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Nguyễn Thị Việt Hà English Lecturer Tôn Đức Thắng University WEBQUEST A STUDENT-CENTERED METHOD

Nguyễn Thị Việt Hà English Lecturer Tôn Đức Thắng University WEBQUEST A STUDENT-CENTERED METHOD

Contents 1. What is a Web. Quest? 2. The first Web. Quest 3. Why

Contents 1. What is a Web. Quest? 2. The first Web. Quest 3. Why is Web. Quest a Student-centered method? 4. Critical attributes 4. 1. Introduction 4. 2. Task 4. 3. Process 4. 4. Evaluation 4. 5. Conclusion 5. Useful advice 6. Writing your own Web. Quest 7. Conclusion

responsible use of Internet motivating force holding learners' attention WEBQUESTS

responsible use of Internet motivating force holding learners' attention WEBQUESTS

1. What is a Web. Quest? In 1995, Web. Quests developed by Bernie Dodge

1. What is a Web. Quest? In 1995, Web. Quests developed by Bernie Dodge and Tom March at San Diego State University Internet • • scaffolding authentic learning critical thinking cooperation Currently, hundreds of Web. Quests in all subjects and levels

1. What is a Web. Quest? Web. Quest is “an inquiry-oriented activity in which

1. What is a Web. Quest? Web. Quest is “an inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet. ” (Schrock, 1996)

1. What is a Web. Quest? Types of Web. Quests: long-term short-term

1. What is a Web. Quest? Types of Web. Quests: long-term short-term

2. The first Web. Quest 1995: Bernie Dodge and Tom March of San Diego

2. The first Web. Quest 1995: Bernie Dodge and Tom March of San Diego State University A Web. Quest generally consists of these following attributes: Introduction Task Process Evaluation Conclusion

3. Why is Web. Quest a Student -centered method? What is Student-centered method? Chart

3. Why is Web. Quest a Student -centered method? What is Student-centered method? Chart 1. Teacher-centered vs. Learnercentered paradigms (Allen, 2004) Chart 2. Comparison of Teacher-centered and Learner-centered paradigms (Huba and Freed, 2000)

TEACHING-CENTERED versus LEARNING-CENTERED instruction Concept Teacher-Centered Learner-Centered Teaching goals • Cover the discipline How

TEACHING-CENTERED versus LEARNING-CENTERED instruction Concept Teacher-Centered Learner-Centered Teaching goals • Cover the discipline How students • Listening learn • Reading • Independent learning, often in competition for grades Pedagogy • Based on delivery of information Course • Lecture delivery • Assignments and exams for summative purposes Effective teaching • Students learn: o How to use the discipline o How to integrate disciplines to solve complex problems o An array of core learning objectives such as communication and information, literacy skills • Students construct knowledge by integrating new learning into what they already know • Learning is viewed as a cognitive and social act • Based on engagement of students • Active learning • Assignments formative purposes • Collaborative learning • Community service learning • Cooperative learning • Online, asynchronous, self-directed learning • Problem-based learning • Teach (present information) • Engage students in their learning well and those who can will learn • Help all students master learning objectives • Use classroom assessment to improve courses • Use program assessment to improve programs

Teacher-Centered Paradigm Learner-Centered Paradigm Knowledge is transmitted from professor to students Students construct knowledge

Teacher-Centered Paradigm Learner-Centered Paradigm Knowledge is transmitted from professor to students Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on Students passively receive information Students are actively involved Emphasis is on acquisition of knowledge outside the context in which it will be used Professor’s role is to be primary information giver and primary evaluator Teaching and assessing are separate Emphasis is on using and communicating knowledge effectively to address enduring and emerging issues and problems in real-life contexts Professor’s role is to coach and facilitate Professor and students evaluate learning together Teaching and assessing are intertwined Assessment is used to monitor learning Assessment is used to promote and diagnose learning Emphasis is on right answers Desired learning is assessed indirectly through the use of objectively scored tests Focus is on a single discipline Culture is competitive and individualistic Only students are viewed as learners Emphasis is on generating better questions and learning from errors Desired learning is assessed directly through papers, projects, performances, portfolios, and the like Approach is compatible with interdisciplinary investigation Culture is cooperative, collaborative, and supportive Professor and students learn together

