Webquests in EFL/ESL teaching
โขDownload as PPSX, PDFโข
0 likesโข1,762 views
WebQuests are inquiry-oriented activities where most information comes from the web. They focus student time on using information rather than searching for it, and support higher-level thinking. When designing one, teachers should find great sites, organize resources and tasks to challenge students, and scaffold expectations. A WebQuest typically includes an introduction, tasks, process, and evaluation. They are useful for language teaching by engaging students in collaborative learning with shared experiences and knowledge through authentic materials. WebQuests can develop any language skill and promote integrated, realistic, and critical learning as students accomplish goals using the internet.
Report
Share
Report
Share
Recommended
Webquest report (patricia marie tabago)
A WebQuest is an inquiry-based lesson that uses mostly online resources. It has five essential parts: a task, a process, resources, an evaluation, and a conclusion. Teachers use WebQuests to engage students in higher-order thinking, support problem solving and critical thinking, and enhance technology skills. While WebQuests can differentiate instruction and foster collaboration, they are not suitable for every learning goal and may require strong reading skills.
Kathleen mckim creating webquests
WebQuests are inquiry-oriented lesson formats that use mostly online resources to engage students in 21st century thinking skills. They have become popular worldwide as a way for teachers to incorporate the internet into lessons. The document outlines the basic formula for creating a WebQuest, including an introduction to orient students, a task for them to complete, a process explaining the strategies they should use, required online resources, an evaluation, and a conclusion. It also discusses benefits such as student engagement, providing background knowledge, and reusability, as well as potential drawbacks like technology issues and inauthentic tasks.
Webquestpresentation
A webquest is an internet activity created by teachers to engage students in higher-level thinking around an authentic problem or topic. Bernie Dodge and Tom March developed the webquest model in 1995 at San Diego State University to help teachers create lessons that used the web productively. Key characteristics of a webquest include being classroom-based, emphasizing higher-order thinking, having the teacher preselect reliable online resources, and having a clear structure including a task, process, resources, evaluation, and conclusion. The document provides examples of long-term and short-term webquests and reviews tools like QuestGarden, Zunal WebQuest Maker, and Teachnology Web Quest Maker that can help teachers design webquests.
Getting started with your course re/design
This document provides an overview and guidance for getting started with transforming a course from face-to-face to blended or online format. It begins with introductions and then discusses key concepts like the definitions of blended, flipped, online, and tech-enhanced courses. It also examines considerations for redesigning elements like content, interactivity, and assessment when transitioning a course to a new format. The document provides steps and questions to help instructors redesign their course, including choosing a pedagogical model, designing effective learning modules, and planning assessments. The overall document aims to help instructors successfully transition their course to digital and blended learning formats.
WebQuests
WebQuests are inquiry-oriented activities that use mostly online resources to engage students in higher-level thinking like analysis, synthesis and evaluation. They should enhance existing lessons or address curriculum gaps. Well-designed WebQuests include scaffolding, clear tasks, and rubrics to guide students through the learning process as they become producers rather than just consumers of information. Teachers can find help in designing effective WebQuests through online resources that provide templates and examples.
Oral Presentation 2
1) The study compared the effectiveness of using WebQuests versus traditional instructional methods for teaching content to students.
2) It found that students who completed a WebQuest on a topic gained as much content knowledge as those experiencing traditional classroom activities.
3) However, the study had some limitations, as the WebQuest and traditional lessons covered different topics, and the assessment focused only on content learned rather than the instructional innovation of WebQuests.
Schoolcraft college presentation s davis
This document provides an overview of curriculum technology strategies and tools. It discusses learning theories like automaticity and off-loading to aid retention. It introduces the TPACK framework for understanding the interplay between technological, pedagogical, and content knowledge. The document also describes the Teach180 online curriculum project and tools like Moodle and wikis that can be used for collaborative learning.
Dr
A WebQuest is a lesson plan that uses online resources to actively engage students in learning. It has several key components: an introduction presenting the task, a process guiding students through the resources, resources like pre-selected web pages for students to examine, an evaluation, a conclusion wrapping up the quest, and a reflection. When done fully, a WebQuest promotes skills like critical thinking, collaboration, and problem solving as students work through discovery and assessment of information from different online sources.
Recommended
Webquest report (patricia marie tabago)
A WebQuest is an inquiry-based lesson that uses mostly online resources. It has five essential parts: a task, a process, resources, an evaluation, and a conclusion. Teachers use WebQuests to engage students in higher-order thinking, support problem solving and critical thinking, and enhance technology skills. While WebQuests can differentiate instruction and foster collaboration, they are not suitable for every learning goal and may require strong reading skills.
