Ven Habla Español y Conoce Nuestra Cultura

Introduction

Visítanos para Intercambio, Habla Español y Conoce Nuestra Cultura

Have you thought about the possibility of participating in a study abroad program during the Covid-19 pandemic?

As you have experienced, with the Covid-19 pandemic, education has been impacted in many ways.  Although remote learning has been successfully implemented by many universities and schools, being in-person in the classroom still a rewarding social experience. Moreover, adding the opportunity of studying abroad will provide unique experiences that can enhance your professional skills.  For this WebQuest project, you will assume the role of an undergraduate student in a Spanish pedagogy program enrolled in the Department of Foreign Languages and Cultures at the University of Alaska Fairbanks (UAF). Your task will be to apply to the Study Abroad Program at UAF Study Abroad Programs UAF | International Student Exchanges | Academics and comply with the application requisites including a presentation recommending a university that follows safe Covid-19 protocols for in-person learning. The Study Abroad Program at UAF is very competitive and will award three students from the Foreign Languages Department the opportunity to go as exchange students to Chile for a semester with all expenses paid.

Opportunities to study abroad offer unique benefits to students in the area of Languages and Cultures because is a way to practice the target language in a realistic social context. As a student in the Spanish pedagogy program, you can be the recipient of an award to visit Chile and learn from their culture, the variations in the Spanish language, and experience what is life like in South America. However, your University feels a bit hesitant about safe Covid-19 protocols for in-person learning in international universities. As part of the application process you will be required to do a multimedia presentation at a forum that the Study Abroad Program will host. In the presentation you will have the opportunity to recommend one University that you have researched that follows safe Covid-19 protocols for in-person learning. Also you will provide a brief summary of other universities you considered but will not recommend. You also will provide a bit of background on what the benefits are for the study abroad program offered by the University you are recommending.  This WebQuest is a collaborative group activity of three students in which each member has the same responsibility for researching a university, contributing with information, making decisions, and working with the multimedia presentation.

 Now to get started, your task is to meet with your group, choose a university (from the ones I provide) to research and begin reading information in the university websites in SPANISH.  As you research the universities, also read the information pertaining to the study abroad program requirements they have and  evaluate what are the benefits of being part of that exchange program. 

There's no time to waste, let's start learning about what the Universities in Chile are offering in the study abroad programs and what they are doing to keep in-person students safe during the Covid-19 pandemic! 

Tierra Atacama, San Pedro de Atacama, Chile | Spiced Destinations

Tierra Atacama, San Pedro de Atacama, Chile

Task

Task

As a student that will apply to a study abroad program, you have to begin researching three universities from Chile that offer Study Abroad Programs and will evaluate their safety protocols for Covid-19 for in-person learning. You will collaborate in a group of three and each student will be responsible for researching one university only. Each group member will follow the same instructions for the particular university they are researching.

 Overview of the process: The first week you will work online in class researching information in SPANISH in the university website. The second week you work in-class and outside of class to share the information with the rest of your group and decide what university deserves the recommendation to be considered in the Study Abroad program. Week three you work together in class and outside of class doing the multimedia presentation and dividing content among all three students. Each student must have the same amount of slides and information to present. The presentation will be at a forum organized by the Study Abroad Program at UAF and you have 12 minutes to present as a group. I will go over the Rubric for the presentation during class time. Keep all your notes from the researched work while you are doing your presentation in case questions arise.

 

Together you will:

  • Research what the safety Covid-19 protocols are for the university you are researching (Universidad de Chile, Universidad de los Andes, or Pontifical Catholic University of Valparaíso).
  • Discuss the information you found by focusing on aspects that are relevant for recommending the University to the Study Abroad program at UAF. Compare and contrast the safety Covid-19 protocols followed by each university for in-person learning.
  • Explain to each other in the group the requirements and benefits of the Study Abroad Program from the university you researched.
  • Use your judgment to determine which university to recommend to the Study Abroad Program at the University of Alaska Fairbanks.
  • Discuss with your group the benefits of being an exchange student in an international university.
  • Prepare a multimedia presentation in English to present at a Forum organized by the Study Abroad Program.

In this WebQuest students will be able to read authentic text in Spanish with the purpose of evaluating information and making a decision related to protocols of Covid-19 and Study Abroad programs about specific universities in Chile.

