Tuesday, November 29, 2011

Week 10: Wrap-up

I would like to remind what I’ve learned from the course reviewing the topics of each week.
Week 01: Introductions and orientation to the course; creating an academic blog, discussing ground rules and rubrics
Week 02: The ABCD learning objectives framework and effective web searches; choose the best searches for your information need
Week 03: Oral/Aural skill-building websites and bookmarks with Delicious
Week 04: Reading/Writing websites and technology-enhanced lesson plans
Week 05: Project-based learning, WebQuests, and rubrics
Week 06: Student-centered large classes and interactive PowerPoint
Week 07: Learner autonomy and the one-computer classroom
Week 08: Teacher resources online
Week 09: Leaning styles: technology connections
Week 10: Course review and wrap-up

The list below is what I did and advice for future participants. In fact, I think what I did through this course must be core and useful tips for every online and offline training course.
1. Look whole contents all around and grasp the flow of the course. It makes you predict what you will do and prepare it.
2. Keep in mind ground rules and rubrics. They will tell how you can make it.
3. Make a plan for your tasks. The course is usually consists of three parts:
Two posts on Nicenet, one or two tasks, reflection (blogging), plus, final project writing by week 9. Especially, to keep up with two postings per week, planning is important.
4. For review and future use, make a folder of each week and save useful articles.
5. Manage your favorites saving useful websites. (Use ‘Delicious’.)
6. Access a provided ‘Blog Roll’ and visit your course-mates. You can see lots of ideas and insightful reflections.

Sunday, November 27, 2011

Week 09: Technology and Learning Styles

Technology and Multiple Intelligences

Nine intelligences (Howard Gardner)

Students learn through…..
• Verbal-Linguistic (word smart): speaking, reading, writing, and listening
• Logical/Mathematical (number smart): numbers, reasoning, and problem solving
• Visual/Spatial (picture smart): visually and tend to organize their thinking spatially
• Bodily/Kinesthetic (body smart): physical activity and any kind of movement
• Musical/Rhythmic (music smart): sounds and other types of auditory expression
• Intrapersonal (self smart): metacognitive practices such as getting in touch with their feelings and self motivation
• Interpersonal (social smart): interaction with other people through discussions, cooperative work, or social activities
• Naturalist (nature people): interactions with the environment including outdoor activities, field trips, and involvement with plants and animals
• Existentialist (wondering people): seeing the “big picture” of human existence by asking philosophical questions about the world

Eight Intelligences (Richard M. Felder and Barbara A. Soloman)
• Active/Reflective
• Sensing/Intuitive
• Visual/Verbal
• Sequential/Global learners

“Technology can be used to facilitate learning in each intelligence area. There is no "right way" to integrate intelligences or technology into the classroom. The key is to provide the most effective learning environment for students.”

As many researches goes on, there must be various categories of multiple intelligences. Teachers try to find out the way to meet students’ needs based on multiple intelligences. As Robert asked above, while reading the articles, I wondered: Should we teach with one dominant learning style of each student, or should we expose students to other learning styles and make up for the weak areas?

In my opinion, teachers should try to find out the most effective learning style of each student and teach students with a teaching style suitable for each learning style. However, as Vinicius quoted above, teachers should strive for a balance of instructional methods. Teachers need to expose students to other learning styles, but they don’t need to force students to make up for the weakness.

In addition, although other ways or tools can help teachers and students, there is no doubt that technology must be powerful and intelligent tool which gives us various opportunities for education.

-Tech tools that support multiple intelligences
-‘Learning styles and strategies’ By Richard M. Felder
-‘Do technology based lessons meet the needs students learning styles?’ By Dara Rosen
-Learning styles online quiz - learn about your own learning stylehttp://www.open2.net/survey/learningstyles/
-Sailing the 5 C's with Learning Strategies: http://www.nclrc.org/sailing/

Sunday, November 20, 2011

Week 08-3: Teacher Resources Online

Make exercises online

-Tools for educators: http://www.toolsforeducators.com/
-Easy Test Maker (paper tests):
-Crossword Puzzle Game: http://www.crosswordpuzzlegames.com/create.html
-Web Poster Wizard: http://wizard.4teachers.org/
-SMILE- a variety of web-based activity generators (free registration)