Kathleen mckim creating webquests
WebQuests are inquiry-oriented lesson formats that use mostly online resources to engage students in 21st century thinking skills. They have become popular worldwide as a way for teachers to incorporate the internet into lessons. The document outlines the basic formula for creating a WebQuest, including an introduction to orient students, a task for them to complete, a process explaining the strategies they should use, required online resources, an evaluation, and a conclusion. It also discusses benefits such as student engagement, providing background knowledge, and reusability, as well as potential drawbacks like technology issues and inauthentic tasks.
Webquestpresentation
A webquest is an internet activity created by teachers to engage students in higher-level thinking around an authentic problem or topic. Bernie Dodge and Tom March developed the webquest model in 1995 at San Diego State University to help teachers create lessons that used the web productively. Key characteristics of a webquest include being classroom-based, emphasizing higher-order thinking, having the teacher preselect reliable online resources, and having a clear structure including a task, process, resources, evaluation, and conclusion. The document provides examples of long-term and short-term webquests and reviews tools like QuestGarden, Zunal WebQuest Maker, and Teachnology Web Quest Maker that can help teachers design webquests.
Getting started with your course re/design
This document provides an overview and guidance for getting started with transforming a course from face-to-face to blended or online format. It begins with introductions and then discusses key concepts like the definitions of blended, flipped, online, and tech-enhanced courses. It also examines considerations for redesigning elements like content, interactivity, and assessment when transitioning a course to a new format. The document provides steps and questions to help instructors redesign their course, including choosing a pedagogical model, designing effective learning modules, and planning assessments. The overall document aims to help instructors successfully transition their course to digital and blended learning formats.
WebQuests
WebQuests are inquiry-oriented activities that use mostly online resources to engage students in higher-level thinking like analysis, synthesis and evaluation. They should enhance existing lessons or address curriculum gaps. Well-designed WebQuests include scaffolding, clear tasks, and rubrics to guide students through the learning process as they become producers rather than just consumers of information. Teachers can find help in designing effective WebQuests through online resources that provide templates and examples.
Oral Presentation 2
1) The study compared the effectiveness of using WebQuests versus traditional instructional methods for teaching content to students.
2) It found that students who completed a WebQuest on a topic gained as much content knowledge as those experiencing traditional classroom activities.
3) However, the study had some limitations, as the WebQuest and traditional lessons covered different topics, and the assessment focused only on content learned rather than the instructional innovation of WebQuests.
Schoolcraft college presentation s davis
This document provides an overview of curriculum technology strategies and tools. It discusses learning theories like automaticity and off-loading to aid retention. It introduces the TPACK framework for understanding the interplay between technological, pedagogical, and content knowledge. The document also describes the Teach180 online curriculum project and tools like Moodle and wikis that can be used for collaborative learning.
Dr
A WebQuest is a lesson plan that uses online resources to actively engage students in learning. It has several key components: an introduction presenting the task, a process guiding students through the resources, resources like pre-selected web pages for students to examine, an evaluation, a conclusion wrapping up the quest, and a reflection. When done fully, a WebQuest promotes skills like critical thinking, collaboration, and problem solving as students work through discovery and assessment of information from different online sources.
Web quests
This document defines and describes WebQuests. It explains that a WebQuest is an inquiry-oriented activity where students interact with information from the internet. The document outlines the typical parts of a WebQuest, including an introduction, task, process, resources, evaluation, and conclusion. It also describes different types of short-term and long-term WebQuests. The document provides information on how to find, select, and create WebQuests and emphasizes that well-planned WebQuests guide students in creative, flexible projects using online resources to work independently and develop higher-order thinking skills.
Teaching Global Studies with Wikis
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
Transforming Learning through Infrastructure: Digital Credentials & the eT
Learning transformation is limited by the current higher education infrastructure. Transforming higher education will require a different approach to learning technology, one that is fundamentally learner (rather than institution or faculty) centric.
Learning Objects, a Cengage business unit, provides a holistic, learner-centric approach to curriculum design, delivery, and reporting. While Learning Objects can support traditional courses and semesters, it is not hard-wired to do so. Rather, it is built to support learners and their goals, regardless of the amount of time they study or the activities (e.g., courses) they engage in.
