Group work

Report on the Work Set 1

(Search, Discussion and Conclusion)

  

Directed by Students of the Master Program

in C&I and MEF: Promotion1

Mr. Worawit CHAOKIJKHA 5614653350 <--- Click !

Ms. Sasiya SUTASUWAN 5614653368 <-- Click !
Ms. Sirinthip CHEVAKITJAROEN 5614653376 <-- Click!

Mr. Apiwat SORNSUKONG 5614653384 <--Click!
Ms. Akaraya PUENGCHAROEN 5614653392 <--Click !

Presented to

Dr. Nopphawan CHIMROYLARP

This report is part of the course project 01162531

"ICT in Education and Curriculum Development"

TOPIC1: Web–Based Instruction/Learning (WBT – WBL).

Q1: What are their meanings, how are they different from CAI – CAL 

(Computer Assisted Instruction/Learning)?

The Meaning of WBI and WBL

WBL or Web-Based Learning is some kind of online learning. It’s a channel that allows learners to use video conferences online course contents and real-time video conference teaching (or video streaming). Furthermore, to get more knowledge further from the web. This WBL provides many hyperlink (links to another sites) to help student search more information. The one of specific function coming with WBL is VLC (virtual Learning Environment) or sometimes it is called MLE (Managed Learning Environment) that contains VIRTUAL (seem like "face-to-face") teaching and learning software package.

The differences between WBI-WBL and CAI-CAL

1. CAI –CAL are OFFLINE but WBI-WBL are ONLINE.

        In the time that  “”World Wide Web” CAI-Computer-Assisted Instruction and CAL Computer-Assisted Learning are the earliest offline learning using ICT.  

As mentioned above that WBI-WBL use “WWW” as the main channel of learning and instruction, Internet accessibility is used with WBI-WBL.

2. Interactive activities

When using CAI, learners use their own computer without connecting to internet, it’s not allow them to communicate with others. So, the interactive applications are not used with CAI. But when learners connect with the world to “world wide web”,  there is a big opportunities to exchange knowledge to each another. So, many interactive applications take part in WBI-WBL.

Q2:  What are the benefits of WBI – WBL?

1.    The benefits of WBL are very useful for Distance Learning (as we are doing). We can learn individually through this WBL anywhere anytime.

2.       This WBL promotes "Child-Centered - learning". By this channel, students have to study themselves to complete the assignments from teacher. And teachers will overview how students work on assignments as Facilitator and consulter.

3.    Supposing children in areas that are difficult to access the qualified education system, these students could be able to learning through WBL because of Virtual learning Environment function.

4.    In commercial way, as you see one good example using WBL integrated with face-to face convention program teaching, Kru P'Nan (ON-line English teacher) uses this WBL to lively teach for her student sitting in 30 branches of her English institutes.

5.    Students can receive quick feedback on their performances.

6.    It's a convenient way for student to submit the assessment from the remote site.

7.    In case of multiple choices, Computer marking is efficient for staff time.

8.    A Web-Based Curriculum is Nonlinear, it means students can get more 

information further from the sites they studying by Hypertext links. 

So prospective students in 21st century will not only work on what course 

asks them to do but they will go further to answer "How this course will be improved?"

Q3: How to design and develop the WBI – WBL?

There are two models of WBI design and development. 

The first one is PLANNING --> DESIGNING --> MANAGING --> EVALUATING 

For the PLANNING, we have to answer the question "What we want our students to do?" Note that the assigned task is NOT TOO difficult, so that student will be discouraged to achieve it, in other hand, it should NOT be TOO easy, and they will get bored of working with teacher's assignments. One of tasks will be PROJECT, the most effective work for student to let them 

develop the long-term memory. In short, the assignment (problem) should let student use Their Prior Knowledge (what they have learnt) and let them discover new knowledge. After that, they will resolve the problem assigned. In this stage, they constructed unconsciously their own new knowledge that affects mentally to their long-term memory. 

To DESIGNING the WBI, it's necessary to have the fundamental features as followings: 

-> Course information, notice board, timetable 

->Curriculum map 

->Teaching materials such as slides, handouts, articles 

->Communication via email and discussion boards 

->Formative and summative assessments *** 

->Student management tools (records, statistics, student tracking) 

->Links to useful internal and external websites—for example, library, 

online databases, and journals 

***Formative assessment = Journal / Question get some feedback like 

"what you have leant today ?" 

Summative assessment = Question or evaluation to know "what level are our student?" 

For Managing stage, Teacher should be proficient in the areas of class management and organization as the following modules: 

1. Establishing the positive climate: 

-promote and maintain high expectations 

- know your student (their prior knowledge and how far they can go) 

-Engage all students in learning process 

2. Organizing the WBL site:

- Make sure that all feature and function are READY to use. 

