tag:blogger.com,1999:blog-11423164017677835092024-03-08T03:20:44.507-08:00COGNITIO Reflective BlogUnknownnoreply@blogger.comBlogger18125tag:blogger.com,1999:blog-1142316401767783509.post-2664996044756539172011-11-29T08:31:00.000-08:002011-11-29T08:49:17.383-08:00Week 10: Wrap-up<p><span style="font-family:trebuchet ms;font-size:130%;">I would like to remind what I’ve learned from the course reviewing the topics of each week.</span><span style="font-family:trebuchet ms;font-size:130%;"><br />• <strong><span style="color:#ff9900;">Week 01</span></strong>: Introductions and orientation to the course; creating an academic blog, discussing ground rules and rubrics<br />• <strong><span style="color:#ff9900;">Week 02</span></strong>: The ABCD learning objectives framework and effective web searches; choose the best searches for your information need<br />• <span style="color:#ff9900;"><strong>Week 03</strong></span>: Oral/Aural skill-building websites and bookmarks with Delicious<br />• <span style="color:#ff9900;"><strong>Week 04</strong></span>: Reading/Writing websites and technology-enhanced lesson plans<br />• <strong><span style="color:#ff9900;">Week 05</span></strong>: Project-based learning, WebQuests, and rubrics<br />• <span style="color:#ff9900;"><strong>Week 06</strong></span>: Student-centered large classes and interactive PowerPoint<br />• <strong><span style="color:#ff9900;">Week 07</span></strong>: Learner autonomy and the one-computer classroom<br />• <strong><span style="color:#ff9900;">Week 08</span></strong>: Teacher resources online<br />• <strong><span style="color:#ff9900;">Week 09</span></strong>: Leaning styles: technology connections<br />• <strong><span style="color:#ff9900;">Week 10</span></strong>: Course review and wrap-up<br /><br />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. <br /><strong><span style="color:#ffff00;">1.</span></strong> Look whole contents all around and grasp the flow of the course. It makes you predict what you will do and prepare it.<br /><span style="color:#ffff00;"><strong>2.</strong></span> Keep in mind ground rules and rubrics. They will tell how you can make it.<br /><strong><span style="color:#ffff00;">3.</span></strong> Make a plan for your tasks. The course is usually consists of three parts:<br />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.<br /><span style="color:#ffff00;"><strong>4.</strong></span> For review and future use, make a folder of each week and save useful articles.<br /><strong><span style="color:#ffff00;">5.</span></strong> Manage your favorites saving useful websites. (Use ‘Delicious’.)<br /><strong><span style="color:#ffff00;">6.</span></strong> Access a provided ‘Blog Roll’ and visit your course-mates. You can see lots of ideas and insightful reflections. </span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-10304701528017145362011-11-27T00:33:00.000-08:002011-11-27T00:35:19.666-08:00Week 09: Technology and Learning Styles<span style="font-family:trebuchet ms;font-size:130%;"><span style="color:#ffcc33;"><strong><span style="font-size:180%;">Technology and Multiple Intelligences</span></strong><br /></span><br /><strong><span style="color:#ffff00;">Nine intelligences (Howard Gardner)<br /></span></strong></span><br /><span style="font-family:trebuchet ms;font-size:130%;">Students learn through…..<br />• Verbal-Linguistic (word smart): speaking, reading, writing, and listening<br />• Logical/Mathematical (number smart): numbers, reasoning, and problem solving<br />• Visual/Spatial (picture smart): visually and tend to organize their thinking spatially<br />• Bodily/Kinesthetic (body smart): physical activity and any kind of movement<br />• Musical/Rhythmic (music smart): sounds and other types of auditory expression<br />• Intrapersonal (self smart): metacognitive practices such as getting in touch with their feelings and self motivation<br />• Interpersonal (social smart): interaction with other people through discussions, cooperative work, or social activities<br />• Naturalist (nature people): interactions with the environment including outdoor activities, field trips, and involvement with plants and animals<br />• Existentialist (wondering people): seeing the “big picture” of human existence by asking philosophical questions about the world<br /><br /><strong><span style="color:#33ccff;">Eight Intelligences (Richard M. Felder and Barbara A. Soloman)<br /></span></strong>• Active/Reflective<br />• Sensing/Intuitive<br />• Visual/Verbal<br />• Sequential/Global learners<br /><br />“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.”<br /><br />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?<br /><br />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.<br /><br />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.