8Teaching the use of WebQuests to master students in Pablo de Olavide University Regina Gutiérrez Pérez1 Abstract This paper deals with the new pedagogical approaches that the European Space of Higher Education (ESHE) demands in the university system. More specifically, it describes the experience of teaching the use of WebQuest to future educators in the module of foreign languages belonging to the ‘Máster de enseñanza de profesorado de educación secundaria obligatoria y bachillerato, formación profesional y enseñanza de idiomas’. In the module of English, a unit is dedicated to new ways of teaching and learning. Blended learning, e-learning, tandem learning and cooperative learning are dealt with in detail. The WebQuest activity is provided as an example of blended learning and cooperative learning. This paper shows the objectives and outcomes of the implementation of this teaching experience. Keywords: WebQuest, European Space of Higher Education, ESHE, blended learning, cooperative learning. 1. Introduction Our proposal is based on the experience of teaching the use of WebQuest to future educators in the module of foreign languages belonging to the ‘Máster de enseñanza de profesorado de educación secundaria obligatoria y bachillerato, formación profesional y enseñanza de idiomas’. 1. Universidad Pablo de Olavide, Sevilla, Spain; [email protected] How to cite this chapter: Gutiérrez Pérez, R. (2016). Teaching the use of WebQuests to master students in Pablo de Olavide University. In A. Pareja-Lora, C. Calle-Martínez, & P. Rodríguez-Arancón (Eds), New perspectives on teaching and working with languages in the digital era (pp. 95-104). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/ rpnet.2016.tislid2014.425 © 2016 Regina Gutiérrez Pérez (CC BY-NC-ND 4.0) 95 Chapter 8 The subject taught, for five academic years since 2009, is ‘Innovation and Research’. The main aim of this subject is to help students become familiar with the use of new technologies which have recently been introduced in secondary school centers in Andalucía. Information and Communication Technologies (ICT) have a number of widely recognised advantages for the new teaching methodology demanded by ESHE. We agree with Pennock-Speck (2009) who states that “if our university and state universities are to remain at the forefront in teaching and research in the future, we have to make sure that we implement ICT as effectively as possible in the new degree” (p. 183). Special attention is also paid to the evaluation of languages according to the Common European Framework of Reference for Languages (CEFR). Finally, new ways of teaching and learning are taught and practised thoroughly. Blended learning “designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co-presence of teacher and students” (Friesen, 2012, p. 1). Cooperative learning encourages students to work with and learn from each other (Johnson & Johnson, 1998). This method can help them develop leadership skills and the ability to work with others as a team. It is in this last unit where we teach the use of WebQuests, given that it is an ideal activity to combine face-to-face learning with autonomous and cooperative work. March (2003) defines it in the following way: “[a] WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes” (p. 43). 96 Regina Gutiérrez Pérez It is a didactic resource based on the constructivist learning and on the cooperative methodology that is very successful at the moment in pre-School, primary and secondary level. Our main aim is to show them that WebQuests are different from other web-based lessons in that they go beyond simply answering questions. The focus is on using information rather than looking for it. They require higher thinking skills such as problem solving, analysis, synthesis, and creativity. The task can be almost anything. For instance, students can be asked to design a collage, make a powerpoint presentation, write an essay, perform a play, etc. 2. Methodology In the subject taught, ‘Innovation and Research’, students carry out several tasks, such as devising an activity according to the new methods of teaching and learning (blended learning, e-learning, tandem learning and cooperative learning). Besides, we decided to introduce WebQuests, since they had never heard of them. For that purpose, classes in an IT classroom take place. We also make them design their own WebQuest in groups of two (three maximum in some cases). Students are shown the WebQuest generator chosen (http://aula21.net/ Wqfacil/intro.htm), which facilitates the task, since it is quite intuitive. The template shows that the WebQuest is comprised of six components: • Introduction: the intent of the introduction is twofold: first, to orient the learner by setting the stage and explaining the main goals. Second, it should capture their attention. • Task: it is a description of what the learner will accomplish during the exercise. 