Concluding Thoughts

To begin with, this was my first blog ever. While working with and on it, I discovered how helpful it is to reflect the things you read about and work on. Putting this reflection in words helped even more and showed a big advantage of blogs. Additionally, I could easily look up things I had worked on earlier. When thinking about pros and cons of blogs, the time factor should be mentioned. Of course it takes more time to write down one’s thoughts about a text or topic than merely to read it. But as I mentioned above, it is worth it.

I would like to conclude this blog-project by saying that it was a new experience for me which I often liked. At the same time, I discovered that working online is not always fun as one is fed up with the computer after a while. I am glad that I could experience such web-based projects and I would like to work with blogs and Web Quests when I am a teacher one day.

 

What makes a web-based lesson a rewarding learning experience?

After having a look at our webquests, we (Miriam and Rieke) came up with criteria for a rewarding learing experience:

- not just online-work, but:

- poster, presentation, creative writing

- detailed task description (especially for younger students, up to 10th grade)

- group work and presentation should be efficient to all students

- detailed evaluation table not that important for students but rather how the project will influence their grade in general

- time schedule most important for the teacher

- introduction very important for first orientation (fordable access)

- teacher’s page necessary for the didactical process but rather irrelevant for the students

 

Teaching in a multi-media world

Having a look at this website about multi-media didactics (link) illustrates the complexity of web-based projects in class rooms. The emphasis is placed on learning techniques and strategies of pupils of different grades. As far as I can see a distinction between those is very important, as pupils should neither be underchallenged nor overburdened.

Another aspect which I consider as highly important is the learning environment which is mentioned on the website as well. Throughout the whole learning process it plays a big role: while preparing the project and the individual lessons, while working with the pupils and when trying to improve the project.

Another topic provided is the development of web-based learning from 2001 until today. It makes clear that the basics are still the same but are now expanded by several new applications.

In addition to this, the page relates to several examples of web-based projects which helps the reader to get practical insight into multi-media didactics.

All in all, I would recommend this page to teachers who want to begin to work online with their pupils, as it offers interesting didactical points and several links to take a closer look on particular interests.

 

Wiki & LMS

In their article “Wiki, Blog & Co.”, Klemm and Dorok deal with various online-applications. This post takes a closer look at their description of wikis and learning management systems.

What is a wiki?

The author starts with a definition of a wiki. According to him, a wiki is an online-application which can be used to collect and share information. This way of information-sharing includes many different authors who can both write their own articles and comment on other authors’ articles. An organised group-learing like this seems to fit educational purposes perfectly, say Dorok and Klemm.

How can a wiki be useful in school?

- back up results

- possibility for discussions

- involvement of wiki into lesson-goals

- development of creative writing skills

Which wiki?

Before working with a wiki, it must be decided how it is supposed to work and look like. There are different providers for wiki-software, most of which are free. The authors recommend Mediawiki as it is used frequently and has an established design.

LMS

In the past, the use of learning management systems (LMS) became very popular in terms of web-based learning. Especially universities use these systems to organise studies online. LMS provide various communication and cooperation tools, which can of course be useful. But after a first hype for LMS, users now consider criteria for LMS to a further extent. Two types of LMS can generally be found: it either provides a workstation for the learner where he can develop his own ideas and organise himself, or the LMS concentrates on one topic and gives certain tasks to learners which are supposed to be worked at.

The way LMS are used can be supportive for certain learner groups. Rather shy pupils may be more active online when their identity is protected by the Internet. Experience shows that in general all learners benefit from this type of learning. Still, there are some criteria which should be fulfilled to have a good LMS:

- low entry-barrier for pupils and teachers in terms of usage

- big community

- school-relevant topics, ressources and activities

- school-befitting structure

- German and international experiences

- reliable and secure use

- modularity

- standard conformity

- independent from external author-tools

- multimedia capability

Examples for wikis and LMS:

Wikis:

http://wiki.klemmsite.de/wiki

http://www.anglistikdidaktikwiki.unijena.de
http:// wiki.doebe.li/Guetersloh/WebHome

LMS:

http://www.rpi-virtuell.net

http://www.lo-net2.de

http://www.schule-bw.de/elearning/

 

Comment on: How developments in technology and pedagogy combine to scaffold personal learning

In his article, Thomas March begins with that the change of the World Wide Web during the last decades should be considered when dealing with WebQuests and therefore he claims it is necessary to revisit WebQuests and their components.

Before he analyses changes, he states that a scaffolding structure that encourages student motivation and advanced thinking with integration of enriched learning resources is still the core element that forms a part of every WebQuest.

