquiry centered learning and the use of Internet as a
tool for learning in different curricular and epistemological fields.
WebQuest
projects can at their best take into account
concepts
such as: critical thinking, cooperative
learning, authentic assessment, and technology integration, schema theory,
scaffolding, and novice/expert models of teaching.
WebQuests can be problem-centered or case-based
learning activities that provide teachers with the opportunity to
integrate Internet technology into the course curriculum by allowing
students to experience learning as they construct their knowledge.
1.2.
The added
value provided through WebQuest teaching and
learning
WebQuests
can be identified as quests for knowledge.
Rather than being a static body of content to be taught, a WebQuest can
offer evolving body of content to know, to explore, and to
process. Most
WebQuests require students to perform multiple tasks, well beyond simply
presenting their findings to the class or writing a report. These possible
tasks include the creation of a multimedia projects, videoconferencing,
using email, databases, and spreadsheets, as well as a myriad of other
technology-rich possibilities.
WebQuests
were designed with the purpose of instilling in students the capacity to navigate the Internet
with a clear task in mind, retrieve data from multiple resources, and
increase critical thinking skills (Dodge,
1998).
Here are
some cognitive features of
a good
WebQuest:
1.
Logical
meaning. The WebQuest can constitute in itself an "epitome" or
pre-organizer of content knowledge and investigation activity. In a
Webquest teacher can structure the contents in a comprehensible way for
the students, provided with a logical sense that it is conceivable to
students. With use of different kind of tasks or design patterns (e.g.
investigation task, case problem, design problem) one can model knowledge
structure of the discipline.
2.
Psychological
meaning. With suitable selection of resources WebQuest allows to construct
a learning activity that is adapted at the student's psycho-evolutive
level. For further development of knowledge and skills the task should
require group investigation that leads to what Vygosky calls "Zone of
Proximal Development" ( to the level in which student perform better with
the aid of more capable peer than by
him/herself)
3.
Self-directed
learning. In the WebQuest the student's fundamental work is autonomous:
he/she is the one who selects the information that considers relevant; and
also the one who structures knowledge, building his/her own cognitive
schemes. In a WebQuest one should favour tasks to synthesize, to
summarize, to analyze, to compare different sources and means of
information
4.
High
"social functionality" of the learning. The ecological-contextual paradigm of learning proposes the
necessity to consider in the educational process the point of view of the
utility of certain knowledge for the student, considered from the "social
ecosystem" in which the student is included. In this sense the use of the
Internet as a learning tool is of great relevance to students. It may lead
to learning processes that are applicable to other non-academic scopes:
way of leisure, autonomy when solving school tasks, etc. This could also
lead to high level of learning motivation. 5. Metacognition. With WebQuest one should create complex learning situations where students are expected to autonomously conduct their learning based on discovery and effective use of ICT. Solving of complex problems demands certain control, self-evaluation and monitoring skills moreover, while solving problems, students can gain comprehensive self knowledge regarding their own learning.
In order to
justify these considerations, we could point some the results of the study
we carried out. In the study there was a sample of 185 new users
(teachers) of WebQuest technique in the classroom. Interestingly teachers
answered that the technique is seen as a good and very good learning
method 94% answers, but only 53% rated it as a good teaching means. 71% of
the teachers considered this method as an excellent or good integrator of
the Internet in the learning process. WebQuest was also rated as excellent
(29%) and good (57%) in
improving
students learning skills. This statistic correlates with the improved
students’ scores. Teachers reported improvement at the level of students’ behaviour, and classroom organisation These results were seen, on the one hand, in the increasing of pupils’ motivation and, on the other hand, in working as a team with a clear purpose - solving the group tasks.
On the
other hand, the WebQuest creation is in itself a training situation for a
teacher, as he forces himself to think of a topic from new
perspective.
WebQuest
can also be considered as a "source of help" for the
teacher, since this methodology makes possible to adapt
teaching approach to different learning styles. In addition, the
elaboration of these didactic needs and use of Internet resources leads to
teachers reflective processes. In the research carried teachers describe
WebQuest as a source of inspiration in an impressive proportion
(83%).
WebQuests
can be especially useful for
teachers who are novices in the area of technology in that they offer
prepackaged, self-contained lessons ready for implementation. The WebQuest
site contains lessons, rubrics, and teaching tips. This way
WebQuests allow the teacher to make an easier transition into using
Internet technology with support of a wider community of
teachers. |
2.
