WEBQUESTA

Although this webquest idea is completely new to me…as with just about everything we have been learning about this semester, I am really excited about it.   I find in general most students in art class take on one role.  The role of the Artist/producer.  This Webquest assignment is a great way for students to see the arts from other prospectives, not only artists of different materials and studios, but also as critics, buyers, sellers, gallery owners, so many different views.  It really teaches students how much thought goes into the subject of art.  And what a great tool to make connections with other subjects as well as showing administration how valuable your class environment is!

Kaixo,

Hurrengo astean izango ditugu azken klaseak ia talde guztiekin, beraz ikasgaia bukatzen ari da. Eta bukatzen joateko, egin behar duzuen azken aurreko lana, Webquest-a egitea da.

Jadanik talde gehienek phpwebquest zerbitzura igota duzee webquest-a, beraz geldituko den azken pausoa, bakoitzaren blogera igotzea izango da webquest-aren helbide edo lotura.

Hori egiteko pauso hauek jarraitzea proposatzen dizuegu:

a) Sartu phpwebquest zerbitzura, eta identifikatu.

b) Sartu zuen webquest-a ikustera.

d) Kokatu Sarrera atalean.

e) Kopiatu orrialde horren helbidea.

f) Sartu TinyURL (tinyurl.com) zerbitzura.

g) Itsatsi kopiatu duzuen helbidea Enter a long URL to make tiny: atalean.

h) Egin klik Make TinyURL botoian.

i) Hau egin ondoren, zuen webquest-aren helbide motz bat lortuko duzue, aurrekoa baino praktikoagoa manipulatzeko.

j) Azken pausoa, zuen blogean sarrera edo post bat sortzea izango da. Eta sarrera horretan sartuko duzue lortu duzuen helbide berriaren lotura.

Eta listo. Espero dut azalpena argia izatea, eta bidean ez galtzea.

Hurrengo astean ikusiko gara!

You have just seen the film American History X.

One of the main themes of the film is gang warfare. Over the next few weeks you will be studying the gang problems in America and hopefully you will find a way to encourage teenagers to join your multi-cultural youth club instead of a gang like the ones that you have seen in the film.

You will also have to ask the local community for money to set up and run this club. In order to do that you will have to have a clear idea of what your club stands for and why.

Webquestak zer diren ikusi eta gero, oraingo honetan zuek zeuek sortu beharko duzue webquest bat. Horretarako, ondoko estekan lagungarria izan daitekeen informazioa topatuko duzue:

Laguntza emateko webquesta

Ikus dezakezuenez, esteka bera webquest bat da. Webquesta adi-adi irakurri eta, taldeka, ekin zuen webquesta sortzeari. Etorkizunean internetera pasatuko duzuen arren, momentuz, has zaitezte Word edo antzeko programa batean webqustaren atalak osatzen: sarrera, ataza, prozesua (estekak barne), ebaluazioa eta ondorioak. Horrez gain, gorde itzazue artxibo moduan (ez Worden barruan) 5 argazki, atal bakoitza dotore jartzeko.

ANIMO!!!

Hoy presentamos una estrategia interesante para  introducir el trabajo por descubrimiento en las aulas presenciales a través de las TIC, las WebQuest.

Bernie Dodge, desarrolló junto con Tom March la idea de  Webquest en 1995. Desde entonces, se ha convertido en una de las técnicas principales de uso e integración de Internet en la enseñanza.

¿En que consiste una webQuest?

Bernie Dodge  la define como una actividad orientada a la investigación donde toda o casi toda la información que se utiliza procede de recursos de la Web

Jordi Adell ofrece una definición de las WebQuests centrada en las diferentes tareas que los alumnos van a poder realizar, “una WebQuest es una  actividad didáctica que propone una tarea factible y atractiva para los estudiantes y un proceso para realizarla durante el cual, los alumnos harán cosas con información: analizar, sintetizar, comprender, transformar, crear, juzgar y valorar, crear nueva información, publicar, compartir, etc.”.

Carme Barba en su definición se centra en las habilidades y destrezas que permiten desarrollar. “Las WQ pretenden ser y lo han demostrado, una metodología efectiva, para iniciar a niños y maestros en el uso educativo de Internet que estimule la investigación, el pensamiento crítico y que al mismo tiempo incentive a los maestros y profesores a producir materiales pedagógicos para compartir e n la red”5.