 

Process

You will be working in groups of three to complete this WebQuest. Each member of the group will be assigned a university to research to ensure that the group work will be evenly distributed. Students will need a laptop with internet access while researching information in the university website. In case internet becomes an issue, please let me know to make other arrangements.  The Rubric for the presentation will be discussed in-class the same day the WebQuest is assigned.

Step One

  • Each member will choose a university to research. It is the student responsibility to read, summarize and synthesize information related to the Covid-19 protocols for in-person learning at the university.
  • Each member also will review the Study Abroad program information/requirements for the university and list the benefits of the program.
  • Note that each university website is in Spanish and the assignment has to be completed using the website in Spanish without relying in the English version. Consult with the other members in your group for vocabulary that is not familiar to you or contact me.

*Please note that I have provided the universities websites and some links related to the information you will be researching but don't limit yourself to these links.

Choose one of the following universities:

Universidad de Chile Universidad de Chile (uchile.cl) 

Protocolo para prevención y monitoreo del contagio de Coronavirus COVID-19 - Universidad de Chile (uchile.cl)

Programa de Movilidad Estudiantil - Universidad de Chile (uchile.cl)

 Pontificia Universidad Católica de Valparaíso Pontificia Universidad Católica de Valparaíso (pucv.cl)

Primeros estudiantes de la PUCV se van de intercambio desde el inicio de la pandemia - PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO

Intercambio Estudiantil - PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO (pucv.cl)

Protocolo PUCV de Actuación por COVID-19 - PONTIFICIA UNIVERSIDAD CATÓLICA DE VALPARAÍSO

Universidad de los Andes Portada - Universidad de los Andes (uandes.cl)

Información sobre COVID-19 - Universidad de los Andes (uandes.cl)

UANDES

Step Two

Week one: Each student will work independently in-class to begin reading and getting familiarized with the university website. Then, will examine the Covid-19 protocols and Study Abroad Program information for that same university. As each student organizes the information, make a list of possible benefits you foresee being part of that Study Abroad Program. Take notes on why you should or should not recommend that university to the Study Abroad Program (Study Abroad Programs UAF | International Student Exchanges | Academics).

Week two: All three students meet in-class to discuss their findings and share information about Covid-19 protocols and the exchange programs for each of the universities they researched. Students will need to meet outside of class to discuss which university they should recommend. As students discuss information, I suggest they formulate a set of key points to include in the multimedia presentation for the Study Abroad Program at UAF. Students may need to meet outside of class to complete work.

Week three: Students work in-class and out of class preparing a multimedia presentation where they clearly explain the reasoning for recommending a particular university from Chile that follows safe Covid-19  protocols for in-person students. Students may need to work outside of class to finish preparing for the presentation.

Presentation:

1. MUST have brief information of each University: Universidad de Chile, Universidad de los Andes y Pontificia Universidad Católica de Valparaíso. Use charts, tables, diagrams, or any other visual resource to make the points clear. Make sure the audience understands that various universities were researched and based on information available for each one, the group made the decision for the recommendation.

2. Clearly explain what University you recommend and how the university is safely following Covid-19 protocols for in-person learning. Please make sure you cite all sources used by using MLA format.

3. In the presentation you also need to include an overview of what the Study Abroad Program requires for the University you are recommending and what are the benefits for being part of that exchange program.

4. The presentation is a group presentation and the group members will distribute content equally to be presented within the 12 minute allowance.

******Important*****

Pay attention to the powerpoint slides and do not over clutter them with information.

The presentation will be in English because the audience are English speakers. 

Remember this is your moment to show how valuable this exchange participation is for you.

Evaluation

In order to determine individual efforts and contributions of each student, as part of this project, you will have the opportunity to do a self-reflection and evaluate your peers by using the Peer Evaluation of Group Project rubric. This peer evaluation form will assist in grading the group presentation objectively, consistently, and as fairly as possible. Collaboration with students in a project is expected to be equally distributed and this form will help in acknowledging those efforts.

 

Peer Evaluation of Group Project

 

Please assess the work of you and your colleagues by using the following criteria. We will consider your feedback in assigning the grade for the project. Please try to be as honest and fair as possible in your assessment.