- Create the bulletin board to foster learning 

3. Developing Rules, Routine and Procedures: 

- Create, communicate and practice the rules with students. 

-Develop routine and step-by-step procedures for the tasks that 

occur regularly 

- Set up a system for a specific reasonable and logical consequences 

and reward 

4. Assigning and Managing work ****** very important 

- Make sure if student understand what they are supposed to do. 

- Monitor students' completion of assignments 

- Provide timely feedback on assignment 

- In case of un-qualified works, ask student to make-up / rework. 

In EVALUATING, the assessment features of WBI site should involve teacher to the following activities: 

- Record both formative and summative progress of students’ growth. 

- Record Grades and Daily attendance 

- Open chance for students in monitoring their own progress. 

The second model is:  ADDIE (suggested 2013) 

A = Analysis  D = Design   D = Develop    I = Implementation  E = Evaluation 

This is very Interesting MODEL. 

A = Analysis there is 6 areas we have to analyze: 

1. Curriculum analyze: 

what are the learning objectives? (Cognitive, Affective, Psycho-motor) 

What are Enabling or Behavioral objectives? 

2. Audience/ learner analysis: what are levels of your students? 

3. Technology analysis: What program will you use to develop? 

Which operation IOS/ Microsoft? 

4. Content analysis: what are the essential contents to apply to WBI? 

5. Learning activities analysis: WBI developer have to consider Learning 

thoughts that fit to the appropriate contents as these followings 

- Collaborative learning - Problem-based learning 

- CIPPA model - Inquiry-based learning 

- Media analysis 

6. Media analysis : There 2 main types of media used in developing WBI: 

6.1 Media for presentation such as 

- Text -Graphic - Flash animation - Streaming Video 

6.2 Media for interaction activities 

=> Asynchronous interaction medias used when users don't share 

free time : Web Board Mail 

=>Synchronous interaction medias used when users share free time 

: - Video conference -- Chat 

=> Online testing system 

D= Design 2 areas that developer need to think about WBI design are: 

Content designs : What are the content for this WBI ? 

Which application will be used for each content ?

Web page design: 

How we put each element in the page of website? 

D= Development there are 3 steps for develop WBI: 

1. Preparation: Prepare all stuffs you want to put in web 

(content clip video sound applications) 

2. Develop the lesson on webpage 

in this process you have to put all stuffs into the frame of each lessons 

3. Make the handout document to be students' guide to achieve this WBL course. 

I= Implementation It's kind of Trial used with Example group by STAD***model in this process if developer found some errors or problems you have to fix them out before use with the Whole class. 

*** STAD strategy (Salavin, 1990) = Student-teams Achievement Divisions 

Steps= Class presentation--> Team study--> Test-->Individual Improvement --> Team recognition 

(Work in group, individual scoring but Award by group) 

E=Evaluation Evaluate in 2 areas: 

1. How is the Web? 

2. How are the contents and activities?

Q4: What conclusions can you make after exploring the site called 

“Web-Based Instruction”?

For the conclusions, we can probably say that “Web-Based Instruction” (WBI) is a digital environment for education tools which provide teaching and learning system supported by the Internet. And we can divide WBI into two important aspects: an online curriculum and an online class management system (CMS). Also WBI is something very convenient for both teachers and students as it allows students to explore many interesting things onto no limited areas while teachers can update the instructional media onto the site at any time. However, only computers and digital environment are not enough for knowledge: teachers are the ones who provide the discipline and framework essential for learning and in order to be successful, students must have the desire and the ability to continue to learn too.

Q5: What conclusions can you make on this site called

“So you want to develop WBI”?

This site is for the one who wants to develop their own WBI site, for those who want to improve their Web pages by using graphics, software, html, java script or even creating a great design. It helps educators to have the better understanding for each function. For example, if we want to know about “Graphics & Imaging” we can directly click onto “Graphics” button and it leads us to the recommendations for the best web sites for graphics and digital imaging for the web, it also tells us about the rule of important things such as “less is more” ; less graphics is more effective. Moreover, we also have the WBI I.Q. Test which is the pretest to take and see if we really understand how WBI works and so on.

Topic 2: e-Learning/ m-Learning/ u-Learning

Q1: What is the meaning of e-Learning and e-Learning 2.0?

E-Learning is electronic learning, learner can study through electronic technologies like the internet, intranets, extranets, satellite broadcast, interactive TV, audio/video tape and CD-ROM. 