Estructura de la WebQuest

• Introducción: explicación de la actividad y bases para su desarrollo
• Tarea: Se presenta el resultado final que se pretende conseguir y los objetivos de las tareas que la componen.
• Proceso : Describe el proceso a seguir para realizar las tareas, con indicación de cada uno de los pasos
• que los alumnos deben realizar.
• Recursos: Se ofrece un conjunto de recursos estructurados para la realización de la tarea propuesta.
• Evaluación: se establecen los criterios y sistemas de evaluación a emplear.
• Conclusión se presenta una recapitulación de los aspectos contemplados al inicio del desarrollo y en trabajo a través de la WebQuest.  Se informa a los alumnos del destino final de los trabajos realizados y se le ofrecerán sugerencias sobre alternativas de continuidad o ampliación.
• Autores: agradecimientos a las personas que han colaborado en la elaboración y desarrollo de la WebQuest. Se incluyen las referencias bibliográficas y electrónicas de los recursos y ayudas incluidas para el trabajo de los contenidos.

Lo mejor es ver algunos ejemplos:

Isabel Pérez nos ofrece en esta página una extensa recopilación de ejemplos de WebQuest

http://www.isabelperez.com/webquest/ejemplos.htm

Ejemplos en Educación secundaria

http://www.jaizkibel.net/tic/Webquest/ejemplos_secundaria.htm

Ejemplos de WebQuest elaborados con el generador de webquest aula 21

http://www.aula21.net/tercera/listado.htm

Webquest de educateka

http://www.eduteka.org/ProyectosWebquest.php?catx=7&tipox=1

Santiago Blanco Suárez, Pablo de la Fuente, Yannis A. Dimitriadis,

Estudio de caso: uso de webquest en educación secundaria

www.educared.net/congresoI/pdf/congreso-i/Ex8eso.PDF

Para profundizar en el concepto de WebQuest:

Dodge, B. (2004): “Tareonomía del WebQuest”: Una taxonomía de tareas. Monográfico sobre WebQuests. En Quadernsdigitals.net

http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.DescargaArticuloIU.descarga&tipo=PDF&articulo_id=7366

Adell, J. (2004): Internet en el aula: las WebQuest. Monográfico sobre las WebQuest en Quadernsdigitals. Net.

http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaArticuloIU.visualiza&articulo_id=7370

Área Moreira, M. : “Webquest. Una estrategia de aprendizaje por descubrimiento basada en el uso de Internet. Guía didáctica para docentes”.

http://webpages.ull.es/users/manarea/webquest/

Barba, C. (2004): La investigación en Internet con las WebQuests. Monográfico sobre WebQuests. En Quadernsdigitals.net.

http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaArticuloIU.visualiza&articulo_id=7365

Centro del Profesorado y de Recursos de Gijón (2007): “Webquests. Colección Educastur”.

http://web.educastur.princast.es/cursos/cursowqp/

Dodge, B (1995): Some Thoughts About WebQuests. Universidad de San Diego.

http://edweb.sdsu.edu/courses/edtec596/about_webquests.html

Aula21: http://www.aula21.net/Wqfacil/webquest.htm

Novelito Barato, J. (2004): El alma de las WebQuest. Monográfico sobre las WebQuest. En Quadernsdigitals.net.

http://www.quadernsdigitals.net/index.php?accionMenu=hemeroteca.VisualizaArticuloIU.visualiza&articulo_id=7360

Pérez, I. (2008): “Qué es una Webquest”.

http://www.isabelperez.com/webquest/

Manos a la obra, algunos generadores para crear WebQuest

• PHP Webquest desarollado por Antonio Temprano permite crear  Webquest, Miniquest y Cazas del Tesoro sin necesidad de escribir código HTML o usar programas de edición de páginas web. http://www.webquest.es/phpwebquest/
• Creador de Webquest de CATEDU: Ofrece un amplio abanico de templates para elegir, y una cuidada ayuda. No requiere de conocimientos informáticos amplios para su manejo. Para utilizarlo es necesario registrarse y trabajar en algún centro educativo de la CC.AA aragonesa. http://catedu.es/crear_wq/z_usuarios/ingreso_usuarios.php
• Zunal.Com Permite crear y almacenar webQuest online. Inglés. http://www.zunal.com/
• Generador 1, 2, 3 Tu Webquest de Aula21: generador on-line, creada por Francisco Muñoz de la Peña Castrillo, uno de los pioneros y de los mayores expertos en la utilización de las Webquest en la educación. Un atractivo interface de fácil manejo. No proporciona alojamiento. Puedes utilizar la webquest creada off-line. http://www.aula21.net/Wqfacil/webquest.htm
• Webquest Gerator de elearning centres Seneca Otro generador online de Webquest que nos permite generar los archivos html de una webquest. No aloja webquests. http://ilearn.senecac.on.ca/elc/wqg/in

Ein Webquest zum Thema Musik von Claudia Sauerhering!