The change in the World Wide Web to a concept called “Web 2.0″ has the effect that there are not only text pages but multiple possibilities to express oneself online. For educational purposes this means that there is a wide range of opportunities to use in school but, as we already learned, that it is not always easy to distinguish the good from the bad and when it comes to research, pupils must be aware of the fact that anyone can post anything on the internet. Here, WebQuests can be a good exercise to cope with the internet and so March comes to a first conclusion: “WebQuests can serve as a framework to integrate Web 2 into school learning.”

Further on, March looks at other Web 2.0 applications like blogs and wikis and here, too, discovers advantages (free use, creative writing, intrinsic motivation) and disadvantages (in part tend to be too traditional).

In his conclusion, March points out that the popularity of WebQuests shows that their use in schools is legitimate. Additionally, he advises to watch carefully at the further development of WebQuests and other applications in the course of Web 2.0.

As far as I can see, March is right in saying that the World Wide Web and its educational opportunities changed a lot during the past decades. I find it important to emphasize the potential risks as well as the educational benefits, which as he says “outweigh the challenges”.

 

A Taxonomy of WebQuest Tasks

In Bernie Dodge’s Taxonomy of WebQuest Tasks, he defines several types of tasks for WebQuests and gives tips for their usage. In an introduction, he makes clear that a good WebQuests combines two or more tasks of the following:

Retelling Task

Dodge defines this task as the easiest of WebQuest tasks which does not ask for more than collecting information and presenting it in the WebQuest. It helps pupils to get in touch with WebQuests and to apply basic computer skills.

Mystery Task

Wrapped in a puzzle, this task is especially interesting for younger pupils but depending on the class can be used in later stages of school, too. To keep the excitement of the task, a solution should not be too easy to find, e.g. by just typing the question into a search engine. False trails can help to raise the level of difficulty.

Design Task

Pupils almost always like to create products that they can see and also show to other people. This is why a creative approach like a design task is popular and often chosen in school projects. What must be considered is that a design task should lead to a certain point where a product is created. This product should be useful and a description of it should give room for the pupils’ creativity.

Analytical Task

This tasks asks pupils to look closer at one or more aspects in order to find similarities or differences which then can be analysed. In addition to this, the analysis should include a critical debate concerning reasons and interpretation for certain results.

Bernie Dodges Taxonomy of WebQuest Tasks offers even more definitions of tasks which are worth looking at.

 

Comparing WebQuests: Ireland WebQuest

During our last class, we looked at a WebQuest which we were asked to analyise in pairs. Me and my fellow student had a closer look at the Ireland WebQuest by Karsten Sill, created in the course of a seminar at the university.

When the Website has loaded, one is welcomed to the WebQuest by an introduction which provides several questions on Ireland and gives basic information about the country. This way, the author of the WebQuest achieves to get the pupil’s attention and probably makes them curious. The introduction page invites the pupils to “Go ahead” and following this link at the bottom of the page, the pupils reach the next step: the process.

What we liked about the process that is described in the WebQuest is a concentration on clearly arranged group work. Addiotinally, pupils get information about how a WebQuest can be solved. Several interesting hints for working on the WebQuest are given at the bottom of the page.

Looking closer at the tasks, the author suggests to work in several groups and disposes various tasks on different topics (e.g. Culture, History, Sports). The tasks are clearly defined, which on the one hand is a good instruction for the pupils. On the other hand this might be a bit too strict in case the students would like to bring in own ideas.

In our opinion, the best part of the WebQuest are the resources provided. Instead of just posting general links to pages like Google or Wikipedia, the author divided the resources into the different topics , general search engines and dictionaries. In addition to this, he also posts keywords to each of the topic which could help finding information.

On the teacher’s page, some interesting information about the purpose of the WebQuest and learners is provided. The author also states on the fact that he has not added an evaluation page which usually belongs to a WebQuest. As he did not actually work with pupils on this WebQuest, he says, it is not necessary to post an evaluation scheme.

As a conclusion, I’d like to say that apart from having a well structured design, the Ireland WebQuest realises most of what Bernie Dodge considers a good WebQuest. Especially in comparison to other WebQuest I must say that this one is impressive and as far as I can see exemplary.

 

Looking closer at WebQuests

“The purpose of a WebQuest ist learning, not teaching” (statement of a fellow student in class on May 15th)

What does that mean?

Working on a WebQuest basically means that pupils learn on their own while guided by a teacher’s WebQuest. Pupils are not exposed to a traditonal class room situation where they mostly listen to what the teacher teaches them but they find themselves in a process of learning autonomously.