The first generation of e-learning delivered through the web is based on Web 1.0 (an early stage of the conceptual evolution of the World Wide Web, centered on a top-down approach to the use of the web and its user interface) but users are able to only view webpage: they can’t add or edit information in web sites. The courseware built using an authoring tool, and course content that was created by teacher for student and the content becomes reading only: student can’t add comment or share their idea (it’s different from blogs and Facebook). It’s more likely to a book and a manual which you read via technologies. 

Finally, this way not emphasizes learner, it isn't interactive between teacher and student in courses; however it allow them to study anytime and anywhere. 

For the evolution of e-Learning, e-Learning 2.0 that focuses on learner instead of content, was promoted. It is based on Web 2.0 that support for collaborative learning (Web 2.0 environment allows web site visitors to make contributions and changes to existing web content and to interact with other members of those web sites); everyone can not only learn but also organize the online courses. Learners participate in courses creation. They are able to share information, knowledge with other people who access the social media such as Wikipedia, Facebook and MySpace where users leave comment or edit content collectively (some good examples are blogs which we crated!) All people make a discussion and exchange of their view and review with others via online learning. As a consequence, learner is not limited in learning.

Q2: What conclusions can you make for U-Learning and m-Learning? 

M-Learning or Mobile Learning is a new delivery method for e-Learning. It derived from e-Learning. 

What is different between m-Learning and e-Learning? 

Due to the definition of m-Learning focuses on using mobile technology devices such as smart phones, handheld computers, and PDAs. Mobile device bring an opportunities to approach to learning at all time and supports any place when student willing to learn themselves. Learning of m-Learning is informal while e- Learning is formal. On the other hand, both of them use technological devices and wireless networks to access to learn. 

Regarding to U-learning, "U" = Ubiquitous meaning existing or being everywhere, at the same time; omnipresent. 

U-learning is based on the idea of adaptive learning methodologies and the concept of individual method of teaching that assist students learn at a faster step, more effectively, and with greater understanding. 

Furthermore, it gives great evolution in the delivery of education applications for u-learning support facilities for creating learning environments.

Q3: What did you get from exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”?

There are many advantages for exploring this site “Ubiquitous learning environment:” Disruptive and Transformative Education: Designing learning in the digital age”

For ubiquitous learning environment (ULE):

-Learner can get benefit from ubiquitous learning environment, using wireless and mobile technology make easy to access and contributes to educational method: learners are available to learn anywhere, anytime, anyhow education from unlimited in online education courses that allow them to easily access their learning materials and experiences via mobile devices such as mobile phones and tablets. It also provides numerous resources to knowledge such as wikis, blogs, and cloud services like Google Drive, and Drop box. 

-Education as a Self-directed Learner, using technology in education consider as a new method of knowledge. Learner able to visualizes, and share information in online learning them-selves. It facilitates to develop skill from ubiquitous learning environment for example, technology: learner benefit in online learning and language: because of information’s international from every country.

Regarding disruptive and Transformative Education and  designing learning in the digital age, digital media become essential; there are a lot of system designers to learn from each other to shape the future. Education is associated with information and computers. As a consequence, students begin to create a cohesive learning i.e. blog, webpage and Twitter to present information that is interesting or update. Everyone will receive new information of knowledge all time. Beside we will see many ideas about individual learning in digital media.

Q4: What are the conclusions from “Predictions for e-Learning in 2011”?

Regarding learners, they will benefit from e-learning; it is facilities to study everywhere and every time when learners want. Student can reduce transport costs and also save time. In addition, users are able to use the new technology and chose application for themselves. 

For technology, smart phone will fast develop new devices and grow for support to m-Learning. The application for learning will continue growing and have various applications in learning environment. 

TOPIC 3: Online Learning – Blended Learning

 Q1: What are the focusing points of Online Learning?

The focusing points of Online Learning are 

1. Internet accessibility

    Learner or those who would like to learn online have to connect to Internet. 

2. Interactive activities 

    The online learning activities include video, chat, video streaming and many supplementary medias that involve learners to have interactions to each another. 

3. Games 

    Games are used in online learning to fit the different learners. So learners can choose the games to learn online according to their taste. 

4. Accessibility of different devices 

   The more technologies developed the more choices of devices to use in education. So online learning allows learners to use not only computer but also other devices such as I-pad, or smart phones. 

5. Adjustability of different age of learners 

   Online learner focus on specific levels of learner. According to their ages, kids, teen, and adults, the learning platforms have to be different.

Q2: Do they have benefits and limitations? What are they?

Benefits of online learning 

1. According to thoughts of constructivism educator, Online Learning enables learners to construct their long-term storage after they inquired and discussed to find out or discover new things by themselves. 

2. Online course can be used everywhere that internet is available. Learners don't need to worry about problem of place, time, or any kind of traffic jam. 

