This document discusses WebQuests, which are inquiry-oriented lesson formats designed to use students' time online effectively. A WebQuest guides students through analyzing online resources to solve an authentic problem. It has six components: introduction, task, process, resources, evaluation, and conclusion. There are two main types - miniquests for shorter lessons and full WebQuests. Both aim to develop students' higher-order thinking skills through collaborative, student-centered learning. The document provides examples and discusses how WebQuests can be adapted for ESL classrooms by making information analysis, research, and persuasive writing skills.

1. XXI LIDILE CONVENTION
“Free English”
Lic. Cyndi Cardoso Ramírez
Abril 2014

2. What kind of Internet-based activities do you asign
your students?
How much of your students’ time do you think is
spent on internet?

3. Concept developed in 1995 in San Diego State
University by Bernie Dodge andTom March.
“Internet based teaching- learning activities”.
Dodge defines is as a “Constructivist lesson format,
wrapped around a doable and interesting task that
is a scale-down version of what adults do”.
Real-life tasks
It is an educational tool that serves as a respond
for the inconvenients of usual Internet searches:
Unreliable information, endless data, non-scientific,
informal resources.
What is a ‘WebQuest’?

4. Students receive a task or a problems that needs to be solved. They
analyze the information found on Internet and transform it to create a
product and present their own ideas and draw their own creative
conclusions.
Students receive specific roles (most of the time)
The task in the WebQuest MUST include high-level cognitive process
such as:
Analyze
Synthetize information
Create
Retale
Compare and contrast
Publish
Characteristics of aWebquest

5. Essentially, there are two kinds ofWebQuests:
Types ofWebquest

6. Introduction
Task
Resources
Process
Evaluation
Conclusion
Elements of aWebQuest

7. Miniquest: Stage, task, product.
Requires an ‘experienced’ teacher
to design them and can be
completed in a 50 min. class or 2 .
The MiniQuest

8. Types of miniquest

9. Characteristics Miniquest WebQuest
Components Stage
Task
Product
Introduction
Task
Resources
Process
Evaluation
Conclusion
Class time 1 or 2 50 min. session A week through a month
Educational construct Self-learning,
motivatoin,High-cognitive
skills
Self-learning,
motivatoin,High-cognitive
skills
Students’s role Provided by the context Provided by the group and
the task
Questions Explicit Implicit
Group setting Individually or groups Groups
Multidiplinary Not generally Posibly
Miniquest vs.WebQuest

10. There are more than fifty types of tasks :
“Taskonomy” of aWebquest

11. Examples

12. Examples

13. Examples

14. Examples

15. Examples

17. Students don’t waste time looking for information they
manipulate and process it.
Authentic material
All levels
Multidisciplinary
Student-centered (interest and motivation)
Information analysis, research skills and persuasive skills
Distance learning
Teacher role: “not a sage on the stage, but a guide on the
side” (Dodge, 2000)
Didactic aplications of theWebQuest to
the ESL Classroom

18. http://issuu.com/cyndicardoso0/docs/diferenciasminiquest
http://issuu.com/cyndicardoso0/docs/webquest_taskonomy
Further resources

19. http://www.webquest.es/tareonomia-de-la-webquest
http://www.webquest.org/index-resources.php
http://es.wikipedia.org/wiki/WebQuest
http://www.webquest.es/
Aula 21, (20014) Webquest Investigar en laWeb. Una propuesta metodólogica
para usar internet en el aula. Retrieved May 10, 2014 from:
http://www.aula21.net/tercera/introduccion.htm
Dodge, B. (2014) “Webquest” retrieved May 10, 2014 fromm www.webquest.org
Bibliography