65 Outcomes After all the presentations had been made, I asked the students to reflect on the experience. What did they learn? What was their favourite activity? All of them said that they have a much greater appreciation for Indigenous culture as a result of the exercise. Their favourite activity was the collaborative presentation. They had a real sense of satisfaction that they had learned to create and deliver a presentation in a professional way – an accomplishment they can draw on as they move on to work or academic endeavours. They also enjoyed meeting and talking with an Indigenous person from the local community during one of their classes. What would I do differently for the next WebQuest? Finding at least one more appropriate video would allow more groups to be created, giving each member more time to speak during the presentation. Group sizes of four or five meant that each person spoke only briefly concerning perhaps one or two slides. Group sizes of three or four would give each person more time to participate. I would also ask the presenters to bring something physical to class relating to their presentation. For instance, during a presentation on gathering and processing maple sap, the students could bring some maple syrup. That is something that I could do as well. When I talk about the dance video, I could bring an example of a jingle dress. During the development of the presentations, it would also be helpful to have more than one volunteer to help the students with technical issues. My son and I did a lot of running around from group to group. Finally, videos with subtitles would better support those with different learning styles. If I can’t find videos that are already subtitled, I will be looking for software to help me do that. Subtitles could also be used to prepare written transcripts that learners can review for greater comprehension. All in all, I was pleased with the outcomes and will use the WebQuest again at the first opportunity. Technology Standards and Performance Indicators Does Robin’s WebQuest demonstrate how New Language Solution’s standards for technologyenhanced language teaching and learning can be incorporated into TESOL? According to the performance indicators highlighted below, four of the seven standards are strongly represented. Standard 2: Tools and digital resources. • The exercise required students to learn some basic digital skills, such as how to use a desktop computer, log in to and navigate Avenue.ca, use presentation software, and post to an online forum. • Within the framework of a 30-week LINC program, the four-week WebQuest exercise makes use of in-person, online, and computer lab instructional modes, taking advantage of the strengths of each modality to deliver an effective blended learning experience. • The instructor set up the course on Avenue.ca to provide students with a continuously available resource to support their language learning. Students were shown how to log in to and navigate Avenue as part of their language/digital skills learning. • Observation of student use of technology tools such as Google Slides and Avenue enabled the instructor to evaluate the potential of those tools for further and possibly expanded use. A class debriefing at the end of the course provided a student perspective on the value of their WebQuest experience. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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