3. Less expense (or not), surely learners can save more expenses about dormitory, transportation and parking lots, etc. 

4. It' global connection 

Online learning connected to internet, the channel that all over the world people use. So it's easy way to exchange ideas and thoughts and work together cross country- culture-and language. 

Disadvantages of online learning

1. Load of works 

As online learning system has to follows the same standards of classroom instruction, maybe teacher has to assign load of works to let students by themselves to reach the standards. 

2. Less active learning activities 

In some subjects that need Face-to-face interactions such as Phonetics and any kinds of Language laboratories, online learning can give the immediate feedback or reply to learner in case that they should develop their pronunciations or accents. 

3. Get more knowledge than competencies 

Through online learning students get rare opportunities to develop competencies because more of online course based on content not on competencies.

Q3: What are the key elements of the online program?

There are important 4 key elements of online program: student, curriculum, instructor and technology. 

1. Student

The online program was created for students who do not have time to learn in class. They can study and practice with the online program at home. Student can study the lessons by themselves. They can submit homework and ask the questions by email address but they need to be discipline toward their work. So they need to manage the time to study by themselves. 

2. Curriculum 

The online curriculum consists of 2 factors: process and outcomes. They can learn and work together in the same time. The functional programs in online curriculum should be developed to involve student and instructor to discuss assignments and learn together by internet. 

3. The instructor 

The instructor teaches and gives the lessons by internet for students 24hrs per/day in classroom. Students can ask the questions if they do not understand and the instructor can answer the questions by Email, creating up the education, and collaborating environment and dealing with the students who are adults and may require individual needs. 

4. The technology 

The instructor should be the first person use the technology. Students have to prepare the lessons before the class begins. Students can discuss with instructor in class. In concluding technical support is very important for online program because students and instructors should be able to participate together with the online course.

Q4: What is the new" blended learning"?

The blended learning is the learning and teaching model that allows teacher to teach students through many interactive media such as Web Based Instruction, Video conference, Skype or Facebook and in classroom. 

Blended learning can combine various learning activities to involve face-to-face live classroom, E- learning and Self-spaced learning. 

We can study materials and research with the Blended learning program. By this kind of learning, we do not need to learn in the classroom only but we can learn everywhere and every time we want to learn.

----------------------------------------------------------------------------------------

Report on the Work Set 2

(Search, Discussion and Conclusion)

 Directed by Students of the Master Program

in C&I and MEF : Group 1

Apiwat SORNSUKONG 5614653384

Chatcharin CHINTHAM 5614653325

Kwanrut LEELASETTAKUL 5614653287

Pawirat PROMPES 5614653341

Sasiya SUTASUWAN 5614653368

Presented to

Dr.Nopphawan CHIMROYLARP

This report is part of the course project 01162531

"ICT in Education and Curriculum Development"

 1. The meaning of Web Quest

                         

“A Web quest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet, optionally supplemented with videoconferencing.’’ said Bernie Dodge, the originator of Web Quest. It's a web-based lesson or a classroom-based lesson, created for educators by educators or teachers. You can easily explore and evaluate by surfing the Internet. Web Quest can be created and decorated by using several programs. Now, it has been a part of project-based learning and teaching in education.

There are 2 kinds of Web Quest:

 1. Short term Web Quest: the information deliver to the learners and they can evaluate what they have learned from those Web Quests. 

2. Longer Term Web Quest: the Learners know how to evaluate the information, they can deeply understand what we have got, analyze the information and also transfer this information to the others.

 2. Component of Web Quest 

There are six major components in a Web Quest: 

2.1 Introduction 

This section provides background information and some scenarios to give students to play like 'your job is to become an expert of the fossil' or 'you have to become a gang member and find a way to make two gangs make up using a non-violence way'. It also provides the learning objectives to the students. The purpose of the introduction is to raise an interest in the learner through activity at the beginning. When project are related to the students' interests, ideas, experience or their goal in the future, the learner can be more interested in the activity. 

2.2 Task                                                                                                    

It's a description of what the learner will have done at the end of the exercise. It must be interesting and doable. The task could be a product or a verbal presentation. The teacher should show students an example of a finished project which have some similar to student project to make them understand what they are trying to accomplish. The task should be visually interesting, important problem like global, social, political, economic and environment issues. However, it should also be fun for students. 

2.3. Process 

This part provides a step learner will go through to accomplish the task, with link embedded. The teacher must clearly describe the steps and can also provide the learning advice. 

2.4. Resources 

This section consists of a list of web pages that will help learner to accomplish the task.

 However, the non-web resources can be used. These can include supplementary media like printed resources, audio cassettes, posters, maps, books, models, manipulative, and sculptures. Filed trips, visiting lecturers, team teaching and other motivation techniques can also be used. 