3. Why is Web. Quest a Student -centered method? q Foundation: constructivist philosophy scaffolding:

3. Why is Web. Quest a Student -centered method? q Foundation: constructivist philosophy scaffolding: valid websites quality time collaboration: share, negotiate, and discuss opinions reach a common aim Learn Understand Apply to the Task

3. Why is Web. Quest a Student -centered method? Cognitive practices 1 integrated activity

3. Why is Web. Quest a Student -centered method? Cognitive practices 1 integrated activity problem solving: motivation, scaffolding, technology integration, authenticity, cooperative learning process thinking skills (Schrock, 1996) higher-order thinking (Bloom’s learning objectives) ACQUISITION

3. Why is Web. Quest a Student -centered method? Web. Quest is “a scaffolding

3. Why is Web. Quest a Student -centered method? Web. Quest is “a scaffolding structure that encourages student motivation and facilitates advanced thinking with integration of an enriched learning resources” (March, 2007)

4. Critical attributes 4. 1. Introduction 4. 2. Task 4. 3. Process 4. 4.

4. Critical attributes 4. 1. Introduction 4. 2. Task 4. 3. Process 4. 4. Evaluation 4. 5. Conclusion

4. 1. Introduction hook students' interest give preparation open-ended question or problem: based on

4. 1. Introduction hook students' interest give preparation open-ended question or problem: based on students' prior knowledge set the stage for further investigation & exploration scenarios of the introduction: evaluating history bringing contemporary world problems into the classroom creating products dealing with life's realities sparking students' imaginations

4. 2. Task 'doable' & interesting activities go beyond copying and pasting information Higher-order

4. 2. Task 'doable' & interesting activities go beyond copying and pasting information Higher-order thinking skills: inducing, deducing, comparing, classifying, analyzing, building meaning-construction, synthesizing from multiple sources of data, going beyond data to make generalizations, etc. Formulating questions: challenging

4. 3. Process given step-by-step guidelines: well-written and clear-cut learners' quality time concentrate on

4. 3. Process given step-by-step guidelines: well-written and clear-cut learners' quality time concentrate on using the information, not seeking suggest useful ways to use time efficiently, assign roles, collect and analyzing data, using appropriate tools, etc. even set deadlines provide strategies Links: pertinent, appropriate, of high-quality Relevant materials: reference books, texts, places, videotapes, and people interview friends, teachers, parents, go to the school library, a museum or a store, etc.

4. 3. Process maximise the search engines a list of keywords and statements Google:

4. 3. Process maximise the search engines a list of keywords and statements Google: In URL (htm|html|php), entitle: "index of" + "last modified" + "parent directory" + description + size + (doc|pdf) E. g. searching all doc or pdf files for TOEFL material Ask time: “what time is it Ho Chi Minh City” Track flight status: “Jetstar Flight 502” Metrics and conversion: “seconds in a year”, “ 5 euro in us dollars”, “cm in inches” Adding a tilde (~) to a search term will return related terms: “~IELTS” Use some specific terms: “better than”, “and”, “or”, etc.

4. 4. Evaluation checklist or rubric Criteria: clearly described, measurable, and authentic illustrate precisely

4. 4. Evaluation checklist or rubric Criteria: clearly described, measurable, and authentic illustrate precisely what learners have to do to succeed

4. 5. Conclusion Bring closure Extend Get feedback

4. 5. Conclusion Bring closure Extend Get feedback

5. Useful advice (Benjamin, 2003) Align with your state standards in one or more

5. Useful advice (Benjamin, 2003) Align with your state standards in one or more subject areas, including technology Demonstrate higher order thinking skills, including analysis, synthesis, and evaluation Be multidisciplinary (including technology) Allow for collaborative tasks and for individual work. This might include the exchange of email with experts in the field of study. Provide for a demonstrable outcome Have a culminating activity Be able to adapt itself to team teaching if this is one of your goals Demonstrate the use of various low level and high level technologies

5. Useful advice (Benjamin, 2003) Use more than one piece of software with a

5. Useful advice (Benjamin, 2003) Use more than one piece of software with a short learning curve just in case students have not used it before Be curriculum specific Provide self, peer, and teacher assessment rubrics that are clear and objective Provide for self, peer, and teacher evaluation that will allow reflection on what has been learned, the process, and the outcome Engage the student through different roles that can be played Provide a variety of activities for students with multiple intelligences Provide a variety of activities to accommodate different learning styles Give clear directions

