The document outlines a project focused on developing a common understanding of Web2Quest and CBLM methodologies in education, aiming to leverage new internet capabilities for effective pedagogical practices. It emphasizes the evolution from Web 1.0 to Web 2.0, highlighting the importance of inquiry-oriented activities and the integration of various instructional strategies, including collaboration and authentic assessments. The project aims to redefine core elements of WebQuests to enhance motivation, thinking routines, and blended learning approaches.

1. 4 HRM Project
Defining Web2quests & CBLM
Work package 2 by Pontydysgu
MARIA PERIFANOU
1st Meeting online
9th February 2011

2. Part 1
Objective:
Develop common understandings
around the core ideas of the WQ
project
Webquest methodology
Web2Quest methodology
CBLModel

3. Web 1- Web2- Web3 ??
The internet has & will continue to
change, growing….

4. Web 1.0
broadcast medium
slow connection
html
expensive software
retrieving information

5. New world of social
interconnectivity
 enriched browser-
based interactivity
 facile browser-based
publishing
 “Web services” remix
user-generated data
"read only" medium
anyone can publish

7. Technology is a
tool, not a goal
for instruction. Technology is not
(Kajder 2003, pedagogy, neither a
mean of pedagogy, but
2004) just a way of delivering
learning.
It is crucial that the
teacher‟s educational
community understand
how these tools can be,
& are being, used.
(Ferdig, R. E., 2007)
..finding the right pedagogical /teaching
method is …

8. • Incentivise
• Search
• Reflect
• Learn
…a big challenge
...needs searching & patience

9. method ?
“inquiry-oriented activity in which some or all the
information that learners interact with comes from
resources on the internet” (Bernie Dodge, 1995)

10. Webquests were designed to bring together
the most effective instructional practices,
theories & models into one
integrated student activity:
critical thinking, cooperative learning,
authentic assessments, technology
integration, scaffolding model,
cognitive & constructivist theory
(Dodge et al., 1995)

11. Thinking Visually with WebQuests
quality resource links, compelling problems, production templates

12. Types of WebQuest
 ShortTerm
WebQuests
1-3 lessons
 knowledge acquisition &
integration
 Longer Term
WebQuest
a week – a month
 analyze & transform
knowledge into
something that is
understandable by others

13. WebQuest Parts
• Introduction
• Task
• Process
• Resources
• Evaluation
• Conclusion

15. Web2quests can
enable:
o Socialisation
o Collaboration
o Creativity
o Authenticity
o Sharing

16. Web1Quests Web2Quests
NEW CONDITIONS
• Exploring resources-Copy paste// User
generated content: User friendly /creation of
media resource /share
• Expesive software//new, rich, open web
based software/services, companies
supplying platforms not content
• Slow speed internet access//high speed
internet access
• Pc// New hardware mlearning devices
bandwidth-ubiquitous

17. Web1Quests Web2Quests
• f2f classroom lesson according to school
program // no time/space barriers -authentic
of context
• Lesson/collaboration only with the
students//Connection of the class with the
whole world
• Feedback/evaluation from
students&teacher//feedback/evaluation from
everyone
• Traditional curriculum// lifelong learning
• Acquire skills competences// preparing for
autonomous lifelong learning-create your
PLE

18. …..a need to redefine the WQ
core elements
 Motivation (Keller‟s ARC model) intrinsic motivation
(Ryan&Deci (2000) Self Determination Theory)
 Thinking Routines Propose „‟new‟‟ Learning pathways
(Revised Blooms Taxonomy (Anderson, 1990)- to guided questions
created by Pohl (2000), Learning to Think & Thinking to Learn)
 Constructivism Connectivism - PLE
 Resources/Tools Web 2.0 tools, co-created resources
 Scaffolding Revised structure - 7Learning Paths
 Collaboration/Cooperation „Open‟ immediate audience
 Learning delivery: F2F Online/Blended Learning

21. What is
Blended/Hybrid learning??
Blended learning is the effective
combination of different modes of delivery,
models of teaching and styles of learning.
(Procter C., 2003) & founded on
transparent communication amongst all
parties involved with a course (Heinze A.&
Procter C., 2004).

22. Learners’
needs

23. Defining CLBLModel

24. Part 2 (In process)
Objectives:
Identify & develop platforms and
tools for developing & using W2Q
WebQuest tools

25. Part 3 (In process)
Objectives:
Combine WQ - HRM
Relevance & Meaning
Produce examplar W2Q
(based on HRM training needs, like using ICT for
teaching & learning in enterprises)

26. Questions ?