Zielgruppe: DaF -  Niveau-A2

Lernziele: Die Schüler sollen das Thema Musik bearbeiten und ihre sprachliche Kompetenz erweitern. Ihre Aufgabe wäre eine Präsentation über eine Band oder SängerIn zu erstellen.

WEBQUESTA

1.Zein da webquest baten helburua? Zer bultzatzen du? Ze estrategia erabiltzen dira?

Helburua, ikasleek beraiek ikertzea da, eskura duten informazioa eraldatuz eta talde lanean ezagutza eraikiz.

Erabiltzen diren estrategiak praktikotasuna bultzatzeko sortutakoak dira.

2. Webquest baten atal bakoitzak ze ezaugarri bete behar ditu?

1.Sarrera= erakargarria

2.Atazak= zehatza eta argia

3.Prozesua= pausu guztiak ondo azaldu behar dira

4.Ebaluazioa= ebaluatzeko irizpideak aurrez ondo zehaztuak zian behar dira.

5.Ondorioak=ikaste prozesu horren sentsazio on bat utzi behar du.

3. Zein da atal bakoitzaren helburua?

-1.Sarrera= Sarreratxo bat, non, gaiari hasiera bat ematen zaion, zeri buruz doan, modu orokorrean aipatuz. Hau gaiarekiko lehenengo kontaktua izanik.

-2.Ataza= Atal honetan gaiaren bidez lortu nahi diren helburu eta konpetentziak azaltzen dira.

-3.Prozesua= Finkatutako helburu eta konpetentziak lortzeko hainbat ariketa nola egin aipatzen du.

-4.Ebaluazioa= Bertan, kontutan hartuko diren ebaluazio irizpide desberdinak azaltzen dira.

-5.Ondorioa= Azken atal honetan, agurra eta zorionak agertzen dira.
4. Ze baliabide erabili daitezke webquest baten? Nolakoak izan behar dira baliabide hauek?

Orokorrean ikusten den irudia da garrantzitsuena, begitik sartu behar baita. Beraz, letra motak, koloreak, ipinitako irudiak, informazioa, … zaindu behar dira.

Letra mota argia eta aldi berean erakargarria izan behar da, bai forma eta eduki aldetik ere.

Koloreak ez dira ilunak izan behar, hauek erakargarri eta bizi-biziak izan behar dira.

Irudiak aldiz, argiak izan behar dira, hauen konplexutasuna erabiltzailearen adinaren araberakoa izan behar da.

Informazioa hurbila izan behar da, argia, zehatza eta motza.

Bideo, abesti …, azken finean, multimedia baliabideekin erakargarritasuna bilatu behar da.

Dagoeneko bloga menperatzen duzuenez, poliki-poliki jorratuko dugun hurrengo tresna ezagutuko dugu. Horretarako, ekar ezazue hurrengo asterako irakurria ondoko artikulua:

Webquest. Una estrategia de aprendizaje por descubrimiento basada en el uso de internet

Hona hemen webquestei buruzko hausnarketa bat, bertan honi buruzko informazioa eta antolaketa azaltzen da.
Webquestak(2)

  Hello everyone! 