<br /><br /><strong>Sources:<br /></strong>-Tech tools that support multiple intelligences</span><a href="http://eduscapes.com/tap/topic68.htm"><span style="font-family:trebuchet ms;font-size:130%;">http://eduscapes.com/tap/topic68.htm</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-‘Learning styles and strategies’ By Richard M. Felder<br /></span><a href="http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm"><span style="font-family:trebuchet ms;font-size:130%;">http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-‘Do technology based lessons meet the needs students learning styles?’ By Dara Rosen<br /></span><a href="http://edweb.sdsu.edu/courses/edtec596r/students/Rosen/Rosen.html"><span style="font-family:trebuchet ms;font-size:130%;">http://edweb.sdsu.edu/courses/edtec596r/students/Rosen/Rosen.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-Learning styles online quiz - learn about your own learning style</span><a href="http://www.chaminade.org/INSPIRE/learnstl.htm" target="_blank"></a><a href="http://www.open2.net/survey/learningstyles/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.open2.net/survey/learningstyles/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-Sailing the 5 C's with Learning Strategies: </span><a href="http://www.nclrc.org/sailing/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.nclrc.org/sailing/</span></a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1142316401767783509.post-31403817264883692122011-11-20T07:35:00.000-08:002011-11-20T07:38:44.300-08:00Week 08-3: Teacher Resources Online<div align="left"><span style="font-family:trebuchet ms;font-size:180%;color:#ffff00;"><strong>Make exercises online</strong></span></div><br /><div align="left"><br /><span style="font-family:trebuchet ms;font-size:130%;">-Tools for educators: </span><a href="http://www.toolsforeducators.com/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.toolsforeducators.com/</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />-Lanternfish: </span><a href="http://bogglesworldesl.com/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://bogglesworldesl.com/</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />-Easy Test Maker (paper tests): </span><a href="http://www.easytestmaker.com/default.aspx" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.easytestmaker.com/default.aspx</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-Crossword Puzzle Game: </span><a href="http://www.crosswordpuzzlegames.com/create.html" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.crosswordpuzzlegames.com/create.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-Web Poster Wizard: </span><a href="http://wizard.4teachers.org/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://wizard.4teachers.org/</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />-SMILE- a variety of web-based activity generators (free registration) </span><a href="http://clear.msu.edu/teaching/online/mimea/smile/v2/index.php" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://clear.msu.edu/teaching/online/mimea/smile/v2/index.php</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;"><br /><span style="font-size:180%;color:#ffff00;">ANVILL</span></span></div><br /><div align="left"><br /><span style="font-family:trebuchet ms;font-size:130%;">-Provide a speech-based toolbox<br />-Used as a space for student audio and video recordings: Voicethread, Wetoku<br />-Used as a course website (other web-based resources): CLEAR<br />-Used as a space for audio-video cultural exchanges or collaborations<br />-Needs: a browser, Flash Player, a headset with a microphone, a decent Internet connection<br /><br /><strong>Sources:<br /></strong>-<span style="color:#ff9900;"><strong>ANVILL</strong></span> (National Virtual Language Lab): </span><a href="https://anvill.uoregon.edu/anvill2/"><span style="font-family:trebuchet ms;font-size:130%;">https://anvill.uoregon.edu/anvill2/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;"></span></div><br /><div align="left"><span style="font-family:trebuchet ms;font-size:130%;">-<strong><span style="color:#33ff33;">ANVILL Background Readings:</span></strong></span></div><br /><div align="left"><span style="font-family:trebuchet ms;font-size:130%;">1) Overview: </span><a href="http://babel.uoregon.edu/anvill/11-anvillOverview.pdf" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://babel.uoregon.edu/anvill/11-anvillOverview.pdf</span></a></div><br /><div align="left"><span style="font-family:trebuchet ms;font-size:130%;">2) Basic Tools: </span><a href="http://ylclab.uoregon.edu/groups/anvillhelp/wiki/fb6ef/Core_Tools.html" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://ylclab.uoregon.edu/groups/anvillhelp/wiki/fb6ef/Core_Tools.html</span></a></div><br /><div align="left"><span style="font-family:trebuchet ms;font-size:130%;">3) A Comparison of Online Tools for Audio and Video Recording A Search for Free and Affordable Voice Recording to Replace Wimba Voice:</span></div><br /><div align="left"><a href="http://www.iallt.org/iallt_journal/llti_highlights" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.iallt.org/iallt_journal/llti_highlights</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;"><br /><span style="color:#ffccff;"><strong>-ANVILL in Use:</strong></span></span></div><span style="font-family:trebuchet ms;font-size:130%;">1) From Aerogram to Voicemail: Connecting Learners for Cross Cultural Understanding (ATJO Newsletter): </span><a href="http://babel.uoregon.edu/anvill/ATJONewsletter_Sept_2011.pdf" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://babel.uoregon.edu/anvill/ATJONewsletter_Sept_2011.pdf</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">2) Transforming Language Education Across the Internet:</span><br /><a href="http://it.uoregon.edu/itconnections/anvill" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://it.uoregon.edu/itconnections/anvill</span></a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1142316401767783509.post-41066063894083590712011-11-20T07:32:00.000-08:002011-11-20T07:35:20.358-08:00Week 08-2: Teacher Resources Online<span style="font-family:trebuchet ms;font-size:130%;"><span style="color:#33ccff;"><strong><span style="font-size:180%;">Create a class site or make online exercises</span></strong><br /></span><br /><strong><span style="color:#33ff33;">a) What tool you used (please list the website) and what you created?<br /></span></strong>After reading PDF instruction on the webpage, I created a class survey using </span><a href="https://docs.google.com/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">Google docs</span></a><span style="font-family:trebuchet ms;font-size:130%;">. 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.<br /><br />Here is my document’s page on Google docs:<br /></span><a href="https://docs.google.com/spreadsheet/ccc?key=0AkMAYHHzPhkFdExnU0N4UEtCc2NPLU5GenF1X1pLMXc"><span style="font-family:trebuchet ms;font-size:130%;">https://docs.google.com/spreadsheet/ccc?key=0AkMAYHHzPhkFdExnU0N4UEtCc2NPLU5GenF1X1pLMXc</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;"></span><br /><span style="font-family:trebuchet ms;font-size:130%;"><span style="color:#33ff33;"><strong>b) How you will use it in your teaching?</strong></span><br />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.<br /><br /><span style="color:#33ff33;"><strong>c) The type of students who would use it?<br /></strong></span>According to the students’ language level and computer proficiency, the forms of Google docs can be varied.<br /><br /><strong><span style="color:#33ff33;">d) How you will encourage learner autonomy with this tool?<br /></span></strong>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.<br /><br /><strong>Sources:<br /></strong>-Google docs<br /></span><a href="https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=https://docs.google.com/&followup=https://docs.google.com/&ltmpl=homepage"><span style="font-family:trebuchet ms;font-size:130%;">https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=https://docs.google.com/&followup=https://docs.google.com/&ltmpl=homepage</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-968566648492770742011-11-20T07:30:00.000-08:002011-11-20T07:31:48.171-08:00Week 08-1: Teacher Resources Online<span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="font-size:180%;color:#ff9900;">Online tools for enhancing learning</span></strong><br /><br />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.<br /><br />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:<br />1) JQuiz - question-based exercises<br />2) JCloze - gap fill exercises<br />3) JMatch - matching exercises<br />4) JMix - jumble exercises<br />5) JCross - crosswords<br />6) The Masher - building linked units of material<br /><br /><strong><span style="color:#ff99ff;">*How could using these tools promote learner autonomy?<br /></span></strong>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.<br /><br /><span style="color:#ff99ff;"><strong>*What are the constraints that would make it difficult to use these tools?<br /></strong></span>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.<br /><br /><span style="color:#ff99ff;"><strong>*How will you overcome them?</strong></span><br />If teachers provide helpful guides of each activity to the students, they would feel more comfortable and easily do the activities.