Internet-based project work

Internet-based Project work and Webquests

According to Hockley & Dudeney (2007), Internet-based work correlates to project work, in which the Internet can be thought of as an enormous encyclopedia because it gives learners quick access to a wide array of information. There are four compelling reasons why Internet-based work should be included in the classroom:

1.  No specialist technical knowledge is required. However, this type of work takes time to plan and design.

2.  They are group activities that encourage communication and cooperative learning since it stimulates interaction among learners.

3.  Internet-based project work allows for cross-over with other subjects areas, offering a more ´real-world’ look.

4.  They foster critical thinking skills, which entails learners transforming the information in order to achieve a given task. 

Steps to prepare an Internet-based project work:

·       Choose the project topic.

·       Make the task clear. What kind of information is it? biographical, factual, views, opinions?

·       Find the resources. Which websites? Which level?

·       Decide on the outcome. The final purpose.

Internet-based simulations

They bring real-life contexts to the classroom since learners can deal with situations that they may encounter outside the classroom. Learners have access to authentic websites that provide stimulating and relevant content. They are useful and work well in the field of business English where language is very task or goal-oriented and with general English learners.

Webquests

They are projects in which a large percentage of the input and material is supplied from the Internet. What makes a webquest different from Internet-based projects or simulations is the fairly rigid structure they have and the process of implementation.

Webquests can be short or long term.  

• Short-term webquests: A learner will have grappled with a significant amount of new information and made sense of it. This type of webquest may take a couple of lessons or so. Learners will have to visit a selection of sites to find information in order to achieve the aims.
• Longer-term webquests: A learner will have analysed a body of knowledge deeply, transforming it in some way, creating something that others can respond to, turning the information into a new product (a report, a presentation, interview, etc). It may last a few weeks or a term.

Now, I am going to explain how to create a webquest: 

First of all, you have to select the websites you want to include in your Webquest. You need to evaluate these websites on the basis of a standard criterion. According to Hockly and Dudeney (2007), you should consider the following aspects before selecting a website.

Accuracy: Is the content of the page reliable?

Currency: Is it up-to-date?

Content: Is the site interesting and stimulating?

Functionality: Does the site work well? Are there any broken links?

Once you have selected all the websites you want your students to work on, you should choose a Webquest builder. In this case, I have chosen http://zunal.com/ . 

Webquest consists of four main sections:

Step 1: Introduction: This stage is mainly used to introduce the overall theme of the webquest. This section sets the scene and gives background information on the topic, the context, key vocabulary and concepts learners will need to know in order to understand the tasks.

 

Step 2 – Task: This section provides a general explanation of the webquest so that learners know what the target Is and what sort of outcome is expected.

Step 3 – Process: This is the set of instructions which give the steps required to achieve the target. It also includes the resources which are the links to websites where the information required to complete the task can be found. Instructions should be clear and organised. 

Step 4 – Evaluation: This explains what learners should have got out of doing the webquest. It can also involve teacher evaluation. Learners can contrast and compare what they have produced with other learners, and give feedback on what they feel they have learnt and achieved. 

This is my Webquest on First Aid at home, click here.

References: 

Hockly, N., & Dudeney, G. (2007) Chapter 3 ''Using websites''. In How to Teach English with Technology. Essex: Pearson.

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