Positive aspects of WebQuests

• Internet is often seen as more interesting
• Pupils learn to work and do research online
• Pupils are active
• Often, group work and self-contained learning skills are trained
• They work autonomously and in their own speed
• Pupils work on an authentic and often current topic
• WebQuest can be designed individually
• Result of work can be presented online

Risks of WebQuests

• Risk of using only online sources and forgetting about traditional media (books, newspapers)
• Online sources are not always trustworthy, at what age can pupils judge them?
• WebQuests might be difficult to grade
• Pupils spend a lot of time online and often get distracted
• Differentiating levels of computer skills

 

Introduction to WebQuests

Defined by Bernie Dogde, 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.”(Source) Using the word ‘learners’, it becomes clear that a WebQuest is mostly used in terms of education and teaching. Learners are supposed to do research on the internet while working on a specific topic. Later on, the results are published on the Internet.

Creating a Webquest

Dodge divides a WebQuest into six different parts:

Introduction

Addressing the introduction to the pupils, in this section, the teacher gives information about the central aspects of the WebQuest. The pupils should be both hooked and prepared for further steps.

Task

Now, the teacher shortly describes what the end result of the learner’s activities will be. Depending on the kind of WebQuest, a task could be a problem or mystery to be solved, a position to be examined and defended, a product to be designed, a summary to be created, or anything that requires the pupils to process and transform the information that they have collected.

Process

The teacher outlines how the work will be done and presents each step to the students. Additional links with background information can be posted here.

Evaluation

Most pupils consider the evaluation of their work as very important and so the teacher should come up with a description of how the pupils will be evaluated.

Conclusion

The conclusion contains a few remarks on what the learners will have achieved. It can also offer some additional links to motivate the pupils to extend their considerations.

Credits and references

A list of all references and sources is provided in this section.

This structure of a WebQuest, given by their ‘inventor’ Bernie Dogde, seems appropriate to me. In my opinion, it is important to give pupils a clear outline of how a WebQuest can be created. WebQuests call for self-contained learning but the teacher should always provide help and further information when it is required.

More information about WebQuests

The following set of links provides general information about WebQuests and WebQuest templates:

http://webquest.org/index.php – A website, which contains a lot of general information as well as examples of WebQuests

http://webquest.sdsu.edu/templates/lesson-template1.htm – A template, which describes the structure of a WebQuest

http://webquest.sdsu.edu/about_webquests.html – Thoughts about WebQuests from Dodge

http://www.lehrer-online.de/webquests-fsu.php – Information about WebQuests in foreign language teaching (German)

http://bestwebquests.com/links.asp – Provides a wide range of links to websites about WebQuests

 

Podcasts in the class-room

What is a Podcast?

According to www.podcast.com, a podcast is “a buzzword to describe a very simple concept: an audio or video file available on the Internet for you to listen to and/or watch.  A podcast can also refer to a series of these audio or video files (similar to how a TV or radio ’show’ can be a series of shows or just one show).  When using the word ‘podcast’, most people refer to the entire series and not just one audio or video file.”

What is so special about that?

At first glance, the definition seems to fit every single audio file which has been posted on the internet during the last couple of years, but a podcast is more than just a file on the internet.  For example: one can transfer it to a computer which makes it available whenever one needs it.  Additionally, one can subcribe to a podcast of his/her interest, manage it, or even create ones own podcast.  Also, the content of a podcast can be almost anything: news from your favourite sports club, your favourite music group, or even world news in general.

Where to find them

A podcast is not hard to find.  If one wants to listen to or watch a podcast in English, one can visit various websites which offer one a wide range of podcasts.  The difficult part is to figure out which podcast suites ones wants and needs.  When the perfect podcast is found, one can subscribe to it and be informed about new content weekly.

English-lesson Podcasts

As the search for an appropriate podcast may take awhile, the teacher should either give the pupils the opportunity to search on their own (after setting some guidelines for them) or suggest several suitable podcasts.  It would not be recommended to use the advanced english podcasts before 10th grade, as it would frustrate the pupils when the English is too hard to follow or understand.  Although some websites do offer podcasts meant for kids, which should be easier to understand.

When working with podcasts from grades 10 to 13, these podcasts could either contain information about the lessons’ topics (which sometimes might be hard to find) or contain news on current events.

Podcasts for the class-room

http://amateurtraveler.com/ –> News from travelers around the world

http://www.npr.org/templates/topics/topic.php?topicId=1032 –> A podcast about literature from National Public Radio

http://www.cnn.com/services/podcasting/?eref=newscast –> CNN Podcast (including CNN student news)

http://www.worldsoccerdaily.com/ –> Podcast about Football

http://www.talkshoe.com/talkshoe/web/talkCast.jsp?masterId=1870&cmd=tc –> Podcast about the TV series ‘Family Guy’

http://123listen2me.com/ –> Podcast for kids by kids (depending on learners’ level, this may be appropriate for younger pupils too.)