<br /><br /><strong>Sources:<br /></strong>-Hot Potatoes (Version 6) - </span><a href="http://hotpot.uvic.ca/"><span style="font-family:trebuchet ms;font-size:130%;">http://hotpot.uvic.ca/</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-2084991495000836082011-11-12T08:21:00.000-08:002011-11-20T07:30:21.178-08:00Week 07-2: Learner Autonomy and the One-computer Classroom<span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="color:#ffff66;"><span style="font-size:180%;">One-computer Classroom</span><br /></span></strong><br /><span style="color:#33cc00;"><strong>Strategies and Applications for the One Computer Classroom</strong></span><br />1. Use the computer as teacher tool<br />2. Use the computer as multi-media chalk board or flip chart<br />3. Have students use the computer as a tool for individual input or part of a larger group or class project<br />4. Use the computer as learning center or station<br />5. Use the computer as cooperative learning tool<br />6. Have student use the computer to do individual work for practice or assessment<br /><br /><span style="color:#ff9900;"><strong>Strategies for Management of the One Computer Class</strong><br /></span>1. Place the computer in an easily accessible and supervised place.<br />2. Keep the computer away from direct sunlight, water, magnets, and chalk dust.<br />3. Create ‘stations’ or multiple activities using the computer as a just one (station) of the tools to complete assignments<br />4. To avoid distortion, project the computer screen onto a 32-inch or larger screen.<br />5. To prevent traffic in rotation, encourage students to quickly print articles and read them at their desks.<br />6. Plan circumspectly and be particularly organized.<br /><br /><span style="color:#33ccff;"><strong>7 Categories of Classroom Computer Use</strong></span><br />1. Administrative Tool<br />2. Presentation Tool<br />3. Communication Station<br />4. Information Station<br />5. Publishing Tool<br />6. Learning Center<br />7. Simulation Center<br /><br /><strong>Sources:<br /></strong>-‘Strategies and Applications for the One Computer Classroom’ by Linda J. Burkhart.<br /></span><a href="http://www.lburkhart.com/elem/strat.htm"><span style="font-family:trebuchet ms;font-size:130%;">http://www.lburkhart.com/elem/strat.htm</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-‘How to Thrive -- Not Just Survive -- in a One-Computer Classroom’ by Glori Chaika.<br /></span><a href="http://www.educationworld.com/a_tech/tech/tech092.shtml"><span style="font-family:trebuchet ms;font-size:130%;">http://www.educationworld.com/a_tech/tech/tech092.shtml</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">-‘7 Categories of Classroom Computer Use’ by Donna Ashmus<br /><a href="http://www.seirtec.org/present/onecomptr.html">http://www.seirtec.org/present/onecomptr.html</a></span>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1142316401767783509.post-9562944605136173422011-11-12T08:17:00.000-08:002011-11-20T07:30:05.532-08:00Week 07-1: Learner Autonomy and the One-computer Classroom<span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="color:#ff9900;"><span style="font-size:180%;">Learner Autonomy</span><br /></span></strong><br /><strong><span style="color:#33ccff;">1. The autonomous learner is</span></strong> a self-activated maker of meaning, an active agent in his own learning process. (Rathbone)<br /></span><br /><span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="color:#33ccff;">2. Seven main attributes characterizing autonomous learners</span><br /></strong>-Autonomous learners:<br />1) have insights into their learning styles and strategies;<br />2) take an active approach to the learning task at hand;<br />3) are willing to take risks, i.e., to communicate in the target language at all costs;<br />4) are good guessers;<br />5) attend to form as well as to content, that is, place importance on accuracy as well as appropriacy;<br />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<br />7) have a tolerant and outgoing approach to the target language.<br /></span><br /><span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="color:#33ccff;">3. Learning strategies</span></strong><br /><strong><span style="color:#ff9900;">1) Cognitive strategies</span></strong><br />-repetition, when imitating others’ speech<br />-resourcing, i.e., having resource to dictionaries and other materials<br />-translation, that is, using their mother tongue as a basis for understanding and/or producing the target language<br />-note-taking<br />-deduction, i.e., conscious application of L2 rules<br />-contextualization, when embedding a word or phrase in a meaningful sequence<br />-transfer, that is, using knowledge acquired in the L1 to remember and understand facts and sequences in the L2<br />-inferencing, when matching an unfamiliar word against available information<br />-question for clarification, when asking the teacher to explain, etc.