97 Chapter 8 • Process: the process identifies the steps the students should go through to achieve the task. It also includes the online resources they will need. • Resources: this is “a list of [websites] which the instructor has located that will help the learner accomplish the task. The resources are pre- selected so that learners can focus their attention on the topic rather than surfing aimlessly” (Lambert, n.d). • Evaluation: it describes how their performance will be evaluated, and it is often in the form of a scoring rubric. • Conclusion: the conclusion brings closure to the quest. It summarises what the learners will have achieved by completing the WebQuest and often encourages reflection about what was learned. After investigating and learning how to implement this activity, students design WebQuests with diverse up-to-date topics that catch their pupils´ attention and interest (see Figure 1 and Figure 2 below) and make the tasks authentic: carnival, portraits, trips, tsunamis, inventions, multiculturalism, sports, mobile phones, etc., some of them interdisciplinary, and applied to two different levels, primary and secondary education. Figure 1. Mobile phones, friends or enemies? 98 Regina Gutiérrez Pérez Figure 2. English is multicultural Most of them are short-term WebQuests designed to be completed in one to three classes. They are highly visual; they include lots of pictures, animations, maps and even sounds, tools which hold students’ interest. Once they have finished, each group makes a presentation of their WebQuests and their classmates evaluate it according to Dodge’s (2001) rubric for evaluating WebQuests, so that a cooperative way of evaluation is also fulfilled. The rubric2 (evaluates the following: Beginning Developing Accomplished Score Overall 0 points 2 points 4 points Visual Appeal There are few Graphic elements Appropriate and or no graphic sometimes, but thematic graphic elements. No not always, elements are used variation in layout contribute to the to make visual or typography. understanding of connections that Color is garish and/ concepts, ideas and contribute to the or typographic relationships. There understanding of variations are is some variation concepts, ideas overused and in type size, color, and relationships. legibility suffers. and layout. Differences in Background type size and/or interferes with color are used well the readability. and consistently. 2. Modified by Bellofatto, Bohl, Casey, Krill, and Dodge; http://webquest.org/sdsu/webquestrubric.html. 99 Chapter 8 Navigation 0 points 2 points 4 points & Flow Getting through There are a few Navigation is the lesson is places where the seamless. It is confusing and learner can get always clear to the unconventional. lost and not know learner what all the Pages can’t be where to go next. pieces are and how found easily and/ to get to them. or the way back isn’t clear. Mechanical 0 points 1 point 2 points Aspects There are more There are some No mechanical than 5 broken broken links, problems noted. links, misplaced misplaced or or missing images, missing images, badly sized tables, badly sized tables, misspellings and/ misspellings and/ or grammatical or grammatical errors. errors. Introduction Motivational 0 points 1 point 2 points Effectiveness of The introduction The introduction The introduction Introduction is purely factual, relates somewhat draws the reader with no appeal to the learner’s into the lesson to relevance or interests and/ by relating to the social importance or describes learner’s interests The scenario posed a compelling or goals and/ is transparently question or or engagingly bogus and doesn’t problem. describing a respect the compelling media literacy of question or today’s learners. problem. Cognitive 0 points 1 point 2 points Effectiveness of the The introduction The introduction The introduction Introduction doesn’t prepare the makes some builds on the reader for what is reference to the learner’s prior to come, or build learner’s prior knowledge and on what the learner knowledge and effectively prepares already knows. previews to some the learner by extent what the foreshadowing lesson is about. what the lesson is about. Task 100 Regina Gutiérrez Pérez Connection 0 points 2 point 4 points of Task to Standards The task is The task is The task is not related to referenced to referenced to standards. standards but is not standards and is clearly connected clearly connected to what learners to what learners must know and must know and be able to do to be able to do to achieve proficiency achieve proficiency of those standards. of those standards. Cognitive 0 points 3 points 6 points Level of the Task Task requires Doable but is Task is doable simply limited in its and engaging, and comprehending significance to elicits thinking that or retelling of learners’ lives. goes beyond rote information found The task requires comprehension. on web pages analysis of The task requires synthesis of and answering information and/ multiple sources of factual questions. or putting together information, and/ information from or taking a position, several sources. and/or going beyond the data given and making a generalisation or creative product. Process Clarity of 0 points 2 points 4 points Process Process is not Some directions Every step is clearly