I have definitely learned throughout the semester that even if there are endless possibilities when it comes to incorporating technology within the class, it really comes down to what the teacher feels comfortable with and enjoys doing themselves.  For me, I absolutely loved learning about Webquests this past week, where I can definitely see myself using it within my future classroom (depending on age).  Just by searching used webquests, I felt how these types of assignments were able to provide important and engaging learning experiences for the students where they now have to work with information and create something new instead of memorizing facts. I believe that with older students (6th grade and up) teachers need to provide more independence within their lesson plans where the students are able to use the content in ways that are the most meaningful to each of them.  I remember the few instances in high school when we were given a topic and a role and we were able to research and write based on our own interests and interpretations.  These are some of the few projects that I actually remember growing up, where I can even tell you today about some of the information I learned about.  These projects did not use webquests, although I feel now that those would be even more helpful.  I think that webquests are appropriate in providing students with enough background and introductory information to get the students started but that it is really up to each student to take what is given and create a successful project filled with creativity and comprehension.  Using what I have learned about the use of webquests and how effective and engaging they are in providing effective learning experiences, I will try to incorporate these types of assignments within my classroom.  I will hopefully then be able to reach all of my students and provide opportunities for each to be successful academically.See you all Thursday! Amber

Ando ecuperando textos que escrevi para minhas aulas ou para fins de publicação. Muitos desses textos foram usados logo depois de escritos e esquecidos. Aqui vai um exemplo, um subsídio que elaborei para alunos que não estavam conseguindo entender bem a famosa taxonomia de Bloom. Acho que o material pode ter ainda alguma serventia.

Taxonomia de Bloom

Quando falamos de uma área de conhecimento, estamos nos referindo de um conjunto de saberes que inclui coisas muito diferentes. Vejamos um exemplo. Se o assunto for História do Brasil espera-se que os alunos sejam capazes de guardar os nomes de personagens, memorizar determinadas datas, analisar determinados fatos, estabelecer relações entre eventos passados e nossa situação presente etc. Cada uma dessas capacidades exige diferentes habilidades cognitivas e são mais ou menos complexas. Em Geografia, Contabilidade ou Língua Portuguesa teremos o mesmo desafio: será preciso estabelecer que habilidades cognitivas são importantes no trato com os conteúdos da área de estudo.

Embora seja claro que o estudo de qualquer assunto exige diversos modos de lidar com o saber, não há necessariamente clareza de quais são as competências intelectuais que podem bem definir expectativas quanto a domínio de conhecimentos. Por essa razão, muitos pesquisadores tentam criar sistemas de classificação (taxonomias) para ajudar os educadores a bem definirem o que esperam de seus alunos. O mais importante estudo sobre essa questão foi realizado por um grupo de cientistas nos anos de 1950 . Esse grupo foi constituído por especialistas (http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1965bloom.html) que, de comum acordo, foram criando e definindo as categorias de saber que poderiam ser aplicadas em qualquer campo de estudos no mundo da educação. O trabalho, coordenado por Benjamin Bloom (http://en.wikipedia.org/wiki/Benjamin_Bloom) , professor da Universidade de Chicago, durou vários anos e foi divulgado em obras publicadas a partir de 1956. A taxonomia de Bloom foi traduzida para diversos idiomas, inclusive o português (cf.: Bloom et alii. Taxionomia de Objetivos Educacionais. Porto Alegre: Editora Globo,  1972). Provavelmente, esse trabalho coletivo é a abordagem mais completa e clara das competências intelectuais que podem ser desenvolvidas por meio da educação. Outras classificações mais recentes como as de Gagné (http://classweb.gmu.edu/ndabbagh/Resources/Resources2/gagnetax.htm)  e de Merrill (http://coe.sdsu.edu/edtec544/Modules/8-CDT_ClassifyingOutcomes/c/connect.htm)  não têm a garantia de uma pesquisa  mais demorada e completa como a realizada pelo grupo coordenado pelo professor da Universidade de Chicago.

Se quisermos atualizar nossa conversa sobre a taxonomia de Bloom, podemos dizer que ela é uma excelente ferramenta para podermos entender as atuais propostas de aprendizagem voltada para competências. As categorias criadas pelo grupo que ele coordenou ainda são definições muito úteis para que possamos ter um entendimento comum em discussões sobre competências.

Se você fizer um levantamento sobre a taxonomia de Bloom na internet, verá que o assunto aparece em mais de cento e setenta mil sites. Em português esse número é bem mais limitado, andando pela casa das cinco centenas. Parece que a menção mais completa sobre a classificação em tela é a que aparece no site http://www.serprofessoruniversitario.pro.br/ler.php?modulo=16&texto=967).

Há muitos quadros resumos da classificação de Bloom. Reproduzimos aqui um deles, originariamente encontrado em  http://www.coun.uvic.ca/learn/program/hndouts/bloom.html .