<br /><strong><span style="color:#ff9900;">2) Metacognitive strategies</span></strong><br />-directed attention, when deciding in advance to concentrate on general aspects of a task<br />-selective attention, paying attention to specific aspects of a task<br />-self-monitoring, i.e., checking one’s performance as one speaks<br />-self-evaluation, i.e., appraising one’s performance in relation to one’s own standards<br />-self-reinforcement, rewarding oneself for success<br /><br /><strong>Sources:<br /></strong>-What Is Learner Autonomy and How Can It Be Fostered? by Dimitrios Thanasoulas<br /></span><a href="http://iteslj.org/Articles/Thanasoulas-Autonomy.html"><span style="font-family:trebuchet ms;font-size:130%;">http://iteslj.org/Articles/Thanasoulas-Autonomy.html</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-44960165254886731352011-11-06T08:55:00.000-08:002011-11-20T07:29:51.237-08:00Week 06-4: Creating Students-centered Classes and Interactive PowerPoint<span style="font-family:trebuchet ms;font-size:180%;color:#ffcc00;"><strong>TASK: Create an *Interactive* PowerPoint Show</strong></span><br /><span style="font-family:trebuchet ms;font-size:130%;"></span><br /><span style="font-family:trebuchet ms;font-size:130%;">I made my PowerPoint presentation for my 6th graders. More details are as follows:<br /><br />Topic: Introduce someone to others<br />Language skill: Writing<br />Flow:<br />1. Review key expressions.<br />2. Look at the picture, and ask and answer using key expressions.<br />3. Task guide<br />4. Show a writing example<br /><br />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’. </span>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1142316401767783509.post-84504690147929482462011-11-06T04:42:00.000-08:002011-11-20T07:29:36.242-08:00Week 06-3: Creating Students-centered Classes and Interactive PowerPoint<span style="font-family:trebuchet ms;font-size:180%;color:#ffff00;"><strong>Project task: Begin the change</strong></span><br /><br /><span style="font-family:trebuchet ms;font-size:130%;">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.<br /><br />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:<br /><br /><span style="color:#ff99ff;"><strong>Target Learners</strong><br /></span>13 years old, 6th graders in EFL situation, advanced<br /><br /><strong><span style="color:#ff99ff;">Main problems of my class</span></strong><br />1) One-computer class in EFL situation<br />2) How to improve students’ writing skill<br /><br /><strong><span style="color:#ff99ff;">Potential solution</span></strong><br />1) Mind map online: bubbl.us (</span><a href="https://bubbl.us/"><span style="font-family:trebuchet ms;font-size:130%;">https://bubbl.us/</span></a><span style="font-family:trebuchet ms;font-size:130%;">)<br />- Brainstorming and expanding vocabulary before writing as a pre-writing activity<br />2) Interactive PowerPoint<br />- Making PowerPoint interactive including tasks, questions, quizzes, video, audio, pictures, and so on<br />3) Project-based learning<br />- Making writing tasks corresponded to each learning topic<br />- Using cooperative learning when appropriate<br />- Using WebQuest<br />- There are some learning topics suitable for project-based learning. Here is an example.<br />Topic: Introduce yourself or another person including nationality<br />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.<br />4) Class Blog<br />- 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.<br /><br /><span style="color:#ff99ff;"><strong>Resources</strong></span><br />1) Zunal WebQuest Maker - </span><a href="http://www.zunal.com/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.zunal.com/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">2) bubbl.us - </span><a href="https://bubbl.us/"><span style="font-family:trebuchet ms;font-size:130%;">https://bubbl.us/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">3) Blogger - </span><a href="http://www.blogger.com/"><span style="font-family:trebuchet ms;font-size:130%;">www.blogger.com</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">4) Lauri’s ESL Website - </span><a href="http://fog.ccsf.cc.ca.us/~lfried/"><span style="font-family:trebuchet ms;font-size:130%;">http://fog.ccsf.cc.ca.us/~lfried/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">5) RubiStar - </span><a href="http://rubistar.4teachers.org/"><span style="font-family:trebuchet ms;font-size:130%;">http://rubistar.4teachers.org/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;"><br /><span style="color:#ff99ff;"><strong>Reference </strong></span><br />1) Project-based learning activity about project-based learning<br /></span><a href="http://www.sun-associates.com/lynn/pbl/pbl.html"><span style="font-family:trebuchet ms;font-size:130%;">http://www.sun-associates.com/lynn/pbl/pbl.