Internet-Based Projects and Webquests

Hello everyone! 

In this post, we are going to take a look at internet-based projects and WebQuests and I'm going to show you an example of one I have created myself and a link to it so you can check it out. 

Why use internet-based projects?

1. They are a structured way for teachers to incorporate the internet into the language classroom. No specialist technical knowledge is needed.


2. They lend themselves to communication and the sharing of knowledge. The use of projects encourages cooperative learning and therefore stimulates interaction.


3. They can be used for language learning purposes but can also be interdisciplinary. This can give them a more "real-world" look and feel, and provide greater motivation for the learner.


4. They encourage critical thinking skills. Learners have to transform the information in order to achieve a given task.

How to prepare an internet-based project?

• Choose the project topic.  

Will learners be researching famous people, current events, or issues?

• Make the task clear

 What information will they need to find?

• Find the resources

Which websites will the learners need to visit? Do these websites contain the information they need and are they at the right level?

• Decide on the outcome

What is the final purpose of the project? For example, will the learners be making a poster, make a presentation or participate in a debate?

What is a Webquest:

Webquests are mini-projects in which a large percentage of the input and material is supplied from the internet. They are different from other internet-based projects in that they have a more rigid structure.

According to Bernie Dodge, a Professor of Educational Technology at San Diego State University, a Webquest is "an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet". He then defines two types of WebQuests:

Short-term Webquests: 

They may spread over a period of a couple of classes. It will involve learners in visiting a selection of sites to find information, and using that information in class to achieve a set of learning aims.

Longer-term Webquests:

Learners have to analyze a body of knowledge deeply, transforming it in some way. They have to demonstrate an understanding of the material by creating something that others can respond to, online or offline. Longer-term webquests may last a few weeks or even a term or semester.

Steps to making a Webquest:

1. Introduction: This stage is to introduce the theme of the webquest. It involves giving background information on the topic and often introduces key vocabulary and concepts which learners will need to understand in order to complete the tasks involved
2. Task: This task section should explain clearly and precisely what the learners will have to do as they work their way through the webquest. It should be motivating and interesting for the learners. It usually involver the learners in a certain amount of role-play within a given scenario.
3. Process: This stage guides the learner through the activities and research tasks, using a set of predefined resources which are predominantly internet-based.
4. Evaluation: It can involve teacher evaluation or involve learners in self-evaluation, comparing and contrasting what they have produced with other learners, and giving feedback on what they feel they have learnt or achieved.

Example of Webquest:

In the following webquest, we will be working with global climate change, it's causes and consequences. Students will play the role of a doctor who will do research to find out what is wrong without planet and will create as a result a diagnosis explaining the causes and what should be done to help our planet get better.

If you want to see the complete WebQuest click here. 

References

Hockly, N., & Dudeney, G. (2007) Chapter 4 “Internet based project work”. In How to Teach English with Technology.