-Provide a speech-based toolbox
-Used as a space for student audio and video recordings: Voicethread, Wetoku
-Used as a course website (other web-based resources): CLEAR
-Used as a space for audio-video cultural exchanges or collaborations
-Needs: a browser, Flash Player, a headset with a microphone, a decent Internet connection

-ANVILL (National Virtual Language Lab):

-ANVILL Background Readings:

3) A Comparison of Online Tools for Audio and Video Recording A Search for Free and Affordable Voice Recording to Replace Wimba Voice:

1) From Aerogram to Voicemail: Connecting Learners for Cross Cultural Understanding (ATJO Newsletter): http://babel.uoregon.edu/anvill/ATJONewsletter_Sept_2011.pdf
2) Transforming Language Education Across the Internet:

Week 08-2: Teacher Resources Online

Create a class site or make online exercises

a) What tool you used (please list the website) and what you created?
After reading PDF instruction on the webpage, I created a class survey using
Google docs. The topic is ‘My favorites’ categorizing colors, sports, and subjects. This is for 6th graders of elementary school in EFL situation. Originally, the owner (teacher) sends his/her link to the students by email and each student can do a survey by clicking on their emails. However, this is a kind of trial and I didn’t send an email to my students. Instead, I’ve shared with anyone who has the link to see my work.

Here is my document’s page on Google docs:

b) How you will use it in your teaching?
I would like to use Google docs as a tool of JiTT (Just in Time Teaching) or homework. Especially, Google docs can be used for class survey and writing. Before the class, I send some survey questions to my students by email, and they reply by email and see the results. According to the class situation, I also can collect students’ opinions and their needs using various questions. In cases of writing, students can submit their homework be email or typing directly on the sheets.

c) The type of students who would use it?
According to the students’ language level and computer proficiency, the forms of Google docs can be varied.

d) How you will encourage learner autonomy with this tool?
Participating in survey or writing on the computer, the students can be motivated because they used to write on the paper textbook before, but it is new and interactive to them. They can see the results with their own eyes and also get feedback from their teachers’ comments. The students can reorganize those shared contents with each other.

-Google docs

Week 08-1: Teacher Resources Online

Online tools for enhancing learning

I’ve heard about Hot Potatoes from some colleges and I’ve been curious about it. It was great to have an opportunity to explore it this week.

The Hot Potatoes allows us to create interactive exercises that students can do on the web or from a diskette. I downloaded Hot Potatoes Version 6 and it contains six options as follows:
1) JQuiz - question-based exercises
2) JCloze - gap fill exercises
3) JMatch - matching exercises
4) JMix - jumble exercises
5) JCross - crosswords
6) The Masher - building linked units of material

*How could using these tools promote learner autonomy?
Students are mostly reluctant to do extra work (homework) at home, especially about reading and writing on a paper. They prefer more active exercises with immediate feedback like video games to reading and completing sentences in a book. The Hot Potatoes let students participate in interactive exercises, and the students might be motivated by its visual exercises. As teachers make interesting and challenging exercises, the students can learn by doing as active learners and they can review what they learned with quick feedback. By doing so, teachers also get useful feedback what students have difficulties with.

*What are the constraints that would make it difficult to use these tools?
Using Hot Potatoes, teachers can quite easily make exercises, and it allows us to include external contents such as video, audio, and images. I didn’t find out the constraints so far, but according to computer proficiency or preference of the students, some students might have difficulties with doing web-based activities.

*How will you overcome them?
If teachers provide helpful guides of each activity to the students, they would feel more comfortable and easily do the activities.

-Hot Potatoes (Version 6) -

Saturday, November 12, 2011

Week 07-2: Learner Autonomy and the One-computer Classroom

One-computer Classroom

Strategies and Applications for the One Computer Classroom
1. Use the computer as teacher tool
2. Use the computer as multi-media chalk board or flip chart
3. Have students use the computer as a tool for individual input or part of a larger group or class project
4. Use the computer as learning center or station
5. Use the computer as cooperative learning tool
6. Have student use the computer to do individual work for practice or assessment

Strategies for Management of the One Computer Class
1. Place the computer in an easily accessible and supervised place.
2. Keep the computer away from direct sunlight, water, magnets, and chalk dust.
3. Create ‘stations’ or multiple activities using the computer as a just one (station) of the tools to complete assignments
4. To avoid distortion, project the computer screen onto a 32-inch or larger screen.
5. To prevent traffic in rotation, encourage students to quickly print articles and read them at their desks.
6. Plan circumspectly and be particularly organized.