Production task
This document discusses tools that can help increase teacher productivity. It identifies common teacher tasks such as planning lessons, managing classes, and grading assignments. It then describes different categories of productivity tools that can assist teachers with each part of the teaching process. These include tools for finding teaching resources, taking attendance and notes in class, setting reminders, and grading and recording student information after class. Specific examples are provided, such as Kathy Schrock's Guide for lesson planning tools, clickers and mobile apps for in-class tasks, and learning management systems like Blackboard for grading and records.
Using oer
This document discusses the benefits and challenges of using open educational resources (OER) in education. The benefits include more equitable access for students through low-cost or free materials, allowing instructors to contribute to improved resources, creating a sharing community, and allowing for more current information. However, challenges include the time needed to find and verify quality resources, issues around copyright and attribution, difficulties providing printed materials, and ensuring accessibility when combining multiple formats.
Moodle staff dev
The document provides an overview of a staff development session on Moodle, a virtual learning environment (VLE). The aims are to: identify what Moodle is; discuss how to access it; construct a course; upload resources; examine other Moodle pages. The session will include an explanation of what a VLE is and how Moodle works, a demonstration of creating a course and adding/editing resources, and time for questions and feedback. Moodle allows organization of lessons, resources, portfolios, and deadlines, as well as communication tools for one-on-one and group collaboration on projects and documents.
Fa12 w200-w10-part 2
This document discusses productivity tools that teachers can use to assist with common tasks. It describes three main categories of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. For planning, it recommends resources for finding lesson plans, templates, and multimedia materials. During class, it suggests mobile technologies that allow teachers to interact with students and take notes from anywhere. After class, it discusses learning management systems for sharing resources, facilitating discussion, grading work, and keeping student records. The document provides examples of specific productivity tools for each category and task.
Week 10 sp13_part2
This document discusses productivity tools that can assist teachers with common tasks. It describes five main types of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. It provides examples of tools that can help with each type of task, such as online resources for lesson planning, classroom response systems for in-class interaction, and learning management systems for distributing content and collecting assignments. Teachers are encouraged to use readability tests to evaluate if online content is suitable for their students and make any necessary adaptations.
Cengage, OER, and Learners
Publishers and OER are generally thought to mix like oil and water. Learning Objects, a Cengage Business Unit, is making significant strides to bridge this gap by designing and delivering OER-based courseware for colleges and universities. In this session, we provide an overview of our efforts to provide instructors, curriculum designers, and academic leaders with reliable, high quality, effective, learning materials that are easy to implement, support, and scale to large numbers of students. In doing so, we are constantly evaluating (together with our institutional partners) the balance between affordability, total-cost-of-learning, and learning outcome achievement. We provide some early insights into this process and the broader LO / Cengage OER strategy.
Open Learning: Bridge to Success
"Open Learning: Bridge to Success" was presented by Beck Pitt at an Open University (UK) event "Widening participation, OER & MOOCs..." in London, UK on 28 February 2013.
DoOO at Plymouth State University
Plymouth Create is a digital identity platform piloted in 2017 at Plymouth State University that has grown significantly since its start. It allows students and faculty to own personal domains to showcase interdisciplinary project-based learning through digital portfolios and websites. Support resources help users get started and provide guidance on open teaching and learning practices. Future goals include increasing adoption of digital open online opportunities and developing more application templates to support a variety of projects.
An Innovative Approach to Using Web 2.0 in CS 1
This document discusses an innovative approach to using Web 2.0 technologies in a CS1 course. The approach aims to address recruitment, retention, and attrition by moving away from textbook assignments towards more interactive web applications centered around student interests. Students learn basic programming skills by creating interactive websites using AJAX technologies. Examples are provided of the types of assignments students could build, and a hands-on demonstration is given of the platform used. Benefits include providing students a new and meaningful experience that allows them to showcase their work easily. Some challenges are noted, such as a lack of textbook support and incomplete features of the underlying framework.
OneNote TeachMeet Presentation
This document discusses the benefits of a Bring Your Own Device (BYOD) program at a school that encourages the use of Microsoft technologies like OneNote. Key benefits mentioned include:
- Encouraging teacher and student buy-in for interactive learning using technology.
- Equipping students with 21st century skills like being lifelong learners and ready for the workplace.
- Making lesson content and notes accessible to students anytime, and allowing for remote participation.
- Simplifying the sharing of resources between teachers and across the school community.
- Supporting the Microsoft Office Specialist certification program for students.
