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There are quite literally millions of pages of useful, interesting and relevant material on the Internet, covering every topic under the sun. Everybody and anybody can now publish their thoughts and views into a worldwide arena. Nationally, access to the Internet is getting easier, through schools, post 16 colleges, UK online or other learning centres based in local communities, libraries, Internet cafes and a wide range of other Internet access points.
There is even a generation now growing up not knowing that there really was life before the Internet!
But the concern is that because there is just so much information - increasing daily - on the Internet, it could be argued that the ease, freedom and liberty to publish uncensored worldwide information, whilst offering an interesting perspective or insight, also brings into question the accuracy and validity of that information.
How often do we accept the information presented on a web page at face value? Are facts cross referenced when reading an article on the Internet – or do learners just assume and accept that the information before them is correct?
If learners do make use the Internet as part of their learning experience, but in a manner which encourages unstructured surfing time, what we can be sure of is that it can be bewildering, sometimes conflicting and certainly a time consuming process for many learners. This presents a real dilemma to tutors working to deliver their course or workshop within a specific time frame. In turn, the Internet could end up being a barrier to learning within the traditional teaching framework.
How do you structure an Internet activity so that students actually do something that is stimulating, interactive, engaging, fun , purposeful and encourages the learner to take control of their own learning?
Do we manage the Internet, or does the Internet manage us? Do learners actually assimilate information they find on the web - engage with it, accept or reject it, or even debate it? Or would they really rather just find some information and print the page?
The answer could be Webquests! In essence, Webquests can assist learners develop their investigative and thinking skills, by involving them in an engaging activity using the web.
To use or not to use - that is the question!
We would like to acknowledge Tony Fisher at the University of Nottingham School of Education for allowing us to copy the strucuture of his Geography Webquest at:
WebQuests in Geography Web pages web site.
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