5. Useful advice (Benjamin, 2003) Require some pre-knowledge, i. e. the Web. Quest requires

5. Useful advice (Benjamin, 2003) Require some pre-knowledge, i. e. the Web. Quest requires that the student be familiar with some of the material Be visually attractive Incorporate graphics and sounds Be free of cultural and gender bias Allow the teacher to take on the role of facilitator; it should let the students "do" Require some off line tasks just in case of down time or inability to access the Internet Appeal to the students' sense of natural curiosity Allow extension to the home so that parents and others can get involved Allow for adaptation and extended activities to challenge all learners

5. Useful advice Find great sites FOCUS (Dodge, 2001) Use the medium Master a

5. Useful advice Find great sites FOCUS (Dodge, 2001) Use the medium Master a search engine People Probe the deep Web Conversation Don’t lose what you find Selective glitz Orchestrate your learners and resources Scaffold high expectations Reception Organizing resources Transformation Organizing people Production Challenge your learners to think Taking your learners to task Design Journalistic tasks Persuasion amid controversy

6. Writing your own Web. Quest collaborate with colleagues combine curricular goals and extension

6. Writing your own Web. Quest collaborate with colleagues combine curricular goals and extension learning beyond classroom Consider: background information Interest Schemata reading proficiency and skills

6. Writing your own Web. Quest Schrock (1996): 1. Choose your Web. Quest wisely

6. Writing your own Web. Quest Schrock (1996): 1. Choose your Web. Quest wisely 2. Gauge student technology proficiency 3. Determine prior knowledge/content understanding 4. Assess the availability of computers 5. Have a backup plan 6. Maximize class time on the computer 7. Clarify student roles 8. Continue working even after computer time is over 9. Make assessment clear to students 10. Be excited about the possibilities

6. Writing your own Web. Quest "the more meaningful, the more deeply or elaboratively

6. Writing your own Web. Quest "the more meaningful, the more deeply or elaboratively processed, the more situated in content, and the more rooted in cultural, background, metacognitive, and personal knowledge an event is, the more readily it is understood, learned, and remembered" (Web. Quest) "putting a Web. Quest together is not much different from creating any kind of lesson. It requires getting your learners oriented, giving them an interesting and doable task, giving them the resources they need and guidance to complete the task, telling them how they'll be evaluated, and then summarizing and extending the lesson" (Johnson & Zufall, 2004)

6. Writing your own Web. Quest Work in groups of five and design a

6. Writing your own Web. Quest Work in groups of five and design a Web. Quest for your students on a favourite topic

7. Conclusion The Internet: inspire the imagination, solve the problem & encourage discussion nurture

7. Conclusion The Internet: inspire the imagination, solve the problem & encourage discussion nurture students’ critical thinking skills incorporate Web. Quests into the syllabus: authentic environment, ‘invigorate a curriculum’ & ‘enliven a class’ Web. Quests: maximize teachers and students’ creativity & productivity 5 key elements: Introduction, Task, Process, Evaluation, and Conclusion ‘learning can and should be fun’ (Benjamin, 2003) Teachers = facilitator promote student-centered paradigm

References Allen (2004). Assessing Academic Programs in Higher Education. Retrieved July 2 nd, 2013,

References Allen (2004). Assessing Academic Programs in Higher Education. Retrieved July 2 nd, 2013, from http: //assessment. uconn. edu/docs/Teacher. Centered. Vs. Learner. Ce ntered. Paradigms. pdf Benjamin, J. Y. (2003). A Checklist for Evaluating Web. Quests. Retrieved July 2 nd, 2013, from http: //www. techlearning. com/fromthe-classroom/0015/a-checklist-for-evaluatingwebquests/41271#sthash. OTZH 2 GMJ. dpuf Bloom's Taxonomy. Retrieved July 2 nd, 2013, from https: //en. wikipedia. org/wiki/Bloom%27 s_Taxonomy Dodge, B. (2001, May). FOCUS - Five Rules for Writing a great Web. Quest - Learning & Leading with Technology. ISTE (International Society for Technology in Education), 28(8), 6 -9+58.