Weatherproofing your Course
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
Dory Storms_Vella_10.11.12
The document outlines Jane Vella's approach to dialogue education, which is a system for designing, leading, and evaluating effective adult learning. It discusses four essential aspects: 1) Preparation through needs assessment and an eight-step design process. 2) Principle-based decision making guided by principles like respect and engagement. 3) A process using learning tasks with open questions to apply new content. 4) Proof of learning through indicators of learning, transfer of skills, and impact on learners. The goal is to create an engaging dialogue throughout the learning experience.
Supporting Open Textbook Adoptions - UNL
This presentation was presented at the University of Nebraska-Lincoln on February 21, 2019, on behalf of the Open Textbook Network.
Web 2.0 and Information Literacy: EMAlink March 2009
The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.
Intro to Open (for students on Day 1)
This document introduces open educational resources (OER) and open pedagogy. It discusses how OER can help lower the costs of textbooks for students, which have increased dramatically in recent years. However, the document notes that cost savings is not the only benefit of OER - it emphasizes that OER can improve the learning process by allowing for customization and collaboration. It advocates for rethinking traditional course elements like required texts, learning outcomes, assignments, and grading using open pedagogical approaches that emphasize learner-centered inquiry and contribution over content consumption. The document encourages students to get involved in helping design course elements and developing open portfolios of their work.
Lesson 7: IT for Higher Order Thinking Skill & Creativity
This document discusses using technology to encourage higher-order thinking skills and creativity in students. It proposes using computer-based technologies to support complex thinking skills like focusing, information gathering, analyzing, organizing, and evaluating. The modern goal for teachers is to help students develop these skills through projects that are in-depth, complex, sustained, and relevant to the real world. These projects involve students actively creating information and reflecting on topics with real-world applications. The most important part of projects is the thinking process, not just the final output or product.
Putting Assessment in its Place
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
Why Webquests Can Be Useful In EFL
Webquests in EFL- a bit outdated. Better check my updated version version.http://www.slideshare.net/malba08/webquests-in-eflesl-teaching-32256374
WebMagic with WebQuest
The document discusses WebQuest, which is an inquiry-oriented learning strategy that uses guided discovery and resources from the World Wide Web. WebQuest involves students completing a doable task using predefined online resources. It allows for active learning through having students analyze, synthesize and problem solve to develop their own creative solutions. WebQuests are designed to support learning through scaffolds that help students with reception of information, transformations of knowledge, and production of new understanding.
More Related Content
What's hot
Web quests
This document defines and describes WebQuests. It explains that a WebQuest is an inquiry-oriented activity where students interact with information from the internet. The document outlines the typical parts of a WebQuest, including an introduction, task, process, resources, evaluation, and conclusion. It also describes different types of short-term and long-term WebQuests. The document provides information on how to find, select, and create WebQuests and emphasizes that well-planned WebQuests guide students in creative, flexible projects using online resources to work independently and develop higher-order thinking skills.
Teaching Global Studies with Wikis
This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
Transforming Learning through Infrastructure: Digital Credentials & the eT
Learning transformation is limited by the current higher education infrastructure. Transforming higher education will require a different approach to learning technology, one that is fundamentally learner (rather than institution or faculty) centric.
Learning Objects, a Cengage business unit, provides a holistic, learner-centric approach to curriculum design, delivery, and reporting. While Learning Objects can support traditional courses and semesters, it is not hard-wired to do so. Rather, it is built to support learners and their goals, regardless of the amount of time they study or the activities (e.g., courses) they engage in.
Production task
This document discusses tools that can help increase teacher productivity. It identifies common teacher tasks such as planning lessons, managing classes, and grading assignments. It then describes different categories of productivity tools that can assist teachers with each part of the teaching process. These include tools for finding teaching resources, taking attendance and notes in class, setting reminders, and grading and recording student information after class. Specific examples are provided, such as Kathy Schrock's Guide for lesson planning tools, clickers and mobile apps for in-class tasks, and learning management systems like Blackboard for grading and records.
Using oer
This document discusses the benefits and challenges of using open educational resources (OER) in education. The benefits include more equitable access for students through low-cost or free materials, allowing instructors to contribute to improved resources, creating a sharing community, and allowing for more current information. However, challenges include the time needed to find and verify quality resources, issues around copyright and attribution, difficulties providing printed materials, and ensuring accessibility when combining multiple formats.