 Today was my last day of observations the students’ first day creating their own blogs. The teacher had the class’s main page already set up with links to other classroom blogs. As a warmup activity, the students explored a classroom’s blog from Canada. They were given a sheet with 7 sentences with missing information that they had to find in the Canadian students’ blogs. This got them used to the format of what a blog looks like, what kind of information is contained in a blog, and how they will navigate their own classroom blog. The kids were really excited to have their own web page. Even creating their user names was fun.

Though this exercise was far from a Webquest, it shared some things in common. First, the students were given specific instructions on what they were to look for and then did it independently or with a partner. Second, the quest for information led to the production of their own blog to display their own thinking. Though this exercise was much simpler than a Webquest, it showed me that kids like guided activities in which they go on the internet to look for information. 

After watching the students do this information scavenger hunt and seeing their positive response to it, I asked the teacher if she had heard of Webquests, because I could see the students enjoying that as well. She had. And though we didn’t talk much more about it beyond that (someone called her over with a question), maybe she will try one one day with her students??

I was at the mall yesterday getting a haircut and there were a bunch of pre-school-aged-looking kids running around with checklists trying to find objects in the mall. They were so eager and excited to find each next thing. It’s human nature to inquire and be inquisitive. Webquests give students perameters to do this that makes their searches meaningful, and then also allows them to create something that shows they have processed and grasped what they researched.

Em estudos sobre patrimônio, orientados pela Profa. Celoi Borelli da Luz, a turma 6ºA aprofundou as discussões sobre questões relativas ao vandalismo, no LIE. Através de uma webquest, elaborada pela Profa. Elisabete Bianchi, puderam identificar atos de vandalismo que a sociedade vem enfrentando, conhecer as questões legais envolvidas e debater possíveis encaminhamentos para este problema. As tarefas propostas aos alunos foram:
1º) elaborar uma situação problema, descrevendo um ato de vandalismo.
2º) trocar de situação problema com outro grupo.
3º) buscar informações e discutir com o grupo formas de resolver o problema dentro da legalidade.
4º) elaborar um texto jornalístico que informe o ato de vandalismo e os encaminhamentos realizados.
5º) gravar no programa Audacity o comentário jornalístico, como um radialista.

Mostra do Conhecimento 31/10/2009

Os alunos do 2ºA  estudaram as plantas em sala de aula junto com a Profa. Maria Ângela Zanol e complementaram os estudos no LIE, com uma webquest elaborada pela Profa. Elisabete Bianchi (LIE). Esta webquest tem a opção de texto ou áudio, possibilitando a comunicação com os alunos que ainda não dominam o código da escrita.

A webquest propôs a incorporação de dois personagens que os instigaram a investigar sobre os componentes das plantas, a alimentação e respiração das plantas, plantas ornamentais, medicinais, tóxicas e carnívoras.

Um dos personagens a era a “mamãe coruja”, que tinha viajado e deixado alguém para cuidar de sua casa. Sua tarefa era a de gravar uma mensagem “telefônica” lembrando para regarem as plantas, deixarem as cortinas abertas e explicando por que é importante fazer isso.

Na incorporação do personagem “jornalista”, a tarefa era a de gravar um programa de rádio sobre plantas, onde cada bloco do programa abordava um assunto específico: plantas ornamentais, medicinais, tóxicas e carnívoras.

Para cada tarefa, os alunos seguiram a seqüência de audição e visualização de vídeos e alguns jogos educativos como forma de pesquisa, e a gravação de áudio como forma de organização, aplicação e manifestação dos conhecimentos adquiridos. O programa Audacity foi utilizado na gravação e edição, sendo que a edição foi realizada pela professora do LIE.

A proposta final desta webquest é de que os alunos continuem explorando a temática das plantas virtualmente e com os sentidos do olfato, paladar e da propriocepção.

As I expressed in class the other day, I have not had extremely good experiences with Webquests as a student,especially in college, and therefore do not think very highly of this kind of activity.  The Webquests that I have had to complete in the past have been nothing more than “Here is a list of questions. Go find the answers on the  Internet, write them down and hand them in.” I can remember spending hours looking for one specific fact that seemed to be nowhere to be found, just so I could fill in the answer sheet or write the paper and finally be done. It always seemed like such a waste of time. I was actually really surprised at how few people raised their hand when asked if they have had to do a Webquest in the past. At first, I thought you were all very lucky.