What
does it mean a good WebQuest?
Other collections of exemplary WebQuests
"Qualitative WebQuests cited in the article: “The Student
WebQuest"
WebQuest collections in Spanish: Biblioteca de WebQuest de Emilia Rodríguez Biblioteca de WebQuest de Santiago Blanco Ejemplos por áreas del programa Ramón y Cajal Ejemplos en la página de Carmen Barba
Some
thoughts about WebQuest (Bernie Dodge’s
article)
Thinking Visually
with WebQuest (scaffolding tips)
The WebQuest
Taskonomy: A Taxonomy of Tasks
Design Patterns and Templates for WebQuest
Development
Lesson
templates for Students and Teachers
Before you Search, Four Nets for Better Searching
Triton/Patterns Summer 99
Symposium |
a.
Fine
points and useful links
There are
no best WebQuests, but for development of educationally valuable and
interesting for students WebQuest, which fulfills above mentioned
cognitive features properly, is a matter of a gradual refinement. Here we
present some key aspects for refinement your own WebQuest product. The
original creator of the WebQuest, Bernie Dodge encourages continuing improvement of a
WebQuest in his materials and he also encourages to compare and evaluate
many similar WebQuests in order to find better solutions for each part of
the WebQuest (especially, tasks, processes, and
evaluation).
We
present here some general conditions that a qualitative WebQuest project
should accomplish:
General
pedagogical conditions:
*
A
well-designed WebQuest offers
learner content and tasks in contextual way. It lets students learn
about a topic as part of a larger context. In some cases, a WebQuest also let students explore a topic
as interdisciplinary problem to be solved
*
Good WebQuest has a "hook” that means
a motivating starting point or a desirable ending point which ought to be
interesting for the student. This can be a task like treasure hunt, a
game, alternative history or some other form of activity which captures
the student’s interest.
*
Good
WebQuests also rely on material
that is age and ability appropriate. The web contains everything from
nursery rhymes to postdoctoral papers, and finding suitable resources is a
demanding task for a teacher. With an successful collection of links a
WebQuest can offer suitable demands to students with varying skills and it
can be a tool to differentiate the
instruction
General
methodological conditions
*
A
WebQuest can be used at best when it relates also to the curricular
continuum. The more closely your WebQuest fits into curricular
sequence the more powerful it will be in helping the students learn the
topic
*
Webquests
can be collaborative.
In a good WebQuest the process section utilizes different skills of the
students by sequencing teamwork and individual
work.
*
A
well-designed Webquest contains
multidimensional evaluation rubric. A rubric should contain evaluation
of skills and knowledge acquired during the studying process. The
dimensions of the rubric can contain issues of cooperation, sharing of
ideas, students products (e.g. written materials, presentations
etc.).
*
A
Webquest becomes an useful to other teachers when there is a comprehensive
teacher’s
page wich explains the didactic desing of the learing
task
General
appearance conditions
*
A
good webquest is highly visual. The web is a
visual medium, and with proper use visual elements one can build context
for learning, visual elements may also influence to
students’
interest on the issue.
*
Good
Webquests are easy to use.
Students should be able easily get the idea of the task and the process
they are supposed to follow and also, to move easily from one
location to the next within the text. These general conditions will be specified by the following critical and non-critical attributes
Critical
attributes
A
WebQuest always has own sections introduction, the task, the process,
evaluation, and a conclusion.
In his
paper Some thoughts about
WebQuest, B. Dodge (2001) introduces the critical attributes for these
parts of a WebQuest.