5 = Excellent work; was crucial component to group’s success

4 = Very strong work; contributed significantly to group

 3 = Sufficient effort; contributed adequately to group

 2 = Insufficient effort; met minimal standards of group

 1 = Little or weak effort; was detrimental to group

 

 SELF Evaluation (Name: ___________________________________)

 _____ Participation in developing ideas and planning project

_____ Willingness to discuss the ideas of others

_____ Cooperation with other group members

 _____ Interest and enthusiasm in project

_____ Participation in leading/facilitating discussion

_____ Ease and familiarity with discussion material

 

PEER Evaluation (Partner 1: ________________________________)

_____ Participation in developing ideas and planning project

_____ Willingness to discuss the ideas of others

_____ Cooperation with other group members

_____ Interest and enthusiasm in project

_____ Participation in leading/facilitating discussion

_____ Ease and familiarity with discussion material

 

* An assessment of “1” or “0”requires a written explanation

 

PEER Evaluation (Partner 2: ______________________________)

_____ Participation in developing ideas and planning project

_____ Willingness to discuss the ideas of others

_____ Cooperation with other group members

_____ Interest and enthusiasm in project

_____ Participation in leading/facilitating discussion

 _____ Ease and familiarity with discussion material

 

PEER Evaluation (Partner 3: ______________________________)

_____ Participation in developing ideas and planning project

_____ Willingness to discuss the ideas of others

_____ Cooperation with other group members

_____ Interest and enthusiasm in project

_____ Participation in leading/facilitating discussion

_____ Ease and familiarity with discussion material

 

Self-Reflection

What did you learn from the experience?

 

 What do you think went well?

 

 

 What would you have done differently, given the opportunity?

 

 Do you have any other comments or suggestions about the project?

 

Adopted from History and Philosphy Self and Peer Evaulation.pdf

 

The Rubric for the WebQuest is designed to be graded as a group instead of individually. However, there is a  Contribution to Group section in the Rubric that provides for individual grading.

Collaborative Oral Presentation Rubric

 

Criteria

Unsatisfactory-Beginning

Developing

Accomplished

Exemplary

Total

Presentation/

Content

(Group grade)

0-27 points

28-31 points

32-35 points

36-40 points

/40

Presentation content shows a lack of understanding of the topic. There is inadequate evidence of research and insufficient relevant information and facts. Content is confusing and/or contains frequent inaccuracies. Required elements are missing and/or randomly organized. Content focus only on providing the comparison and contrast information for universities researched  and lacked to meet the project objective and the Study Abroad Program expectations.

Presentation content shows general understanding of the topic. There is limited evidence of research in locating relevant information and facts and/or supporting statements made. Content contains some inaccuracies, inconsistencies, misinterpretations, and/or somewhat unclear. Content not entirely related to objective of the project and the Study Abroad Program expectations.

Presentation content shows an adequate understanding of the topic. Some research effort is evident in locating relevant information and facts. Content is mostly accurate and reasonably organized. May contain some inconsistencies in content or some connections made may not be supported.  Content focuses on main objective of the project and the Study Abroad Program expectations but does not provide enough information.

Presentation content shows a thorough understanding of the topic. Substantive research effort is evident in locating relevant information and facts. Content is accurate and sequenced in a clear, logical way. Content focuses on main objective of the project and the Study Abroad Program expectations. Provides sufficient information that validates the reasoning behind the recommendation being made.

Presentation/

Design

(Group grade)

0-11 points

12 points

13 points

14-15 points

/15

Slides generally lack visual appeal and are text-heavy with little or no visuals and/or exhibit an overuse of color or animations. Media, (e.g., images), if used, are rarely cited on each slide. No theme is evident and the presentation appears disjointed rather than unified and/or frequent errors (grammar, punctuation, spelling, formatting, etc.) on the slides

Slides generally include a mix of white space, visuals, and/or text but not consistently and/or some overuse or inappropriate use of color or animations. Theme (e.g., template) is not consistently evident throughout the presentation and/or some errors (grammar, punctuation, spelling, formatting, etc.) on the slides.

Slides are effectively designed with visual appeal including white space, visuals, and minimal text for the most part. Color and animations are used appropriately. Theme (e.g., template) is evident in the presentation for the most part to produce a cohesive presentation and/or minor errors (grammar, punctuation, spelling, formatting, etc.) on the slides.

Slides are visually well designed, aesthetically pleasing with appropriate use of white space, visuals, and minimal text, on each slide. Color and animations are used judiciously. Theme (e.g., template) is evident throughout to produce a highly cohesive presentation. Basically free from errors (grammar, punctuation, spelling, formatting, etc.) on the slides.