Moodle staff dev
The document provides an overview of a staff development session on Moodle, a virtual learning environment (VLE). The aims are to: identify what Moodle is; discuss how to access it; construct a course; upload resources; examine other Moodle pages. The session will include an explanation of what a VLE is and how Moodle works, a demonstration of creating a course and adding/editing resources, and time for questions and feedback. Moodle allows organization of lessons, resources, portfolios, and deadlines, as well as communication tools for one-on-one and group collaboration on projects and documents.
Fa12 w200-w10-part 2
This document discusses productivity tools that teachers can use to assist with common tasks. It describes three main categories of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. For planning, it recommends resources for finding lesson plans, templates, and multimedia materials. During class, it suggests mobile technologies that allow teachers to interact with students and take notes from anywhere. After class, it discusses learning management systems for sharing resources, facilitating discussion, grading work, and keeping student records. The document provides examples of specific productivity tools for each category and task.
Week 10 sp13_part2
This document discusses productivity tools that can assist teachers with common tasks. It describes five main types of teacher tasks: pre-class planning, in-class instruction, and post-class grading and record keeping. It provides examples of tools that can help with each type of task, such as online resources for lesson planning, classroom response systems for in-class interaction, and learning management systems for distributing content and collecting assignments. Teachers are encouraged to use readability tests to evaluate if online content is suitable for their students and make any necessary adaptations.
Cengage, OER, and Learners
Publishers and OER are generally thought to mix like oil and water. Learning Objects, a Cengage Business Unit, is making significant strides to bridge this gap by designing and delivering OER-based courseware for colleges and universities. In this session, we provide an overview of our efforts to provide instructors, curriculum designers, and academic leaders with reliable, high quality, effective, learning materials that are easy to implement, support, and scale to large numbers of students. In doing so, we are constantly evaluating (together with our institutional partners) the balance between affordability, total-cost-of-learning, and learning outcome achievement. We provide some early insights into this process and the broader LO / Cengage OER strategy.
Open Learning: Bridge to Success
"Open Learning: Bridge to Success" was presented by Beck Pitt at an Open University (UK) event "Widening participation, OER & MOOCs..." in London, UK on 28 February 2013.
DoOO at Plymouth State University
Plymouth Create is a digital identity platform piloted in 2017 at Plymouth State University that has grown significantly since its start. It allows students and faculty to own personal domains to showcase interdisciplinary project-based learning through digital portfolios and websites. Support resources help users get started and provide guidance on open teaching and learning practices. Future goals include increasing adoption of digital open online opportunities and developing more application templates to support a variety of projects.
An Innovative Approach to Using Web 2.0 in CS 1
This document discusses an innovative approach to using Web 2.0 technologies in a CS1 course. The approach aims to address recruitment, retention, and attrition by moving away from textbook assignments towards more interactive web applications centered around student interests. Students learn basic programming skills by creating interactive websites using AJAX technologies. Examples are provided of the types of assignments students could build, and a hands-on demonstration is given of the platform used. Benefits include providing students a new and meaningful experience that allows them to showcase their work easily. Some challenges are noted, such as a lack of textbook support and incomplete features of the underlying framework.
OneNote TeachMeet Presentation
This document discusses the benefits of a Bring Your Own Device (BYOD) program at a school that encourages the use of Microsoft technologies like OneNote. Key benefits mentioned include:
- Encouraging teacher and student buy-in for interactive learning using technology.
- Equipping students with 21st century skills like being lifelong learners and ready for the workplace.
- Making lesson content and notes accessible to students anytime, and allowing for remote participation.
- Simplifying the sharing of resources between teachers and across the school community.
- Supporting the Microsoft Office Specialist certification program for students.
Weatherproofing your Course
Make your course resilient by selecting teaching tools and strategies that match your planned methods and activities. Learn how to select the right technologies (high and low tech options) that will meet your lessons' objectives and ensure that students are knowledgeable and prepared to succeed.
Dory Storms_Vella_10.11.12
The document outlines Jane Vella's approach to dialogue education, which is a system for designing, leading, and evaluating effective adult learning. It discusses four essential aspects: 1) Preparation through needs assessment and an eight-step design process. 2) Principle-based decision making guided by principles like respect and engagement. 3) A process using learning tasks with open questions to apply new content. 4) Proof of learning through indicators of learning, transfer of skills, and impact on learners. The goal is to create an engaging dialogue throughout the learning experience.
Supporting Open Textbook Adoptions - UNL
This presentation was presented at the University of Nebraska-Lincoln on February 21, 2019, on behalf of the Open Textbook Network.