2.5. Evaluation 

Each Web Quest needs an evaluation rubric for evaluating students' work. It can take different forms. The standard should be clear goals, fair, consistent, and specific to the task. The teacher can state the evaluation process in the Introduction stage which can be helpful to point out the student example: Exemplary, acceptable, and unacceptable. The range between exemplary to unacceptable must be clear for all achieve. 

2.6. Conclusion 

This section allows the students to be reminded what they have learned. The teacher will bring closure to the project and encourage reflection about the process. Moreover, they can have a discussion of extended learning for follow-up activity or suggesting ways of doing thing differently to improve the lesson. 

2.7 Final Project 

             Students will work on 1 final project to let student extend their knowledge from what they have learned in webquest.

 3. Design steps and process of Web Quest 

After starting to work on the actual Web Quest components, you continue designing. 

First of all, you must choose a topic that you appreciate regarding studying or teaching. A good topic should be concerned with curriculum standards; you can select as your project that you have taught before in the classroom and would like to add any medias and books and magazines for deep understanding of students. 

Secondary, make a design and templates that are way to start creating your Web Quest. A lot of patterns are provided to create, you can select them that is suitable your topic. 

And download the student and teacher templates for the design you chose. Open them up in your favorite web editor (Dreamweaver, Composer, FrontPage, etc.). Moreover, each pattern is distinct from the others in terms of the type of content. The design patterns can be showed the key thinking such as design tasks, decision tasks, analysis tasks, and prediction tasks. Presentation to those tasks guarantees that your Web Quest will be a higher level thinking task. 

After chose pattern, write up the task in the student template and the Standards and Learners in the teacher template. There are 4 subjects for writing: project’s name, description, instructional purpose and examples. Then, describe how learners will be evaluated: the teacher must complete the evaluation section for example a predetermined evaluation rubric. The evaluation section is essential for the goals of the Web Quest to test the success of students' learning. 

Furthermore, teachers can use process checklists for examine at each point in the project and aspects of the lesson from students. 

Next, design and process, teacher should add any extra information needed like images, videos, animations and graphics in any of the Web Quest’s parts (more frequently in the Introduction and the Conclusion sections) and set of resources to provide the information wanted.

Finally, polish and optimize Web Quest, you check to complete the part of Web Quest as a Introduction, task, process, resources, evaluation and conclusion and also all other parts of the teacher template.

This is a linear description of the design process of a Web Quest of Bernie Dodge, professor of Educational Technology, San Diego State University.

Select a Topic appropriate for Web Quest ------> Select a design -----> Describe How Learners will be evaluated -----> Design the process -----> 

Polish & Prettify.

 4. Supplementary medias of Web quest. 

4.1. Link Replacements

 

It come from the root of the web link, but it has to remove the page file name and leave the webserver and subdirectory.

 

4.2. Primary Sources and Data 

The primary sources and data is found by searching on the online news or the reference tools for provide a virtual experience such as 

- 42explore: Polls and Surveys 

- 42explore: Statistics 

- Digital and Virtual Field Trips 

- Digital and Virtual Libraries etc. 

4.3. Collaborative Experiences 

Using of the materials for e-talk or share the ideas through e-mail or in a discussion such as 

- Ask An Expert 

- Book Review Projects 

- Discussion Tools 

- Email Tools etc. 

4.4. Process and Product Resources 

When the students need to review the main concept, they also need to improve their skills too. So, interactive games and tutorials can extend your Web Quest too and the students will pay attention to these for their projects. These are materials about process and product resources such as 

- Contests, Fairs, and Publishing: Sharing On the Web 

- Copyright Issues

 

- Citing Internet Resources 

- Electronic PostCards in the Classroom

 

- Evaluating Internet Resources etc. 

4.5. Multimedia Resources such as 

- Visual Resources; Photos and Clip Art

- Public Domain / Copyright Free Media

- Multimedia Seeds - Audio, Video, and Visual Resources 

4.6. Inquiry and Information Tools 

These are the resources that help the students in their project, such as 

- Think-tank is used for brainstorming and organizing topic ideas. 

4.7. Web 2.0 Applications such as blog, wiki, google earth etc. 

5. Web Quest Examples

 5.1. Example Dinosaur before dark I: student page  ==> Click to view !

In the student version page, there are 3 main frames in the website: 

1. Top frame is the Name of Web Quest = Dinosaur before dark. 

2. Lower left side is the name of Web Quest chapters. Here in the student version page, there are 6 chapters for students that are:

==>Introduction that introduces the story of lesson and uses the challenging words for students to discover to trail of dinosaurs 

==>Task, in this chapter the content will show the detail of assignments and there is the link to let students download the handout exercise worksheets (worksheets including map, questions space for drawing)

==>Process, this chapter describe to student how to achieve the given task step-by-step. The content of chapter composed of many essential hyperlinks for students to discover. 