Introduction
The
introduction should:
*
Be
motivational
*
Address
the students in a comprehensive vocabulary * Formulate a “big question” around which the whole project is centered. Example 1. (from the WebQuest "Shakespeare", CPR Gijon, Spain) Your English teacher, is very fond of William Shakespeare’s books. She has decided to infect you with this literary virus and, for this reason, she informs you that during the next weeks you will have to spend your time studying his biography and influence in the universal literature and cinema Example 2 (from the WebQuest "Self-esteem", UBB Cluj-Napoca, Romania) Do you always firmly tell your opinion without hurting others? Do you always consider yourself a worthwhile person, that deserves to be happy? Do you easily involve yourself in different tasks and take responsibilities? Do you always say NO when you don't want to do a certain thing? Do you communicate both the happiness and sadness or angriness feelings and emotions? Do you easily recover after failing by saying to yourself that life goes on and you are going to have many more chances to show others what you are able of? Do you consider yourself a pleasant person worth coming close to?... If your answer is YES to all these questions, congratulations, you like and respect yourself. If you answer No to some of these questions you again deserve compliments. It means that you have the courage to recognize that some of the things can be improved. By this project you can gain information regarding the SELF ESTEEM and methods, techniques and advices that could help you put in practice the things you have learned. What is SELF ESTEEM, why it is so important, what is the connection between your self-esteem level and your performances or way of relating with others, and moreover, how SELF ESTEEM answers to the above questions... you can find out involving in the following activities, step by step, together with your colleagues. Lets start...
Task
The task
should :
*
Motivate
for learning and be doable
*
Cater for
certain cognitive activities that students should do: to analyze, to
synthesize, to transform, to create, to judge and to value, to create new
information, to edit, to share, etc. Consequently, the task should induce
higher order thinking. Ideally, the main task in a WebQuest is a reduced
version of what adults do in their professional
work.. * Connect to curriculum standards of both specific schools subject and cross-curricular. * Set a learning context that will allow the approach of the learning subject from an original, challenging perspective. Example (from the WebQuest "Self-esteem", UBB Cluj-Napoca, Romania) The tasks you will accomplish by the end of the project are:
“Process
Checklist in a WebQuest”
material
existing on the official WebQuest page offers a comprehensive list of
defining features for a well written process.
In
synthesis, the process should:
*
Mach the
task description
*
Roles
should be clearly defined as well as the grouping of students
*
Roles
should be strictly necessary for getting the task done and all students
should be involved
*
Resources
are sufficient and grouped by a logic and visible
criteria
*
Integrate
also technical resources
*
Offer
guidance for the activities that involve cooperation of students or
groups
*
Offer
scaffolds or templates ( formats)
*
The text
addresses at the second person (“
you” not “the
students”)
*
Address
to specific needs and interests * Use smartly the facilities of the word processor (paragraphs, underlines, links, bullets and numbers) Example (from the WebQuest "Shakespeare", CPR Gijon, Spain)
As
BIOGRAPHER,
your work will be to
investigate on William
Shakespeare’s life.
1.
Print
the
questionnaire
you must use to fulfil your task. 2. Visit the links below and write down the answers in your form
3.Fill
in a
bibliography
card
about one of the following websites.
As
HISTORIAN, you must
review the existing information about The Globe
Theatre.
1.
Print
the
questionnaire you must use to fulfil your task. 2. Visit the following websites and write down the answers in the form.
3.
Fill in a
bibliography card
about one of the
following websites.
As
TRANSLATOR, you must
translate one sentence from the prologue of the work ”Romeo and Juliet”
and explain its
meaning
1.
Print
the film
poster you must
use to fulfil your
task. 2. Visit the following websites and write down your explanation freely . Do not forget to include references to other literary and cinematographic works 3. Fill in a bibliography card about one of the following websites.
Evaluation
The
evaluation section should:
*
Evaluate
the process of learning and creating new products as well as the products
themselves
*
Evaluate
the very aspects that represent the specific formative features of a
WebQuest: higher order thinking, cooperation, use of ICT, transformative
learning etc.
*
Include
both quantitative and qualitative descriptors * Evaluate all the products and knowledge expected in the Task and Process section. Example (from the WebQuest "Self-esteem", UBB Cluj-Napoca, Romania) Guide for self esteem improvement
Conclusion The conclusion should:
*
Include
rhetorical questions and additional links * Encourage the further reflection. Example (from the WebQuest "Self-esteem", UBB Cluj-Napoca, Romania) You gathered a lot of information about the so called SELF ESTEEM. Maybe that all this information just came to complete the things you already knew. Maybe it raised a lot of new questions. Maybe they made you put questions about your own being for the first time. The important fact is that a lot of aspects were clarified You are now more aware about the influences that the context and your own thoughts can have on you. you have learned how you can "push up" your self esteem level when it goes down, and maybe even more important, you make others aware about the importance of this aspect of our personality.