Web 2.0 and Information Literacy: EMAlink March 2009
The document discusses using Web 2.0 technologies to enhance information literacy training for students. It describes an experiment incorporating social bookmarking, RSS feeds, a library Facebook page and Twitter into information literacy sessions. Wikis were also used for students to evaluate resources and answer clinical questions. While not everything worked due to short course times, custom search engines and curated resource pages were popular. The seminar concludes by asking attendees if their ideas about information literacy training have changed.
Intro to Open (for students on Day 1)
This document introduces open educational resources (OER) and open pedagogy. It discusses how OER can help lower the costs of textbooks for students, which have increased dramatically in recent years. However, the document notes that cost savings is not the only benefit of OER - it emphasizes that OER can improve the learning process by allowing for customization and collaboration. It advocates for rethinking traditional course elements like required texts, learning outcomes, assignments, and grading using open pedagogical approaches that emphasize learner-centered inquiry and contribution over content consumption. The document encourages students to get involved in helping design course elements and developing open portfolios of their work.
Lesson 7: IT for Higher Order Thinking Skill & Creativity
This document discusses using technology to encourage higher-order thinking skills and creativity in students. It proposes using computer-based technologies to support complex thinking skills like focusing, information gathering, analyzing, organizing, and evaluating. The modern goal for teachers is to help students develop these skills through projects that are in-depth, complex, sustained, and relevant to the real world. These projects involve students actively creating information and reflecting on topics with real-world applications. The most important part of projects is the thinking process, not just the final output or product.
Putting Assessment in its Place
Presented at CIT Annual Conference at SUNYIT, Utica, NY, May 23, 2013. This presentation tracks our process of creating a rubric to assess information literacy skills using senior projects and presents "next steps" and tips for colleagues attempting similar rubric assessments in their libraries. It touches upon using Moodle rubrics to deploy our assessment.
What's hot (20)
Transforming Learning through Infrastructure: Digital Credentials & the eT
Transforming Learning through Infrastructure: Digital Credentials & the eT
ย
Web 2.0 and Information Literacy: EMAlink March 2009
Web 2.0 and Information Literacy: EMAlink March 2009
ย
Lesson 7: IT for Higher Order Thinking Skill & Creativity
Lesson 7: IT for Higher Order Thinking Skill & Creativity
ย
Similar to Webquests in EFL/ESL teaching
Why Webquests Can Be Useful In EFL
Webquests in EFL- a bit outdated. Better check my updated version version.http://www.slideshare.net/malba08/webquests-in-eflesl-teaching-32256374
WebMagic with WebQuest
The document discusses WebQuest, which is an inquiry-oriented learning strategy that uses guided discovery and resources from the World Wide Web. WebQuest involves students completing a doable task using predefined online resources. It allows for active learning through having students analyze, synthesize and problem solve to develop their own creative solutions. WebQuests are designed to support learning through scaffolds that help students with reception of information, transformations of knowledge, and production of new understanding.
Web magic webquest
The document discusses WebQuest, which is an inquiry-oriented lesson plan that uses Internet resources to engage students in a project or task. A WebQuest guides students through a process of gathering information from online sources and transforming it to produce a creative outcome. It aims to foster active, collaborative learning through project-based work supported by scaffolding from teachers. The key aspects of a WebQuest include an introduction, task, process, resources, evaluation, and conclusion.
WebQuests for Use in the Classroom PPT
A WebQuest is an inquiry-oriented activity where students interact with online resources to answer a question or solve a problem. Bernie Dodge created the first WebQuest in 1995 to integrate the internet into teaching. Effective WebQuests are real, rich, and relevant by addressing authentic tasks. They benefit students by increasing motivation and supporting cooperative learning. WebQuests should follow a standard structure of an introduction, task, process, evaluation, and conclusion.
WebQuests + Formula
A WebQuest is an inquiry-oriented lesson that uses mostly online resources for students to explore and evaluate. It is designed to have students work in groups to fulfill a task using pre-selected Internet resources rather than searching for information themselves. WebQuests encourage critical thinking skills and can be short or long. They provide an easy way for teachers to incorporate the Internet into lessons and engage students through group activities. Creating an effective WebQuest involves six key elements - an introduction, task, process, resources, evaluation, and conclusion.
