WebQuest structure

 

Task 1

go to http://webquest.org/sdsu/LessonTemplate.html

Download the New Framed Versions with Graphic Text Rollovers template for PC (or Mac)

Task 2

Read the article at teachenglis.org. - focus on  the WQ structure:  https://www.teachingenglish.org.uk/article/webquests

Task 3

Find reliable and well-written sites to be used in your WQ. 

Which criteria, do you apply, which keywords for web search?

Always include a brief description to each link!

Find and add some suitable illustrations.

Task 4

Work with the templates - fill in texts, add images. 

Task 5

Publish the WQ in your webpage. You must upload all the files and folders exactly as they exist in your PC, for the links to work properly.

a WQ idea https://www.spacex.com/launches/ussf-44/index.html

Life outside the PC

 

TASK 1

In groups of 3, create a set of PC-based material on a lesson with the topic AUTUMN.

Process:

• Choose a target group. 
• Make a list of 10 vocabulary items you want to teach.
• Search the web for suitable listening and reading materials, prefer downloadable.
• Prepare instructions/questions for the materials.
• Describe the required product to be submitted.

Time: 30'

TASK 2

Describe a lesson which will teach the same vocabulary WITHOUT using any materials and aids. Add your text to the comments. 

Time: 20'

TASK 3

Continue the work on your WebQuest. Focus on the process - search for suitable online references and add a brief description to each of them. 

WebQuest

  

A WebQuest is an effective tool for USING English. In the following weeks, you will find out how it works, and we will discuss the design of your first WebQuest.


REMEMBER: A good WebQuest
- uses Internet resources (written in good authentic English)
- requires independent thinking, not mechanic copying from references
- is based on information processing: the students search for facts, evaluate, and come to their your own conclusions



Task 1:
Which of these topics can be developed into a good webquest? Why? What key features might be missing?

1. product: a tourist guide through Bohemian and Saxon Switzerland
2. product: an itinerary for a group travel to Prague
3. product: an essay on the political causes of the Great War
4. product: a list of reasons why UFO does not exist

Task 2:
Define the topic and product of your webquest. Register your topics in the comments below!
__________

WebQuest Home Page

TASK A
1. Identify an example of good practice - a WebQuest which you consider to be of a high quality - and enter its URL to tne comments of this blog.

Example: Greece or China?

A tool for making and publishing presentations online


WebQuest characteristic:
• information search
• information processing (THINKING, evaluating, comparing, choosing, combining, analysis, synthesis…)
• creativity
• autonomy
• fun

What is necessary:
• clear instructions
• clear description of the final product
• adequate choice of internet sources, with comments

WebQuest from the T’s point of view:
• choosing topic and task
• TIME – web search, detailing the process, clear and logical instructions
• focus on information processing – prevent plagiarism
• focus on authentic English resources

WebQuest from the Ss point of view:
• TASK
• instructions
• tips + web URLs
• final product
• autonomy + freedom of choice
• creativity

TASK B 
Work in the set groups. Start designing your project Webquest.
First, think about the outcomes of your WebQuest - describe the final product.
Paralelly search for suitable online resources, Remember to set a task wich does not enable copy-paste solution.

Look at the WebQuest template to learn more about its structure.

Inspiration:
WebQuest 1 - Building the Stonehenge
WebQuest 2 - A Trip to Egypt
WebQuest 3 - A Diary of the Survivor
WebQuest 4 - Pirates!

EXTRA MEMO

https://learningapps.org/

https://www.flippity.net/

Scenario

   Scenarios are decision-making games, stories or simulations, which can be used both for fun or for professional traning - e.g. for doctors, nurses, military personnel, drivers, social workers...

The branching enables the reader to decide - and to live through the consequences of his decisions immediately.

In the world of fiction, you might have read a series of fighting-fantasy books by Steve Jackson - for example Khare, Cityport of Traps.

Task 1
Play at least 3 of the following scenarios. You will need to play them more than once to get a better overview.

Which of them did you like most? Why?

What is the balance between facts and language presenting/learning/acquiring?

REMEMBER:

WE LEARN FACTS BY MEMORIZING.

WE ACQUIRE SKILLS BY TRYING/DOING.

Enter your suggestions into the comments to this blog entry. Include the reasoning/criteria!


Links to scenarios:
Escape

Survival

Great Gatsby

The Horrible Accident

Fantasy (download required) 

Task 2
While writing the scenario, you should always define the following:
1. Target group - age, proficiency
2. Task - what the class should do, identifying the final outcome and product
3. Aims and objectives: what the class will learn in these fields:
factual knowledge
language (vocabulary, reading skills...)
communicative skills
social skills

List these items for your planned project scenario.

__________________________


Task 3 

Start a scenario in TWINE.

TWINE engine bor making scenarios to download or to work online (saving necessary!)
Twine homepage

Basic instructions in Twine

Video-Course on Twine
HELP for TWINE

How to link passages

• Writing [[A passage]] makes a link to a passage named "A passage".

• Writing [[A label->A passage]] also makes a link to a passage named "A passage", but the text that is displayed onscreen is "A label".