Didactic
guide
Though is
not described as a critical part of a WebQuest, The Didactic Guide or
teacher page should be included to a Webquest. Here are some quality
requirements:
*
The
author should introduce himself and describe the origin of the WebQuest (
motivation, use of it in a specific context)
*
Describe
in brief what the activities are about
*
Describe
the level and course for which the activity is designed and also the
possibilities for it to be transferred and adapted to other
levels
*
Describe
the prerequisites of the students needed for the accomplishment of the
project * Describe the results in relation with the curriculum requirements Example (from the WebQuest "Shakespeare", CPR Gijon, Spain)
Cooperation
*
Cooperation
is motivational and also allow covering large, controversial or complex
learning topics
*
In a
WebQuest teachers must set common goals that only can be accomplished when
students work together.
*
When
running several WebQuest groups in the same classroom students will face
different learning and problem solving solutions that can become models
for their own learning
*
Cooperative
behaviour performed by students must be evaluated
Interdisciplinarity
*
WebQuest
are usually meant to extend students learning beyond the classroom. This
leads to interdisciplinary approaches for specific learning topics, for
which sometimes a group of colleague teachers is needed for design and
management of learning situations.
*
Topics
like: contemporary issues, evaluation of history, moral and ethical
issues, human rights, can be successfully approached in an
interdisciplinary manner.
*
Both,
cooperation and interdisciplinary approach are premises for the meaningful learning of students
that means: active and intentional learning, relevance for students’
needs, interests, experiences, contextual and problem based learning.
Higher
order thinking
Learning
of higher order thinking skills represents a key feature of a good
WebQuest. Several conditions must be respected in order to reach this
standard of quality:
*
Formulate
a “big question “that can not be answered simply by collecting and telling
back the information.
*
Use of
scaffolds or prompting which has been shown to facilitate more advanced
thinking
*
Offer
examples with lots of information and opinions on the topic through which
students will sift until they have constructed an understanding that not
only connects to their own individual prior knowledge, but also builds new
schema that will be refined when students encounter the topic
again.
2.2.
Issues in the creation of a
WebQuest
2.2.1.
Basic computer skills
required
Writing
of a WebQuests do not require the use of complex, nor specialized
software. Some
skills to create a WebQuest:
2.2.2.
English language skills required. On-line resources in different national
languages
The great
majority of both WebQuest projects and WebQuest resources is written in
English. Consequently ones command over English language would be of great
help. Nevertheless, since this learning strategy became worldwide spread
there is a number of resources in different other languages: Spanish,
Italian, Finish, Romanian, Polish.
2.2.3.
Time
resources required
For the
creation phase
«Writing
a WebQuest is time-consuming and challenging, at least the first time. To
make the most of your efforts and to maximize your chances for
satisfaction and success, four key considerations for a WebQuest:
1)
be
tied to local, state or national curriculum standards;
2)
replace
a lesson that you're not totally satisfied with;
3)
make
good use of the Web;
4)
require
a degree of understanding that goes beyond mere comprehension. (B.
Dodge)
Here
are some guidelines for meeting the above
suggestions:
a.
Curriculum standards
*
it
is wise to spend your time creating lessons that can be tied to
curriculum, that you and other teachers recognize as important
issues
*
the
use of Internet and information and communication technology must be an
urge only when it brings an added value comparing with standard
teaching
b.
Creative
discontent
*
choose
as topics of a WebQuest project something that you've taught before and
have never been fully satisfied with
*
The
WebQuest you design should replace something and improve it rather than
being just an extra activity.
c.
Using the Web well
*
The
Web can bring primary sources that would not ordinarily be available to
schools. It can also bring resent information and offer multiple
perspectives on the topic.
d.
Understanding
*
Choose
content and topics that invite creativity, which has multiple layers, has
multiple interpretations or can be seen from multiple perspectives. In
short, pick material that requires students to transform information
into knowledge. This fact will imply deep
understanding.
For the application
phase
Considering
the criteria of the time that project activity will take, WebQuests can be
classified in:
·
Short
term
WebQuest: its pedagogical goal is the acquisition and integration of the
knowledge associated to a specific content of one or several matters. A
short-term WebQuest is designed to be completed in one to three class
periods.
