Category Archives: Digital technology

Re-visiting webquest


Written by - John Allan @mrpottz

In September 2015 I posted a TESL Ontario blog about revisiting WebQuests. Since then WebQuest founder Bernie Dodge closed his WebQuest site as well as its sister WebQuest archive resource QuestGarden. As well,  Zunal.com has closed.  As WebQuests have been such an established and relevant activity for language teachers and learners, digital alternatives must be found or developed to fill this void.     

This post offers five alternatives to traditional WebQuest editors.  Links to WebQuests created with these tools are also shared.  These tools may take more effort to produce WebQuests, but they use contemporary productive technologies and work well on most device types. 

What is a WebQuest?

WebQuests are inquiry-based learning activities in which students use information from the web to complete tasks or solve teacher defined problems on issues related to module topics. They typically involve students exploring specific resources provided by the teacher, often in a structured format to encourage deeper understanding and critical thinking on a given topic. To summarize, WebQuests support student learning  through problem solving or knowledge building activities.  

Why use WebQuests with your classes?  

WebQuests promote: 

  1. Students deal with real-world issues and problem solving. 
    • higher order thinking
    • brainstorming activities
    • co-operation through group work
    • organization through the WebQuest structure
    • presentation or debating skills
  2. WebQuests can be embedded into learning management system.  
  3. No coding is required to assemble a WebQuest. 
  4. WebQuests promote group work.  
  5. Final projects may be transformed into activities or presentations.  
  6. Learners enhance their technology skills  by actively engaging with current technologies. 

Potential Student Projects 

Authors of WebQuests guide their learners to create a final project. This is done in the task section of the WebQuest.  These may include: 

  • web pages 
  • word processed documents  
  • videos/audios/animations 
  • books/magazines 
  • debates 
  • display boards 
  • social media presentations  

WebQuest structure 

The most common format promoted by Bernie Dodge has been the HTML IFrames format.  This is a three parts webpage.   

  • Title page, at the top of the screen 
  • Navigation page, on the left of the screen 
  • Main information page, in the centre of the screen 

Many contemporary WebQuests do not follow this format.  Some are simple web pages or linear documents while others are slide presentations.  

The WebQuest structure is generally consistent. 

  1. The Introduction that introduces the task and provides background information. 
  2. The task description which explains student expectations. 
  3. The process that provides students with the steps to follow. 
  4. The resources that can include books, media, mostly online to help learners with their research. 
  5. The evaluation structure which is normally in the form of a rubric. 
  6. A conclusion that wraps up the WebQuest and encourages student reflection

WebQuests Creating Tools 

Here are five ways that you can create WebQuests to provide relevant and engaging.  Choose the tool that matches your technical skillset. There are more digital tools out there that you can use to create WebQuests.  If you are aware of these, consider contributing a comment below to enrich our teaching and learning community.  

  • Moodle Books allow instructors to create a WebQuest with a digital book-like format containing multi-page resources and a table of contents of hyperlinks to WebQuest pages. This provides an  intuitive navigation for learners. Pages can include embedded multimedia and hyperlinks. 
  • WebQuest created with the H5P course presentation tool provide a horizontal slide based WebQuest.  These are intuitive to navigate, can have a navigation menu, and report student engagement to an LMS.   
  • Google Site  creates a webpage WebQuest. The presentation is familiar to learners which allows for intuitive navigation.  The site can be accessed by learners separate from an LMS if a school LMS is not available. Only a free Google account is required to create a Google sites WebQuest page.  
  • PowerPoint is a familiar technology to most learners.  In a WebQuest group it is anticipated that one learner will have the ability  to navigate the WebQuest with its single click navigation.  These can be exported as PDF documents if required by institutions without a Microsoft licence. 
  • Microsoft Word is also a  technology familiar to most learners. This method of making a WebQuest is targeted at producing a paper or digital document that can be read in a linear fashion from top to bottom   These can be exported as PDF documents if a shareable digital document is required. 

Final thoughts 

Alternate tools for creating WebQuests for student use have been offered with examples. Due to the WebQuests guided assignment format, many digital tools can be used to create WebQuests.  You can choose the tool is best for your learners.  A good practice is to create your web quest on a word-processed document and then transfer the information to another technology such as H5P.  

Want to learn more about creating WebQuests? 

Register for the Tutela webinar session  
Friday, Feb 21, 2025  
7:00 PM ET 

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Language Instructors & NotebookLM


Written by - John Allan @mrpottz
A screen grab of a NotebookLM Notebook.
A screen grab of a NotebookLM Notebook.