• Passage links are case-sensitive. That is, a link to a passage named "A passage" will be treated differently from a link to a passage named "A PASSAGE".

Saving in browser

Archiving your library saves all stories in it to a single file. You can use an archive as a way to back up your work, or to move your library between computers or different web browsers.

To create an archive, choose the Archive button under the Library top toolbar tab. You'll be asked where you'd like to save this file, and by default its name contains the date and time when you created the archive.

Exporting a Story

To export a single story, select it and choose Publish to File from the Build top toolbar tab. You'll be asked where to save this file.

This file can be either opened directly in a web browser to play your story, or imported into Twine.

Inserting images

Twine doesn't have facilities for managing images, sound, or video that you might want to include in your stories. To do this, you'll need to publish your story to a file and place that file in a folder with those multimedia files. The exact way to display or play multimedia in your story depends on the story format you're using, but in many cases you will need to use a relative URL to reference these external files.

If an image named orange.jpeg is in the same folder as your published story file, the relative URL of the file is just its name, orange.jpeg.

If an image named pear.png is in a folder named images at the same level as your published story file, the relative URL of the file is images/pear.png.

Unfortunately, you'll have to re-publish your story each time you want to preview it with the multimedia files.

________________________________

More on scenario methodology at
http://blog.cathy-moore.com/2011/07/sample-branching-scenario-cool-tool/
http://blog.cathy-moore.com/2010/05/elearning-example-branching-scenario/
http://blog.cathy-moore.com/2018/04/3-ways-to-help-people-learn-from-mistakes-in-branching-scenarios/

New Semester, New Focus

 

 The focus is shifting - from now on, you are TEACHERS trying to use ICT to teach English. 

Credit requirements:

submitting  two projects - deadline 1.12.

• Scenario (individually or in pairs)
• WebQuest (in pairs)

Exam:

Submitting Interactive Board material (individual), which will be evaluated according to the preset criteria. 

_________________________________________________

TASKS DETAILS

Scenario
See Cathy Moore's blog to find out about the practical use of scenarios. More at
http://blog.cathy-moore.com/2011/07/sample-branching-scenario-cool-tool/
http://blog.cathy-moore.com/2010/05/elearning-example-branching-scenario/

TWINE engine can be installed, or works online at https://twinery.org/
A guide for using Twine
HELP for TWINE


While writing the scenario, define the following:
1. Target group - age, proficiency
2. Task - what the class should do, identifying the final outcome and product
3. Aims and objectives: what the class will learn in these fields:
factual knowledge
language (vocabulary, reading skills...)
communicative skills
social skills

Make a list of keywords to help the class read and understand.

Computers skills and specifics:
create a correct, logical text
write the whole scenario into a single text file first
add illustrations and graphics to support reading with undestanding

For brainstorming, you may want to use this software: http://www.mindmeister.com/

Examples of scenarios:
Party Gone Wrong

Ss' site

Space

The accident

Survival

____________________________________________

WebQuest
For the final design and publishing, you may:
EITHER use questgarden or zunal.
Read the registration and free use conditions first.

Or use any free Webquest generator you like, e.g.
https://sites.google.com/site/studentwebquesttemplate/
https://www.bookwidgets.com/blog/2016/09/the-ultimate-webquest-creator


The final product shall be uploaded to your personal web; if it is published elsewhere, you will include active link.

WebQuest characteristic:
information search
information processing (THINKING, evaluating, comparing, choosing, combining, analysis, synthesis…)
creativity
autonomy
fun

What is necessary:
clear instructions
clear description of the final product
adequate choice of internet sources, with comments

WebQuest from the T’s point of view:
choosing topic and task
TIME – web search, detailing the process, clear and logical instructions
focus on information processing – prevent plagiarism
focus on authentic English resources

WebQuest from the Ss point of view:
task
instructions
tips + web URLs
final product
autonomy + freedom of choice
creativity

WEBQUEST EXAMPLES:
http://zunal.com/webquest.php?w=178524
http://questgarden.com/197/19/4/171119060403/

____________________________________________

EXAM - Interactive Board Project  
Choose a textbook and a topic as a basis (primary or lower secondary levels – basic school)
1. the aim: teaching vocabulary; choose 10-12 vocabulary items to practice intensively
2. choose and design various activities

At first, you should choose the topic for your interactive board materials (ITBM), and list the keywords you want to teach. Into the comments to this blog entry, please include:
1. topic
2. target group - age, grade
3. the textbook you are using
4. the list of 10-12 keywords.

 The finalised ITB Project will be published online in one of the available formats (Activ or Smart)

The project must include:
• Introductory page – Topic, Target group, Objectives, Author’s name, date
• All references
• Active URLs
• Listening task + tapescript
• Lots of interactivity
• Inner links among pages 
• Feedback and keys to ALL tasks
• Teacher’s Book  - instructions


 Most frequent mistakes:
• Vague tasks, not defined objectives
• Too many visual effects without purpose
• Missing keys and feedback, or missing multiple correct answers
• The pages are too long – cannot be seen in one screen
• strange combinations of colours
• misspelled words, slips, grammatical mistakes

Examples of materials - http://www.veskole.cz/, Promethean planet resources, youtube...

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