clearly stated. are given, but stated. Most learners Learners would there is missing would know exactly not know exactly information. where they are at each step of the what they were Learners might process and know supposed to do just be confused. what to do next. from reading this. Richness of 0 points 1 points 2 points Process Few steps, no Some separate Different roles are separate roles tasks or roles assigned to help assigned. assigned. More learners understand complex activities different required. perspectives and/or share responsibility in accomplishing the task. 101 Chapter 8 Scaffolding 0 points 3 points 6 points of Process The process lacks Strategies and The process strategies and organisational provides learners organisational tools embedded coming in at tools needed for in the process different entry learners to gain are insufficient levels with the knowledge to ensure that all strategies and needed to complete learners will gain organisational the task. the knowledge tools to access Activities are of needed to complete and gain the little significance the task. knowledge needed to one another Some of the to complete and/or to the activities do the task. accomplishment not relate Activities are of the task. specifically to the clearly related and accomplishment designed to take of the task. the learners from basic knowledge to higher level thinking. Resources Relevance & 0 points 2 point 4 points Quantity of Resources Resources provided There is some There is a clear are not sufficient connection between and meaningful for learners the resources and connection between to accomplish the information all the resources the task. needed for learners and the information There are too to accomplish needed for learners many resources the task. Some to accomplish for learners resources don’t the task. Every to look at in a add anything new. resource carries reasonable time. its weight. Quality of 0 points 2 points 4 points Resources Links are mundane. Some links carry Links make They lead to information not excellent use of the information that ordinarily found Web’s timeliness could be found in a classroom. and colorfulness. in a classroom Varied resources encyclopedia. provide enough meaningful information for learners to think deeply. 102 Regina Gutiérrez Pérez Evaluation Clarity of 0 points 3 points 6 points Evaluation Criteria for success Criteria for success Criteria for Criteria are not described. are at least partially success are clearly described. stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what learners must know and be able to do to accomplish the task. Total Score /50 Each student selects the three WebQuests they had granted the highest scores. At the end of the class there is a counting of the votes and the best WebQuests get the highest grades. 3. Results The use of the Internet provides a good exposure to the target language and makes students more independent. The WebQuests generated in groups achieve the following objectives: • Learning to design a WebQuest through a constructivist based approach to education and inquiry-based instruction. • Developing the task through blended and cooperative methodologies. • Designing WebQuests to be implemented in their specialty as future educators. • Evaluation through a specific rubric for evaluating WebQuests. 103 Chapter 8 • Cooperative evaluation. The results of this practice in the last years have been very positive. Many of the students are able to carry out their WebQuests in schools in the final period of the master. They find the experience and results extremely satisfactory, since, by implementing ICT in the teaching process, students´ autonomy and motivation are fostered, they assure. 4. Conclusion The ESHE is bringing about structural changes and new pedagogical approaches. In this paper we have proposed blended and cooperative learnings through the use of WebQuests, a student-oriented teaching approach, in order to foster autonomous learning. The positive results achieved shows that teaching tools such as this one can help teachers integrate the Internet into the curriculum while creating fun instructional activities that motivate students. References Dodge, B. (2001). Rubric for evaluating WebQuests. Retrieved from http://webquest.org/sdsu/ webquestrubric.html Friesen, N. (2012). Report: defining blended learning. Retrieved from http://learningspaces. org/papers/Defining_Blended_Learning_NF.pdf Johnson, D. W., & Johnson, R. T. (1998). Learning together and alone: cooperative, competitive, and individualistic learning (5th ed.). Needham Heights, MA: Allyn & Bacon. March, T. (2003). The learning power of WebQuests. Educational Leadership, 61(4), 42-47. Lambert, J. (n.d). Steps to creating a WebQuest. Retrieved from https://www.ncsu.edu/project/ middletech/lambert/TIME/webquests/create.html Pennock-Speck, B. (2009). European convergence and the role of ICT in English studies at the Universitat de València: lessons learned and prospects for the future. English Language Teaching in the European Credit Transfer System: Facing the Challenge. Frankfurt am Main: Peter Lang. 104