==>Evaluation, this page shows the rubrics of evaluations. In the "Dinosaurs before dark", there are five rubrics for 20 full scores: Narrative response (4 scores) Map/drawing (4 scores) Dinosaur journal page (4 scores) Book reading (4 scores) Group work. (4 scores) 

==>Credit shows the name of Web quest developer. 

3. The Biggest lower frame on right shows the content after clicking, the name of six chapters on left.

 5.1.1. Example Dinosaurs before dark II: Teacher page 

In the teacher version, there are also 3 frames as student's one but there are only 5 chapters: 

==>Introduction, the content to show to teacher is almost the same show to students. 

==>Learner, in this page they show what level of student fits this lesson. 

==>Standard, this page show the standard of learning. What objectives that students should be reached after learning with this lesson? 

==>Process I'm amazed because this page is blank.                                                                                                                                           

 ==>Resource The site show the links for essential trails to discover and link to download the handout document. 

5.2. Example "Quest for fun"      ==> Click to view !

 Quest for fun is the Web Quest created by Linda Adkkins, Montello Elementary School. She used www.questgarden.com to make her Web Quest.

The components of this Web Quest consisted of 2 main components which are: 

1. Students’ page component

2. Teacher’s page component   

Students' page 

The student’ page components of this Web Quest are like every instant Web Quest maker sites: 

 => Introduction 

“Get ready to go on a run in this quest of activities through the Internet.” 

=>Task 

“Your quest is through some fun tasks in which you will interact with your computer in a number of ways. Which one will you like the best? Try them out, one by one, then decide. Remember those places to revisit for another time when you are on your own.”

=> Process shows the various trails of learning

 There are 10 tasks to let students do. The 9 tasks are: 

Task #1 Mad Libs....School Rules!! Click on the picture to go to a fun word game. 

Task #2 United States Map...See how fast you can fill in the US map. Better hurry!

Task #3 Are you a good detective? See if you can be a "super-spy" in this activity! 

Task #4 Play a game of "Hangman" and see if you can beat the computer! 

Task #5 This is your chance to write. Create a caption for each picture. 

Task #6 Watch this Rob packer in action! 

Task #7 Hey! What’s the Big Idea?

Task #8 Anybody like word finds? Click here to test your levels. 

Task #9 Eggs? Eggs? Are they falling eggs? Check it out. 

Task #10 There's lots of learning games on this one. Go here for a fun time. 

=> Evaluation 

“What did you think of this quest for fun? You need to tell your teachers. Tell your teachers what you think about it and what you like best.” 

=> Conclusion There is an instant link provided by website "Questgarden.com" to give the feedback from learners to teacher. 

=>Credits shows some information about Web Quest maker, Linda Adkins.  

Teacher's page components 

=> Introduction --> Blank, nothing is written. 

=> Learners 

"This quest was designed for students in grades 3-6 as a mini-course activity, which is to last about an hour. It is available after that if any students of those grades are interested in it. It is for enjoyment only."

 => Standards 

"Since this is a mini-course just for the fun of it, the only standard is that all students enjoy the experience at a high level.” 

=> Process --Blank 

=> Resources --blank 

 5.3. Example the Outsider      ==> Click to view !

There are 6 parts in student page and 5 parts in teacher page. 

 For student page, it consist of: 

 1. Introduction: The teacher orient student what is coming after reading the Outsider. The student must set up the rules which can make the relationship between gangs better and change the outcome of the story to a happy ending. 

2. Task: The teacher ask the student to be a member of either gang, the Greasers and the Socs, and then create a poster for the rules of their gangs which include color and picture. 

Their rules must be positive and make the gangs get back on the good terms in a non-violent way. 

3. Process: The teacher shows the process of creating a poster and provides some sites to help student creating a poster. 

4. Evaluation 

The teacher states the evaluation criteria in form of rubrics: Rules, Appearance, Grammar and Knowledge of Story. 

5. Conclusion 

The student will be required to present their poster to the class and they must remember not to use the violence. 

6. Credits 

The teacher indicates her work as 'original idea' and provide some information about herself. 