However, as I read the resources for this week’s class and learned more about what Webquests are really supposed to be like, I realize that the ones that I had to complete as a student were not the way it is supposed to be. Most of the time, the questions that I had to answer were not thought provoking or questions that involved critical thought in anyway.  I now realize that the questions we ask our students to explore in a Webquest assignment should be open to different interpretations and not have an answer that can be written in a fill in the blank fashion. If this is the case, I believe that a Webquest could be a great method to use in the classroom to spark conversations and critical thought and also help students to view an issue from many different perspectives. I now understand how this type of activity can be considered to be inquiry based learning.

I do not know if I will ever use Webquests in my future classroom, especially because of the experiences I have had. But I will keep an open mind as I complete this assignment and try to create a meaningful Webquest that students can use to explore new ideas.

Vom 28. bis 30 Oktober fand in Frankfurt a. Main eine Forbildung zum Thema Lehren und Lernen mit Web 2.0 statt. Eingeladen hatte das Amt für Lehrerbildung unter der Leitung von Joachim Eisenträger und Gerhard Röhner (mefobi@n). Zwei Gruppen unter der Leitung von Christof Schreiber (Uni Frankfurt) und Jörn E. von Specht (Studienseminar Eschwege) bearbeiteten die Themen WebQuest und Weblog. Da sich Weblogs nicht nur zur Präsentation verschiedener Themen eignen (analog eines Tagebuches), sondern auch als eine Alternative zu Homepagegeneratoren (CMS) zu verstehen sind, wurde hier der Versuch unternommen, auch WebQuests auf diese Art zu produzieren. Weiterhin ging es in diesem Workshop darum, auch Viedeos (unter der Leitung von Stephanie Schulte) und Audiopodcasts (Dirk Rudolph vom Medienzentrum Eschwege) zu produzieren, die später in den Blog eingebunden wurden. Um die Ergebnisse dieser Veranstaltung zu sehen, einfach hier klicken. Der nachfolgende kleine Film soll auf das große Thema WebQuest einstimmen…. Viel Spaß beim Schauen…

Videoschnitt: S. Schulte, D. Rudolph und vonspecht; Musik: jamendo

Moderation, Bilder: vonspecht

We came up with six key aspects to evaluate online games:

• program specifics
• type of program
• field of application
• design of program
• quality of content
• didactic aspects

We had a look at several pages with online games that our course instructor had prepared for us. Finally we decided to evaluate the game collection provided by the CBBC, a platform especially for children by the British Broadcasting Corporation, which is a highly reliable source and offers authentic language material.

In order to access the game collection a (fast) internet connection as well as a flash plug-in is required. Additionally you may need sound output. Most of the games offered can be categorized under the category educational gameplay involving explorative and multi-channel learning. The games are subsumed under various categories like action and sport, activities & puzzle, animals & nature, music & arts and switch games. Throughout the platform and the games the navigation is very intuitive and straightforward, which makes it easy to handle for children. However it should be mentioned that the game collection is primarily designed for native speakers and not for learners of English as a second language.

We chose two games from this page for evaluation concerning our key aspects:

The first games is called:

Horrible Histories: Terrible Treasures

It is one of the best rated games from the collection on this page. The game is about a rat that has lost lost his map in the Horrible Histories Time Sewers. The player has to help him find it in different historical environments. In the beginning you can choose between different scenarios where you want to beginn your search. If you have finished one scenario you will receive a password for the next steps. The game consists of high quality videos with static backgroud pictures and real recorded characters speaking an authentic British English. During the game the player can choose his own path through game because there are multipe choises possible to choose between. The player can explore the different items and figures by clicking on them. If the player is at a loss during the game he can get some support through a help section. You can find this section as a HHTV Pod button on the top on the right hand side. Contols: The subtitels can be either switched on or off. The same works with the sound.

We think the game has a suitable design for children. It contains a huge explorative environment because there are various ways you can choose between to fullfill the tasks that are required. It provides historical information and vocabulary, so the player learns something about historical facts and traditions and new vocabulary. The player can also improve his listening comprehention because the characters are speaking in an authentc way

There are just a few little negative aspects we identify while testing the game. There is no navigation during the video play. The player has no option to repeat it or ask a certain question again. A second point is that we had the impression that the subtiles changed quite fast.

All in all, we think this game is really fun for children and additionally has a good learning effect. Learning with fun!