·
Long
term
WebQuest: it is designed to be completed from one week to a month . It
implies a greater number of tasks, deeper and more elaborated. It usually
finishes with the accomplishment of a presentation with an on-line
application (for example a Web page, a Powert Point file,
etc.).
·
MiniQuest: it is a
reduced version of a WebQuest, in which three sections are only
considered: scene, task and product. An experimented teacher in the use of
Internet could create it in only 3 or 4 hours, and the students can
complete it in the course of one or two class periods, at the most. They
can be used by teachers who do not have a long time to spend or that
scarcely have begun in the creation and application of the
WebQuests.
2.2.4.
Order
of WebQuest projects creation
activities
The most
difficult part is choosing a task. The most time-consuming part is
designing the process properly. (Dodge, 2001). It is useful to start with
choosing a design pattern or a type of task and compare own idea with
existing WebQuests. You can try the following
sequence:
1.
write the
task on students page and
teaching standards and objectives on teachers page
2.
Describe
the process the students are
going to follow by assigning tasks, roles, activities that will contribute
to the development of the main task.
3.
Flesh
out the process section by finding a
focused set of resources to provide the information needed by
learners.
4.
Complete
the evaluation rubric
in the student page. Duplicate it in the teacher page and add any extra
information needed by teachers.
5.
Complete
the Introduction, Conclusion and
Credits
6.
Add graphics where
appropriate
7.
Revise
and complete the teachers guide
8.
Self
evaluate the project and revise
9.
Edit
10.
Apply in
the classroom and improve
2.2.5.
Use of the existing WebQuest examples
A lot of
teachers wish to share their WebQuests with other teachers. And they do it
for instance by editing it through the Internet. You have got above
certain links that trace you to some of the best colections of WebQuest
projects.
It is always useful to go through the didactic guide for the colleagues that teachers usually create on teacher’s page of the WebQuest. It usually holds indications on the proposed curricular objectives, a schedule, necessary tools, advice regarding the role of the teacher, organization of groups, following of students’ activities and moments of feedback etc.
2.2.6.
Use of
Internet in the classroom
The
school work with the Internet is not an aim in itself, but a means,
that, as much is:
1)
hooking,
2)
intuitive,
3) able
to conduct autoptic learnings
4)
invested of a high status from the point of view of the social
perception in the educative fields (whether it is good or
not...),
And that
allows a greater diversification of the learning activities,
specifically
The
teacher that wishes to effectively integrate ICT into his classroom must
ask himself:
1.
Exactly,
what role must it occupy in his educational activity? That is to say, is
it going to be the predominant, exclusive tool of work, even? Is he going
to work with the Internet as an occasional resource? How long is worth the
trouble to waste in that primary alphabetization of the
students?
2.
What and
how is worth the trouble to be learnt by the student (and by the teacher,
in his/her previous training) of the interface?
3.
We do
have to keep in sight the important investment of time required to qualify
the student in the simple handling of the Internet. What would be
really necessary for the student to know?
- must
the students simply know how to browse?
- must
they manage to use the Internet a qualified channel for the communication
of their results of learning? And, therefore, must they know how to create
Web pages, use the mail, chat, etc.?
- Who
will teach it? the teacher of a certain area?; everyone based on their
necessities?; should it be registered in a long term and interpersonal
educative planning?
- how
should it be taught?: in contextual learning?; by means of test-error?; by
means of previous systematic learning?...
There is not an only answer to these questions. Still, they must be
formulated, and taken care of as it influences our teaching decisions.
The
WebQuest is not necessarily a methodology of a very frequent classroom
application. Obviously, its preparation requires a high investment in
effort and time on the part of the teacher. Nevertheless, the
generalization among the set of teachers of this methodology can be enough
to prepare the student in ICT procedures: it would be enough whereupon
several teachers made one or two WebQuest along the course to fulfill the
student's necessity of qualification in ICT. Nevertheless, the educational
action would have to aspire to a global planning of the ICT procedures
that should be given in each course or educative level, in such a way that
there would be a coherent sequence, a definition of the cadence of the
WebQuest use in the different areas/subjects.
2.2.7.
Use of
off –line resources
Many of
the WebQuests created within our European project mention off-line
resources together with on-line ones.
The
basic structure of a WebQuest could be done with only a pile of books and
magazines. Still, the philosophy of a WebQuest projects implies choosing
topics that could not be done solely with print materials.
|
|
3.1.