Presentation/

Oral Delivery

(Group grade)

0-11 points

12 points

13 points

14-15 points

/20

Ineffective in delivering the oral presentation demonstrating below average/poor communication skills. Substantially over/under the time limit to present and/or not all members presented. Lack of preparation was evident.

Somewhat effective in delivering the oral presentation demonstrating average communication skills. Slightly over/under the time limit. Some members presented more than others. More preparation was needed.

Effective in delivering the oral presentation demonstrating good communication skills and generally close to the time limit for the group to present (12 minutes total). All group members presented and preparation was evident for the most part.

Highly effective in delivering a well-polished oral presentation within the time limit for the group to present (12 minutes total). All group members presented equally. Preparation was strongly evident.

 

Criteria

Unsatisfactory-Beginning

Developing

Accomplished

Exemplary

Total

Contribution to Group

(Individual grade)

0-16 points

17-19 points

20-22 points

23-25 points

/25

Based on students’ journal reflections or feedback evaluation forms, group member rarely participated or contributed to the project towards achieving the goals and meeting the deadline. Did not share workload fairly and/or was a disruptive influence.

Based on students’ journal reflections or feedback evaluation forms, group member participated in the project but emphasis was in completing own work. Allowed others to assume leadership and/or may have not shared workload fairly towards achieving the project goals and meeting the deadline.

Based on students’ journal reflections or feedback evaluation forms, group member participated in the project and shared the workload. Contributed to the development of the presentation. Worked towards achieving the project goals and meeting the deadline. 

Based on students’ journal reflections or feedback evaluation forms, group member participated fully in the project and shared the workload fairly. Contributed to the development of the presentation and assisted in editing others’ work to produce a polished presentation. Coordinated group’s efforts and/or demonstrated leadership to facilitate and achieve the project goals and meet deadline.

Timeliness* and Length of Presentation

(Group grade)

 

(* unexcused late)

Deduct 11 points-overall failing

Deduct 6-10 points

Deduct 1-5 points

0 points deducted

/--

Collaborative presentation is completed 2-3 days (49-72 hours) or more after the deadline and/or substantially lacks information.

Collaborative presentation is completed 1-2 days (25-48 hours) after the deadline and/or is somewhat lacking information.

Collaborative presentation is completed within 1 day (24 hours) after the deadline and slides include most of the information.

Collaborative presentation is completed by the deadline and meets the required time length of 12 minutes. 

TOTAL POINTS (sum of 6 Criteria)

/100

This Rubric has been adapted from Denise Kreiger, Instructional Design and Technology Services, SC&I, Rutgers University, 4/2014

Conclusion

After completing this WebQuest, students will be able to read authentic text in Spanish and become familiarized on what Covid-19 protocols are being followed by some Universities in Chile. and what they offer in the Study Abroad Programs. This information will give students an idea of the possibility of being in-person as an exchange student in Chile. Each university has implemented a program to safely try to get back to a regular academic year. However, since the Covid-19 pandemic has been difficult to erradicate, it is noticeable that universities are constantly modifying their rules and students have to adapt.

At the end of this WebQuest, students will be more confident in reading authentic text in Spanish in a university website. Students also learned to work collaboratively in a meaningful task.

Universidad de Chile : Rankings, Fees & Courses Details | Top Universities

Credits
Teacher Page

The target learners for this WebQuest are intermediate high to advance and specifically students who are in a Spanish teacher pedagogy program in the United States. Students will work in the project for three weeks including in-class and online but also are expected to meet outside of class to collaborate and discuss information to make a decision about their recommendation. The online aspect of the project has to do with researching the Covid-19 protocols and Study Abroad program information for the assigned university. The group discussions are offline and/or in-person, either in-class or outside of class. While working in this project, students are developing their critical thinking skills by researching, analyzing, and synthesizing information. The result of recommending one university to the Study Abroad program shows the student judgement in evaluating information to create a multimedia presentation.

Students will be able to compare and contrast Covid-19 protocols for three universities in Chile.

Students will be able to recommend a University from Chile to participate in a Study Abroad Program with the University of Alaska Fairbanks.

At the end, students will do a multimedia oral presentation at a forum organized by the Study Abroad Program at the University of Alaska.