This webquest has been designed for students who have already passed the Secondary School or for adults learning English as a Second Language, whose level of English is Intermediate or Upper-Intermediate. The main objective is to motivate the student in speaking English.
This webquest is based in the Theory of the Constructivist Learning, exactly in the Mediated Learning where the student plays the leading role. Here the mediator is the teacher, the Instrumental Mediation is the Webquest and the Protagonist is the student.
I have designed this webquest following the model proposed by Bernie Dodge (Eduteka April 2002) and his taxonomy of tasks. Exactly, I have used some of them as follows:
Collection task: The students will take information from different selected webs and will decide which Aesop fable will select to be read and later analized.
Journalist Task: The students will investigate about who Aesop is and what the difference is between a fable, a trickster tale, a fairy story and a leyend.
Consensus and Persuasion Task: The students will have different opinions about the message from the fables. They will have to arrive at a consensus to decide which moral may be suitable for a similar situation in the 21st century. They will persuade the rest of the members of the group about a determined point of view.
Analitic Task: Students will analyse a fable using a Venn Diagram.
Self-knowledge Task: They will think about their life and experience looking for a moral example that can be adapted to the moral of the fable.
Creative Products Task: They will use their creativity to make up a new modern version of selected fable and moral.