Lessons
learned from the classroom implementation of WebQuest
projects
3.1.1.
When
and how to use WebQuest projects
Research
has shown that the most important factor related to student learning and
technology use is how teachers relate the technology-based activity to
other learning activities. Therefore, it's important to clearly link your WebQuest to previous and
subsequent activities, so that the WebQuest is not an isolated
experience disconnected from the rest of your curriculum. Relatedly, WebQuests aren't the endpoint, but
the beginning of student use of the Web for learning. Ideally, in the not
so distant future, students will have internalized many of the cognitive
strategies built into WebQuests, so that students direct and guide their
own studies and findings.
In
our study teachers see the frequency of Webquest use in the classroom
several times a school year. Only
10% of
them think that they will use WebQuest once per year. The other 90% are
split in three parts, having the opinion that the WebQuest may be
implemented once a semester, more often within a semester or as often as
they find it necessary.
3.1.2.
What
problems can appear? Possible cautions and solutions
Possible
application difficulties of the WebQuest in the classroom are
fundamentally referred to the
management of the students' learning process and the use of the Internet resources.
We think that some adaptation in interpretation of the official curriculum
needs to be done while working with WebQuest.
Yet,
perhaps the greatest obstacle will be technology access. The ways of
implementing your WebQuest will vary depending on the kind of Web access
you have and the number of computers available. Even schools with lots of
computers may not have adequate bandwidth to access the Internet quickly.
Or, perhaps when access to Internet is fine the computers and software put
up limitations. Or, maybe your school doesn't even have an Internet
connection teacher has to make preparation at home. Here are some possible
situations and solutions:
No
computers
Teachers
with no computers available in their schools are hard pressed to do a
WebQuest, but they can print out the Web pages for their students to use
in class. The fun of computers and Web work can be lost, but perhaps other
aspects of the learning experience can be used to increase student
motivation.
One
computer with Net Access
Teachers
in a one-computer classroom can pair students up and create a modular
classroom for working on their WebQuests. One rotating station could be
the online computer, one could use print-outs from Web pages, another
group could use library books, magazines, videotapes, CD-ROMs, etc.
Students in this scenario would be in a good position to evaluate whether
Web access made a difference.
One
Computer no Net Access
Teachers
with Internet access at home but not at school can use off-line browsing
programs like Web Buddy or Web Whacker to download the materials needed
for studying. These software
create off-line Websites where the pages look identical to the pages on
the Web. Afterwards these materials can be stored into CD-ROMs for
delivery.
Few
Computers
If
you have Internet access in your schools, but perhaps lack a sufficient
number of computers, you might also try pairing students up for each role
(therefore five roles could support ten students). You might also look for
access to an online computer lab that might be available for a few class
sessions. Also use a combination of the above bulleted strategies to ease
the crunch.
In
our study teachers
most
frequently encountered problem was accomplishing the official curriculum
standards. The least problematic was the evaluation of students’ activity.
It is remarkable that about 80% of the teachers declared that they hadn’t
encountered any problems or they were just scarce and less than 10% of the
teachers met some problems very often and almost 20% met them often. Most
of the obstacles were related to the use of resources due to the schools
Internet connection. For concluding, as one of our
student teachers said: “Webquest is
a real challenge for both the teacher and the student and a wonderful
setting for authentic learning”
|
A CHECK
LIST OF QUALITY ITEMS OF A WEBQUEST | |
1. It
relies on a well-defined structure that counts on a fixed set of sections
or protocol (introduction, task, process, evaluation and conclusion)
simple to be neatly understood and followed by the
students |
|
2. It is
cross-curricular, yet meeting the curricular
standards |
|
3. It
makes use of a motivating introduction |
|
4. It
proposes realistic and creative activities |
|
5. It
requires to acquire, to select and to organize new
data |
|
6. It
contains a common base of activities and a specialized part based on
divided work |
|
7. It
offers hints and guidance ("scaffolds") on diverse parts of the process
related to cognitive tasks |
|
8. It
demands the common agreement on the acquired knowledge to make the final
product |
|
9. It is
a guided and efficient use of the resources of the Internet and the tools
for the access and the data processing |
|
10. It is
easily adaptable due to its didactic hints |
|