References Huba & Freed (2000). Learner-Centered Assessment on College Campuses. Retrieved July 2 nd,

References Huba & Freed (2000). Learner-Centered Assessment on College Campuses. Retrieved July 2 nd, 2013, from http: //assessment. uconn. edu/docs/Teacher. Centered. Vs. Lear ner. Centered. Paradigms. pdf Johnson, D. , Johnson, R. & Holubec, E. (1998). Integrating New Technologies into the Methods of Education. In Time. Boston: Allyn and Bacon. Retrieved July 2 nd, 2013, from http: //www. intime. uni. edu/coop_learning/ch 9/default. htm Johnson, D. , Johnson, R. & Holubec, E. (1998). Cooperation in the classroom. In Time. Boston: Allyn and Bacon. Retrieved July 2 nd, 2013, from http: //www. intime. uni. edu/coop_learning/ch 9/default. htm Johnson, D. , & Zufall, L. (2004, March/April). Web watch – Not just for kids anymore: Web. Quests for professional development. Reading Online, 7(5). Retrieved May 22 nd, 2013, from http: //www. readingonline. org/electronic/elec_index. asp? H REF=webwatch/webquests/index. html

References March, T. (2007). Revisiting Web. Quests in a Web 2 World. How developments

References March, T. (2007). Revisiting Web. Quests in a Web 2 World. How developments in technology and pedagogy combine to scaffold personal learning. Interactive Educational Multimedia, 15, 1 -17. Retrieved July 2 nd, 2013, from http: //www. ub. edu/multimedia/iem Putranto, B. P. D. (2012), Using ICT to Teach English Towards Learner-centered Learning, Training for English Teacher, MDIS Tashkent. Schrock, K. (1996). Web. Quests in our Future - The Teacher’s Role in Cyberspace. Retrieved July 2 nd, 2013, from http: //kathyschrock. net/slideshows. htm

References Strickland, J. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues

References Strickland, J. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138 -148. Web. Quest. Retrieved July 12 th, 2013, from http: //encyclopedia. thefreedictionary. com/webquest Winn, K. , Money, A. , Henderson, K. , & Flores, A. A Day in the Life of a Student in the United Kingdom. Retrieved July 2 nd, 2013, from http: //zunal. com/webquest. php? w=153664 Yoder, M. B. (1999, April). The Student Web. Quest: A Productive and Thought-Provoking Use of the Internet. Learning and Leading with Technology, 26(7), 6 -9.

Thanks for your attention!

Thanks for your attention!

2. Why is Web. Quest a Student -centered method? Build up these following thinking

2. Why is Web. Quest a Student -centered method? Build up these following thinking skills (Schrock, 1996): Comparing Classifying Inducing Deducing Analyzing errors Constructing support Abstraction Analyzing perspectives

2. Why is Web. Quest a Studentcentered method? Bloom’s taxonomy (1956) Evaluate Synthesize Analyze

2. Why is Web. Quest a Studentcentered method? Bloom’s taxonomy (1956) Evaluate Synthesize Analyze Apply Understand Remember

Evaluating history Topic: wars, major tragedies, disasters, or periods of exploration Task: teachers challenge

Evaluating history Topic: wars, major tragedies, disasters, or periods of exploration Task: teachers challenge students to imagine themselves as eyewitnesses E. g. Web. Quests on the Civil War, the sinking of the Titanic, the Great Depression, and a range of historic voyages from Noah's Ark to Apollo 7

Bringing contemporary world problems into the classroom Topic: environmental, political, or sociological issues Task:

Bringing contemporary world problems into the classroom Topic: environmental, political, or sociological issues Task: Students are given a real problem, one that currently troubles a local or the world's population. E. g. Web. Quests on polluted rivers, human rights, endangered animals

Creating a product Topic: anything from whales to Bach, to the first printing press

Creating a product Topic: anything from whales to Bach, to the first printing press Task: creation of concrete items E. g. Web. Quests on images of murals or flower beds, multimedia productions, or menus for multicultural dinners

Dealing with life's realities Task: something a student might actually encounter Resources: online employment

Dealing with life's realities Task: something a student might actually encounter Resources: online employment pages, airline schedules, and money-exchange charts E. g. Web. Quests on finding a job, buying a car, traveling to another city or country

Sparking the imagination Topic: a trip through outer space, a journey back in time,

Sparking the imagination Topic: a trip through outer space, a journey back in time, a visit to the ocean's bottom, or a journey through the human body Students might be given superpowers such as the ability to fly or to become invisible. They may have time machines or submarines