 For teacher page 

It consists of 5 contents: 

1. Introduction: The creator states some backgrounds and the guideline of activity. 

2. Learner: The creator inform that this project is doable for everyone in classroom as long as they can read the story. 

3. Standards: I get nothing. It's blank. 

4. Process: The creator provide the time using in this project and inform the quest's objectives. 

5. Resources: The book named the Outsiders. 

 5.4. Example: "Web Quest Educational Resources for EFL"   ==> Click to view !

Part I 

Firstly I'm quite amazed and feel very wonderful because this one is made by Thai people, Angsana NARKSWADI; Ph.D. student in Curriculum and Instruction from Kasertsart University under supervisory of Dr. Nopphawan and Dr. Maturos ==> my current teachers 

This Web Quest developer had divided her lessons into 3 main levels: 

1. EFL for Beginner level 

2. EFL for Intermediate level 

3. EFL for Advanced level 

She had made WEBQUEST through "BLOGGER.com". 

In each level the contents are shown in 4 subjects that are English, Science, Health, Occupation& technology. 

Part II

EFL for Beginner  : English 

The developer used "www.blogger.com" to show all links to related Web Quests. 

In beginner level, there are divided into 4 title subjects which are English, Science, Health, and Occupation & Technology. 

English

          In English subjects, there are 11 Web Quests and the curriculum mapping of each Web Quests.

The 11 Web Quests are 

WQ1= Writing Social letters                             WQ2=Writing a Haiku 

WQ3= Grammar COPS                                     WQ4= Writing a Dialogue 

WQ5=Writing a story                                        WQ6=Culture on Christmas 

WQ7= Culture on British Holidays                   WQ8= Verb Tenses 

WQ9= Reported speech                                    WQ10=Pronouns 

WQ11= Analyzing and Compiling Text.

      Each of every Web Quest consists of one Curriculum plan that will show in "Pirun.ac.th"as PDF file.

The curriculum plans summarize the contents, topics, standards, skills and also the additional resources used in each Web Quest. 

In this study plan shows the study plan of Web Quest in 8 titles as following: 

 ==> Click to view the page.

- Name of Web Quest shows name of Web Quest. And also the text of name itself is the direct hyperlink to Web Quest site. 

e.g. "Direct and Indirect speech" 

- Aim to write the specific aim of studying this Web Quest.

 e.g. "To understand how to change direct into indirect speech statement" 

- Skills to indicate the learning skill used in this Web Quest. 

e.g. "Writing" 

- Contents shows all contents of this Web Quest. 

e.g. Direct (quoted) Speech

 Indirect (Reported) Speech 

Rules on transforming direct into indirect speech  Song “we are the champion” 

- Language focus show the function of language used. 

e.g. "How to use direct and indirect speech (statement)" 

- Analysis of activities shows the learning procedures of this web quest that will show step-by-step trails of learning. 

example

"1. This web Quest provides VDO clip under Introduction session to give 

students the idea of what direct and indirect speech are. 

2. In process, students will watch another VDO to find the answer for step 2 and make note on the changes of pronouns, verb tenses and time expression. 

 3. After this step, the teacher should elicit the answer from the students or have them present their finding to class. 

4. Then they can check their understanding again from website provided and do online exercises. 

5. The exercise provided in Resources is broken, use the additional exercises instead. 

6. For the end product, students will have to rewrite the song “we are the Champion” into indirect speech. Students can use the lyric provided in. 

Resources

- Suggestion are the suggested activities that this Web Quest not provided but we would like our students to do more. 

e.g. "It might be more interesting for you g children to have them rewrite a fairytale into indirect speech.” 

- Additional resources are the links to important contents concerning to webquest lessons. So the name of website can link to website by clicking. 

e.g. Indirect statement Exercise 

Reported Speech -statement 

Reported Speech-Quiz 

Part III: Science         ==> Click to view !

EFL for Beginner; Science, Health, Occupation & Technology, Science 

Inside Science, there are 4 links of Web Quests with the Curriculum plan in 8 topics like English but the writing styles are varied to be more scientific.

  

The 4 Web Quests in Science are 

-- Identify the cause and Effect of Global warming 

-- Compare and Contrast in Life 

-- Reading on Gist and Details on Atoms and Elements 

-- Reading for specific information on invertebrates 

The Curriculum plan in 8 topics is similar to English as in this example 

=>Web Quest: Global Warming 

=>Aim: To find out the effects of the people on Global Warming 

=>Skills: Integrated skills 

=>Language Focus: Identifying Cause and Effect 

=>Contents: 

1. Definition of Global Warming 

2. Causes of Global Warming 

3. Effects of the human being on Global Warming 

4. Vocabulary on Global Warming 

5. How to save the world 

=>Analysis of Activities: 

1.  For this Web Quest, students need to work in pairs and will spend 3 days to cover all the assignments. 

2. Students can do Global Warming Exercises to get/ review their knowledge background before they search for information. They can also do this activity after they finish all the steps in Web Quest to review. 