Stephanie williams-internet-based projects
The document discusses internet-based projects for language learning. It defines internet-based projects as requiring online research with stages like planning, collecting information, analyzing, and assessing. Examples given include essays, presentations, reports, and WebQuests. Benefits highlighted are motivating students, encouraging cooperation and interaction, and improving language and thinking skills. It provides tips for implementing projects, like choosing topics and setting guidelines. Overall, the document promotes internet-based projects as engaging, student-centered ways to incorporate online resources into language learning.
WebQuests + Formula
What are WebQuests?
What are WebQuests useful for?
What's the WebQuest formula?
What does "Introduction" consists of?
What does "Task" consists of?
What does "Process" consists of?
What does "Resources" consists of?
What does "Evaluation" consists of?
Webquests
A WebQuest is an inquiry-oriented lesson that uses mostly online resources for students to explore and evaluate. WebQuests can range from a single class period to a month-long unit. They encourage critical thinking, cooperative learning, and authentic assessment by giving students real online resources to use rather than searching for information themselves. Key parts of a WebQuest include an introduction to engage students, a task for them to accomplish, steps to guide their process, curated online resources, and a rubric for evaluation. While not all elements are required, WebQuests are an effective way to structure student learning using online materials.
Web magic webquest
WebMagic is a learning strategy called a WebQuest that uses guided discovery and online resources to structure student research and project work. A WebQuest provides students with a scenario, task, and predefined online resources to analyze and synthesize information to solve problems or complete projects in collaborative groups. The WebQuest approach incorporates constructivist learning principles, active learning through transforming information, project-based learning, scaffolding to support the learning process, and collaborative work - making effective educational use of online resources.
Teaching With Webquests
A webquest is an assignment that asks students to use the internet to learn about and synthesize knowledge on a specific topic. An effective webquest requires students to accomplish a task, such as solving a hypothetical problem, to demonstrate their understanding. Webquests make learning engaging by allowing students to discover information themselves from curated websites. They also allow students to work at their own pace individually or in groups. Well-designed webquests provide authentic learning experiences by posing real-world problems for students to address through research. Elements of an effective webquest include an introduction, task, process, resources, evaluation, and conclusion.
Web quest in education
A WebQuest is an inquiry-oriented activity where most or all the information used by students is drawn from the web. It has six components: an introduction outlining the task, a process with the steps to complete the task, a list of resources for students to use, guidance for evaluating students' work, and a conclusion for reflection. The task is the most important part as it describes what students will produce. WebQuests emphasize higher-order thinking over just gathering information and allow teachers to pre-select reliable sources to focus students. They are commonly group projects that can be split into roles. Teachers use WebQuests to extend learning beyond recall and keep students engaged and accountable while online researching. However, they are not suitable
ASLA LibGuides
Marty Marshman and Kate Reid collaborated to show how they use LibGuides to serve the specific needs of their very different school communities. LibGuides is a highly adaptable web publishing platform for organising and sharing library resources and online content with library patrons. Marty discussed his use of LibGuides with reference to how he collaborates with teachers in developing LibGuides, the Standards addressed when using LibGuides and showed examples of LibGuides designed for secondary teachers and students. Kate showed examples of guides designed for primary and secondary students and teachers, demonstrated how easy it is to create and edit pages, and also looked at the online community of LibGuide users.
Helen lynch presentation
The document discusses learning design, which is the process of designing learning activities, units, and environments. It involves establishing pedagogy, developing learning activities and supports, and sequencing resources in a meaningful way. Learning design considers different levels of learning outcomes, guidance, and learner freedom. It provides examples of task-directed, task-guided, and task-autonomous learning designs.
Helen lynch presentation
The document discusses learning design, which is the process of designing learning activities, units, and environments. It involves establishing pedagogy, developing learning activities and supports, and sequencing resources in a meaningful way. Key aspects of learning design include selecting appropriate technologies, qualifications, and levels of learning outcomes. Examples of learning designs and sequences are provided.
Issue Paper
The document discusses scaffolding for young learners in online environments, noting that traditional scaffolding in classrooms involves setting goals and providing support within students' zones of development, while online scaffolding could involve sharing screens, messaging students, and using remote desktop tools to guide students and build their skills and confidence with technology. The presentation provides examples of how one teacher implements scaffolding in a blended online and classroom environment for elementary students.
Webquests in the EL Classroom
By the end of the session, learners will be able to explain what a webquest is, analyze its structure, recognize its pedagogical value, search for available webquests, and create their own. A webquest is an inquiry-oriented activity where learners interact with online resources to investigate an open-ended question. There are short-term and long-term webquests. Webquests motivate students, integrate technology, and develop thinking skills through cooperative and problem-based learning. A webquest has an introduction outlining the task, a process section with steps and resources, an evaluation, and a conclusion. Sample webquests included planning a trip to London and investigating responsible consumerism. L
What is a WebQuest?
