It's probably worth pointing out that the project-based learning examples below vary in terms how—and how much—the Internet was/is used in the course of the project. In some cases, the Web is used as the medium by which students participate in the project, such as by contributing data, or communicating with other students; in other cases, it was the design of the site itself that was the centerpiece of the project. And some projects fall somewhere in between. While reviewing these examples, consider the degree to which you think the use of the Internet and communications technology was essential.

This list is arranged more-or-less in order of complexity and scope. All of these projects are useful to review as examples; in addition, several of them offer opportunities for your class to join as a participant— those are marked with the graphic: .

Local Literacy/Cultural Continuity
Learner-developed Web pages from Bangor Adult and Community Education, Bangor, ME, including history of Bangor, personal stories, math and English lessons, related links. In particular, for a basic example of a project where the final "product" involves publishing on the Web, check out http://members.mint.net/tlc/grocery.htm: students went shopping, took pictures, wrote captions, and later the teacher put it all on the Web.
(1999; ongoing)

http://www2.wgbh.org/mbcweis/ltc/
jpalp/holidays/holidaymaster.htm
ESL Students in Massachusetts wrote about holidays; teacher put on their writing on the Web.

Workplace Interviews/ESOL
ESOL learners at Bergen County Technical Schools, Hackensack, NJ, interviewed people in various careers. This is a nice example of a Web-published project that includes additional notes to students and teachers. (1999)

The Queens Bees Web Site
The Queens Bees are students in a preGED class at La Guardia Community College in Queens, New York. This is a good example of a student writing site. In addition, (see http://literacytech.worlded.org/docs/qb/default.htm and http://users.massed.net/~stevendi/), this site is contains a good example of a project involving the exchange of writing between two classes—in this case two classes from tow entirely different states, Massachusetts and New York.
(1999)

Virtual Visit to Lowell Mills
This is a project developed by Wendy Quiones of the Adult Learning Center, North Shore Community College. Her GED class photographed and wrote about their visit to a mill museum. Included are related lessons and activities. Note the instructor's comments regarding the connection to GED preparation.(1999)

Additional "virtual visit" sites include: Virtual Visit to a Computer Store (a visit by some Massachusetts students to a local computer store from 1998, designed to recreate the experience of being a first-time computer buyer); Virtual Visit to the Statue of Liberty (extensive photographs plus, among other things, a "what to pack before coming to the United States" activity, created in 1999 by a group from the Hunterdon County Educational Services Commission in NJ); and Visiting May Wu: A Virtual Visit
for Healthcare Information in Boston's Chinatown (created by students from the Boston Chinatown Neighborhood Center in Massachusetts, this recreates a visit with the Director of the Asian Info/Referral Line at the New England Medical Center, Social Work Services).

This is YOUR Community
ESOL learners from Perth Amboy Adult School, Perth Amboy, NJ, wrote up/posted visits to community locations. (1999)

Even Start Multicultural Family Literacy Program: Cultural Links
This Washington DC site started off by creating pages for their organization's Web site, and then trained staff and students (High/Intermediate ESOL) to update and adding pertinent links to the site. (2000; ongoing)

MUJER: A Student Home Page
MUJER stands for "Mothers United for Jobs Education and Results." This site was produced in part by an adult education class taught for clients of the T.A.N.F. (Temporary Assistance for Needy Families) program in San Antonio, Texas. The site includes a wide variety of student projects and writings, including a "virtual visit" to their class, and, for a striking example of a meaningful project-based learning experience, documentation of a project that involved a series of presentations to the students of a local middle school, about life after dropping out of school.

Telling Our Stories on the Web
Web site developed by the Electronic Grange Network in Weld, ME, with community members, (including adult education students and other community members). Site focuses on economic development challenges and opportunities in a rural area of Maine. Challenging/inspiring site serves as a great example of how the Web can give voice to those who may otherwise be ignored. (1999)

http://www.angelfire.com/ma3/tourwithfour/
High/Intermediate ESOL students researched topics, found and scanned photos, wrote extensively, created their own individual Web pages, and worked together to create the design of the home page for this impressive class site.

Internet Health Lesson Project
A student health team at an ESOL program in Boston’s Chinatown designed and produced health workshop plans and bilingual materials, and, with help from the Asian Health Initiative coordinator, adapted the health workshop materials for the Web; the students then presented the workshops in regular classes.

E-mail Projects Home Page
Somewhat deceptively titled—it's not just about e-mail—this site, hosted by an adult education practitioner, serves as hub for a wide range of web-based class projects, including student writing, lessons, and other activities. All of them include some level of student participation.