The hype pinnacle was NotebookLM’s podcasts, termed “audio overview,” that created deep dive AI generated podcasts. The AI hosts present realistic human voices to simulate engaging audio discussions based on the content of input documents. Beyond the appealing podcast generation feature, can this tool offer educators potential ways to transform the way they design and deliver language instruction?  Continue reading →

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How We Think About Technology in the Classroom


Written by - Derek Czajkowski
www.bigstockphoto.com

Technology is so embedded in our daily lives that we hardly notice, even take for granted, that we can’t get through our day without our phones, the internet, automated check-outs, Zoom. Yet, when it comes to using computers in the classroom, most teachers are reactionary in their response.

The school where I work will be using Avenue as the main delivery platform for all levels starting in September. This decision, when it was announced last year, did not, and indeed, has not, gone over well with the teachers, to put it mildly.

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Incorporating Listening Activities Into Literacy Classes


Written by - Derek Czajkowski
Image source: www.bigstockphoto.com

Literacy teachers emphasize reading and writing because those are the only two skills assessed at the literacy level. However, when does the attention given to those two skills become excessive? And, by devoting the bulk of class time to those two skills, do we do so at the expense of a holistic approach to teaching?

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Make Your Word-Processed Documents More Accessible


Written by - John Allan @mrpottz
This image was generated using AI technology.
This image was generated using AI technology.

Most of us are aware of the importance of the issues around digital accessibility through our own disabilities and supporting our students in virtual and blended classrooms. Some organizations offer accessibility training for educators and learners. Due to accessibility legislation and policies, software vendors build accessibility features into their wares. This opportunity allows us to make our documents more accessible. This post suggests some features available in the Microsoft Word app that instructors may leverage to make their digital documents more accessible. Please be aware that this is not a comprehensive accessibility resource, but an introduction for interested educators.  Continue reading →

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Smartphones can be a “Smart” Helper in the Classroom


Written by - Bei Zhang
Image taken from: Big Stock Photo

At first glance, smartphones may seem like the ultimate language roadblock for ESL learners. The alluring prospect of effortlessly translating any text with a simple tap can lead to a habit of overreliance, hindering genuine language absorption. However, it’s not all doom and gloom. When approached with a strategic mindset, smartphones can indeed become “smart” tools in the ESL learning arsenal, especially for those who find themselves grappling with the complexities of English at a foundational level. 

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AI in ESL: Empowering Learners and Bridging Language Gaps


Written by - Guest Contributor

By Margaret Holec

Introduction

The past decade has seen a game-changing impact on English as a Second Language (ESL) education, thanks to Artificial Intelligence (AI). Notably, AI has made students more independent in their learning, helping them secure jobs even with lower English levels. Additionally, direct translation of messages and emails has become seamless, enhancing communication.

1. Independent Learning: AI’s Role in Student Empowerment

AI in ESL education has shifted the focus to personalized learning, allowing students to learn at their own pace. This independence builds confidence and self-reliance as learners navigate language acquisition with tailored support.

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Moving beyond the shadows: Showcasing AI in the classroom


Written by - Jennifer Hutchison
Photo by Steve Johnson on Unsplash

In my last blog post, I mentioned the hours I had spent examining students’ work for suspected AI use. Now, a couple of months later, I am more exhausted from the process than ever. We educators are still muddling our way through without clear policies or reliable detection tools, and are literally left “up to our own devices.” 

But what if we change tack? What if we encourage students to use AI? Until now, I have balked at exploring its use in class, worried about introducing it to students who had never heard of it. After all, what kind of teacher would show students how to cheat? But I am no longer under such delusions. Unless they have been hiding under a rock, most students know exactly how to use AI tools. 

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Coping with the AI Challenge


Written by - John Allan @mrpottz
Image by Alexandra_Koch from Pixabay

September is here! The past eight months of warnings of artificial intelligence- or AI- generative chat calamities were heeded by some and ignored by others. Hopefully, you are one of the fortunate ones who work in an institution where AI policies, guidelines, just-in-time support and plagiarism teaching-learning plan statements are ready and accessible to supervisors, instructors and learners. If this is not your situation, this post is for you. Read on to quickly pick up some tips to cope with AI generative chat technologies while your institution works towards comprehensive strategies.  
 

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Digital Citizenship and the Challenge of AI 


Written by - John Allan @mrpottz

The past six months have witnessed an unprecedented technological phenomenon that has the potential to revolutionize most professions. Education is now challenged with developing innovative teaching and assessment strategies. As well, stakeholders in education will need to adjust to the deepened pressures that AI tools pose for plagiarism and misinformation. Weekly, waves of new and reinvigorated AI powered tools are being touted continuously through social media and education sources. Active curation and training will be required to sort these out. This will include revising institutional policies and codes of ethics.

As some educators are over the shock and fear stage of this disruption, they are now looking for guidance on how these technologies can be used to enhance teaching and learning.  Applying digital citizenship principles to map out practical activities is one approach that may assist educators in successfully integrating AI chat tools into their lessons. 

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