7 Categories of Classroom Computer Use
1. Administrative Tool
2. Presentation Tool
3. Communication Station
4. Information Station
5. Publishing Tool
6. Learning Center
7. Simulation Center

-‘Strategies and Applications for the One Computer Classroom’ by Linda J. Burkhart.
-‘How to Thrive -- Not Just Survive -- in a One-Computer Classroom’ by Glori Chaika.
-‘7 Categories of Classroom Computer Use’ by Donna Ashmus

Week 07-1: Learner Autonomy and the One-computer Classroom

Learner Autonomy

1. The autonomous learner is a self-activated maker of meaning, an active agent in his own learning process. (Rathbone)

2. Seven main attributes characterizing autonomous learners
-Autonomous learners:
1) have insights into their learning styles and strategies;
2) take an active approach to the learning task at hand;
3) are willing to take risks, i.e., to communicate in the target language at all costs;
4) are good guessers;
5) attend to form as well as to content, that is, place importance on accuracy as well as appropriacy;
6) develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply; and
7) have a tolerant and outgoing approach to the target language.

3. Learning strategies
1) Cognitive strategies
-repetition, when imitating others’ speech
-resourcing, i.e., having resource to dictionaries and other materials
-translation, that is, using their mother tongue as a basis for understanding and/or producing the target language
-deduction, i.e., conscious application of L2 rules
-contextualization, when embedding a word or phrase in a meaningful sequence
-transfer, that is, using knowledge acquired in the L1 to remember and understand facts and sequences in the L2
-inferencing, when matching an unfamiliar word against available information
-question for clarification, when asking the teacher to explain, etc.
2) Metacognitive strategies
-directed attention, when deciding in advance to concentrate on general aspects of a task
-selective attention, paying attention to specific aspects of a task
-self-monitoring, i.e., checking one’s performance as one speaks
-self-evaluation, i.e., appraising one’s performance in relation to one’s own standards
-self-reinforcement, rewarding oneself for success

-What Is Learner Autonomy and How Can It Be Fostered? by Dimitrios Thanasoulas

Sunday, November 6, 2011

Week 06-4: Creating Students-centered Classes and Interactive PowerPoint

TASK: Create an *Interactive* PowerPoint Show

I made my PowerPoint presentation for my 6th graders. More details are as follows:

Topic: Introduce someone to others
Language skill: Writing
1. Review key expressions.
2. Look at the picture, and ask and answer using key expressions.
3. Task guide
4. Show a writing example

It is still not easy to find out appropriate photos on the internet free from the copyright. I’m worried that I used some photos from the internet without permission this time. By the way, I feel ‘the more to learn, the more difficult to make’.

Week 06-3: Creating Students-centered Classes and Interactive PowerPoint

Project task: Begin the change

Practically, there are many problems to apply new ways of learning which I learned from this course in my school situation this year, so I decided to modify my project for teaching in next year. Doing so, I hope I can make my plan more organized before starting my project from the beginning of the semester.

Passing through several weeks, I’ve got enormous useful information about building teaching skills through the interactive web and my learning process is ongoing. Using the information, I would like to add more details on my project. They are as follows:

Target Learners
13 years old, 6th graders in EFL situation, advanced

Main problems of my class
1) One-computer class in EFL situation
2) How to improve students’ writing skill

Potential solution
1) Mind map online: bubbl.us (
- Brainstorming and expanding vocabulary before writing as a pre-writing activity
2) Interactive PowerPoint
- Making PowerPoint interactive including tasks, questions, quizzes, video, audio, pictures, and so on
3) Project-based learning
- Making writing tasks corresponded to each learning topic
- Using cooperative learning when appropriate
- Using WebQuest
- There are some learning topics suitable for project-based learning. Here is an example.
Topic: Introduce yourself or another person including nationality
Writing Task: Choose your favorite entertainer around the world (movie star, cartoon character, actor) and write a paragraph about him/her for introducing with at least 5 or 6 sentences long.
4) Class Blog
- For review or homework, students post about what they learned. For example, after learning about the past tense, students make one or two sentences using verbs of past tense and post them on the class blog.