The document discusses WebQuests, which are inquiry-oriented lesson plans that use mostly online resources. WebQuests focus on having students use and analyze information, rather than just look for it. They aim to promote higher-level thinking skills. The document outlines the key elements of a good WebQuest, including an introduction to engage students, a task for them to complete, a process describing the steps to complete the task, an evaluation rubric, and a conclusion for reflection. It also notes pitfalls to avoid, such as those that involve only fact-finding without analysis. Overall, the document provides guidance on creating and using effective WebQuests in the classroom.
What Is A Webquest
This document provides an overview and explanation of what a WebQuest is. It defines a WebQuest as an inquiry-oriented lesson that uses mostly online resources where students analyze, synthesize and evaluate information to complete an assigned task. The document outlines the key elements of a WebQuest, including an introduction, task, process, resources, evaluation and conclusion. It also discusses the benefits of using WebQuests in the classroom to develop students' problem-solving and critical thinking skills.
Teaching & Learning Online: It's All About the Pedagogy!! Day 2
The document discusses tools for online learning, assessment, and evaluation. It provides information on organizing personal learning networks, social bookmarking tools, and collaborative online applications like Google Docs. It also discusses designing learner-centered assessments, including rubrics and collaborative assessments, for online students. Tips are provided on assessment techniques, incorporating student feedback, and exploring new assessment methods in an online environment.
Web magic webquest
The document discusses WebQuest, which is described as a learning strategy that uses guided discovery and student research on the web to complete an educational task or project. A WebQuest provides students with web resources and asks them to analyze and synthesize information to solve a problem or complete a project. It incorporates constructivist and active learning principles. Key aspects of a WebQuest include an introduction, task, process, evaluation, and conclusion. The document also discusses how WebQuests scaffold the learning process through reception, transformation, and production supports.
Human: Thank you for the summary. You captured the key points about what a WebQuest is, its main components, and how it incorporates constructivist learning principles in just 3 sentences. Your
Similar to Webquests in EFL/ESL teaching (20)
Teaching & Learning Online: It's All About the Pedagogy!! Day 2
Teaching & Learning Online: It's All About the Pedagogy!! Day 2
ย
Recently uploaded
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15ย
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
BรI TแบฌP Dแบ Y THรM TIแบพNG ANH LแปP 7 Cแบข NฤM FRIENDS PLUS SรCH CHรN TRแปI SรNG Tแบ O ...
ย
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
ย
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
ย
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ย
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
ย
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
ย
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
ย
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
ย
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
ย
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ย
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
ย
Webquests in EFL/ESL teaching
- 1. Why can WebQuests be useful in L2 teaching? Malba Barahona
- 2. What is a webquest? A Webquest is โan inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners'time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation (Dodge, 1995).โ
- 3. Model for writing WebQuests Dodge (2001) proposes the following principles when designing a webquest: โfind great sites; orchestrate your learners and resources; challenge your learners to think; use the medium and scaffold high expectations. A Webquest usually contains the following (Dodge,1995) components: an introduction (why we are doing this) tasks (what is supposed to be accomplished) process (how to go about it) an evaluative and concluding section.
- 5. Examples ๏ต English Speaking Countries ๏ต Todayโs News ๏ต Frankestein ๏ต Fruit and vegetables ๏ต Trip to London ๏ต Teen Magazine ๏ต Webquests for L2 teachers
- 6. Why in L2 classroom? - Students get engaged in collaborative activities Shared learning experiences and new knowledge
- 7. Why in L2 classroom? ๏ต Input: Exposure to Authentic material ๏ต Output: Different Products can be the result of the collaborative work. ๏ต The learning is mediated by different tools including web sites. ๏ต Webquests can be used to mediate any language skills: writing, reading, speaking and listening.
- 8. Why in L2 classroom? Webquests promote an integrated approach to communicative, realistic and critical learning as students engage in goal oriented tasks. The internet is used as a means to accomplish the tasks. Webquests contribute to โtransform newly acquired information into a more sophisticated understandingโ (March, 2003)
- 9. Letโs evaluate webquests To evaluate and analyse some webquests youโll do one webquest about webquests. Click here and follow the steps. Enjoy it!