3. During each step, students have to recheck with the evaluation section to be certain how they will be graded. 

4. For the first step, students will use the bubble speech to record the ideas from brainstorming activity on the causes and effects of people on Global Warming. Students can even draw their own bubbles. It doesn't matter what the bubbles may look like. 

5. Then go through the web sites, keep record at least two important things from each site. 

6. Share with other groups to get more ideas on the effects of people on Global Warming. Then create a beautiful speech bubbles with at least 10 effects. 

7. Select one of the bubbles speech to create a wall advertisement and Hagen it wherever people can read and be aware of this issue. 

8. Students can evaluate their own work and organize their portfolio showcase to present to class. Students must have the following: items in portfolio: brainstorming, notes, speech bubbles, wall advertisement and evaluation form. 

=>Suggestion: Do the quiz! Just to check your understanding after all. 

If possible, should have students prepare a campaign for this issue. 

=> Additional Resources: 1. Environmental Vocabulary 

2. Global Warming Exercise - perfect one with 4 types of exercises on listening tasks 

3. Make your own - Speech Bubble. 

4. Thought and a speech Bubble Template. 

Health    ==> Click to view !

In health, there are 4 Web Quests which are

- Giving reason on healthy Eating and Exercise. 

- Creating recipe on Healthy Breakfast Choices. 

- Giving Instructions on Healthy Kids - Writing scripts for role playing on Bully Buster 

For the curriculum plan, it's similar to English and Science and if you have some addition worksheet you can do the hypertext in the "Additional resources" topics. 

Example of Curriculum plan in Health 

=>Web Quest: Healthy Eating and Exercise 

=>Aim: To create own nutrition that tastes great and is easy on the wallet, exercise routine that they can show to the class.

 =>Skills: Integrated skills 

=>Language Focus: Structure: Imperative sentence 

Speaking: Giving reasons on the topic assigned

=>Contents:

1. Nutritional facts 

2. Food budgeting, menu planning 

3. How to have strong body 

4. Rules for Making Presentation 

5. Present simple- Imperative sentences 

=>Analysis of Activities:

1. For this Web Quest, all the web links are very useful .They provide not only knowledge but also entertainment and quizzes. 

 2. A teacher can start this Web Quest activities by having students brainstorm about kinds of food that they know and classify them into categories of healthy / unhealthy food using the table in additional resources. 

3. Then have students do KWL activity from worksheet in additional resources, they will make note on what they already know about nutritional facts and what they want to know from studying. 

4. Use Quiz menu to search for nutritional facts, do quizzes provided. 

5. Plan the budget, ingredient, try and taste your creation. Find the way to exercise from web links.

 6. Prepare for presentation and demonstration to class. In the presentation, students must tell why their food creation is useful for health. Use web link as a guideline to prepare PowerPoint presentation. 

=>Suggestions: 

To create own nutritional food, students can look for Thai healthy recipe as a sample. 

In case students are not good at using imperative sentences to describe how to cook food or do the exercise. Use additional resources to help. 

=>Additional Resources: Imperative sentences 

Worksheet 1: KWL Worksheet 

Worksheet 2: Healthy or Unhealthy food 

Occupation and Technology    ==> Click to view !

In Occupation & Technology, there are 3 Web Quest which are: 

- Giving Instruction on A Healthy Way of Living 

- Jigsaw Reading on I-Safety 

- Compare and Contrast on Table Manners 

The Curriculum plan of Web Quest is also shown in 8 topics as example; 

=>Web Quest: Good Manners at the Table 

=>Aim: To identify good and bad table manners 

=>Skills: Integrated skills 

=>Language Focus: Compare and Contrast 

=>Contents: 

1. The importance of table manners 

2. Dining Etiquette 

3. Formal Dinner Place Setting 

4. Proper use of a napkin and utensils 

=>Analysis of Activities: 

1. Introduce key vocabulary such as etiquette, manners, napkin, utensils. 

2. Brainstorm a list of table manners, then invites students to explore websites both in Web Quest and Additional Resources. 

3. As they view the sites, they can compare and contrast their list with the information there.

4. Students use their knowledge in real life by doing activities in process- step 4 and 5 and make a list of what they have observed both good and bad manners in Thai culture. 

5. Students form a team of 3 students to make a poster showing table manners to display in the school canteen. 

6. If possible, have students study how to use utensils in western style and demonstrate in class. 

=>Suggestions: 

In this Web Quest, the writer focuses only on table manners for kids. The teacher should extend the lesson by having students learn more on how to use the utensils both in American and European style.

 

=>Additional Resources: 

1. How to Use Table Manners 

2. Proper Table Manners 

3. 10 Table Manners Your Kids Should Learn 

_____________________________________________________________