1) Zunal WebQuest Maker -
2) bubbl.us - https://bubbl.us/
3) Blogger - www.blogger.com
4) Lauri’s ESL Website - http://fog.ccsf.cc.ca.us/~lfried/
5) RubiStar - http://rubistar.4teachers.org/

1) Project-based learning activity about project-based learning
2) Less Teaching and More Learning" by Susan Gaer
3) The "Student Projects Sampler," by Susan Gaer
4) Zunal WebQuest Maker
5) Alternative learning; alternative assessment
6) Teaching large classes
7) Enhancing Learning by Engaging Students from Rick Finnan and Donna Shaw
8) PowerPoint Best Practices
9) Top Ten Slide Tips
10) Cooperative Learning

Now I’m thinking about rubrics, assessment, and follow-up activities.
It is very difficult for me to make my own project using techniques which I’ve never used before. I’m not sure I’m on the right track. However, others are the same and I know, for advancing one step more, I should try more than before.

Week 06-2: Creating Students-centered Classes and Interactive PowerPoint

Engaging Students 2 – Interactive PowerPoint

PowerPoint Best Practices
1. Think about goals and purpose of handouts.
2. Minimize the number of slides; be core and concise.
3. Don’t parrot PowerPoint; use PowerPoint as a visual aid not as a reciting script.
4. Hold up your end; don’t put the cat before the horse. Keep students focused on you, not on your slide.
5. Time your talk; let students check a slide first before your saying.
6. Give it a rest; use blank slide as an effective means for thinking.
7. Make it interactive; let students engage in learning as active learners, not as passive learners
8. Mix up the media.
9. Hide you pointer; Ctrl-L (hide), Ctrl-A (display)
10. Rehearse before presenting.

Top Ten Slide Tips
1. Keep it simple; the less cluttered, the more powerful.
2. Limit bullet points and text; good slides will be of little use of without you.
3. Limit transitions and builds (animation); do not overuse transition effects.
4. Use high-quality graphics; avoid banal and trite graphics like PowerPoint Clip Art.
5. Have a visual theme, but avoid using PowerPoint templates; make your own background templates more corresponded to your needs.
6. Use appropriate charts; ask yourself ‘How much detail do I need?’
7. Use color well; color usage is important for increasing interest and improving learning comprehension and retention.
8. Choose your fonts well; use the same font set entirely and use no more than two complementary fonts (e. g., Arial and Arial Bold).
9. Use video or audio; use them when suitable and avoid unnecessary sound effects included in PowerPoint.
10. Spend time in the slide sorter; the smaller chunks or segments, the more comprehensible.

PowerPoint Best Practices
Top Ten Slide Tips

Week 06-1: Creating Students-centered Classes and Interactive PowerPoint

This week I’ve learned useful techniques for teaching large classes and making interactive PowerPoint by reading articles. Some are whole new ones, and some are already known ones but I didn’t know exactly. For reviewing and keeping in mind, I would like to summarize them as follows:

Engaging Students 1 - Teaching large classes

1. Interactive Lectures: classes in which the instructor breaks the lecture at least once per class to make students participate in an activity working directly with materials

2. Just in Time Teaching (JiTT): focused on improving students learning through the use of brief web-based questions (JiTT exercises) delivered before a class meeting

3. Cooperative Learning: involves structuring classes around small groups that work together in such a way that each group member’s success is dependent on the group’s success. It doesn’t mean simply putting students into groups. There are five key elements of cooperative learning as follows.
- Positive interdependence; sink or swim together.
- Individual accountability; learn together, perform alone.
- Face-to-Face (promotive) interaction; members become personally committed to each other as well as to their mutual goals.
- Interpersonal and Small Group Social Skills; learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork).
- Group Processing; analyze how well their learning groups are functioning and how well social skills are being employed.

4. Minute Paper: A concise note (taking one minute!), written by students (individually or in groups), that focuses on a short question presented by the instructor to the class, usually at the end of the session

Interactive Lectures
Just in Time Teaching (JiTT)
Cooperative Learning
Minute Paper