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">2) Less Teaching and More Learning" by Susan Gaer<br /></span><a href="http://www.ncsall.net/?id=385"><span style="font-family:trebuchet ms;font-size:130%;">http://www.ncsall.net/?id=385</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">3) The "Student Projects Sampler," by Susan Gaer<br /></span><a href="http://susangaer.com/studentprojects/"><span style="font-family:trebuchet ms;font-size:130%;">http://susangaer.com/studentprojects/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">4) Zunal WebQuest Maker<br /></span><a href="http://www.zunal.com/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.zunal.com/</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">5) Alternative learning; alternative assessment<br /></span><a href="http://www.nclrc.org/essentials/assessing/alternative.htm" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.nclrc.org/essentials/assessing/alternative.htm </span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">6) Teaching large classes<br /></span><a href="http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/largeclasses.html"><span style="font-family:trebuchet ms;font-size:130%;">http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/largeclasses.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">7) Enhancing Learning by Engaging Students from Rick Finnan and Donna Shaw<br /></span><a href="http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf"><span style="font-family:trebuchet ms;font-size:130%;">http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">8) PowerPoint Best Practices<br /></span><a href="http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf"><span style="font-family:trebuchet ms;font-size:130%;">http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">9) Top Ten Slide Tips<br /></span><a href="http://www.garrreynolds.com/Presentation/slides.html"><span style="font-family:trebuchet ms;font-size:130%;">http://www.garrreynolds.com/Presentation/slides.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">10) Cooperative Learning<br /></span><a href="http://serc.carleton.edu/introgeo/cooperative/index.html"><span style="font-family:trebuchet ms;font-size:130%;">http://serc.carleton.edu/introgeo/cooperative/index.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;"><br />Now I’m thinking about rubrics, assessment, and follow-up activities.<br />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. </span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-51288977246114469492011-11-06T01:28:00.000-07:002011-11-20T07:29:17.772-08:00Week 06-2: Creating Students-centered Classes and Interactive PowerPoint<span style="font-family:trebuchet ms;font-size:130%;"><span style="font-size:180%;"><strong><span style="color:#9999ff;">Engaging Students 2 – Interactive PowerPoint</span></strong><br /></span><br /><span style="color:#cc66cc;"><powerpoint><strong>PowerPoint Best Practices</strong><br /></span>1. Think about goals and purpose of handouts.<br />2. Minimize the number of slides; be core and concise.<br />3. Don’t parrot PowerPoint; use PowerPoint as a visual aid not as a reciting script.<br />4. Hold up your end; don’t put the cat before the horse. Keep students focused on you, not on your slide.<br />5. Time your talk; let students check a slide first before your saying.<br />6. Give it a rest; use blank slide as an effective means for thinking.<br />7. Make it interactive; let students engage in learning as active learners, not as passive learners<br />8. Mix up the media.<br />9. Hide you pointer; Ctrl-L (hide), Ctrl-A (display)<br />10. Rehearse before presenting.<br /><br /><span style="color:#33cc00;"><strong><top>Top Ten Slide Tips<br /></strong></span>1. Keep it simple; the less cluttered, the more powerful.<br />2. Limit bullet points and text; good slides will be of little use of without you.<br />3. Limit transitions and builds (animation); do not overuse transition effects.<br />4. Use high-quality graphics; avoid banal and trite graphics like PowerPoint Clip Art.<br />5. Have a visual theme, but avoid using PowerPoint templates; make your own background templates more corresponded to your needs.<br />6. Use appropriate charts; ask yourself ‘How much detail do I need?’<br />7. Use color well; color usage is important for increasing interest and improving learning comprehension and retention.<br />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).<br />9. Use video or audio; use them when suitable and avoid unnecessary sound effects included in PowerPoint.<br />10. Spend time in the slide sorter; the smaller chunks or segments, the more comprehensible.<br /><br /><strong>Sources:<br /></strong>PowerPoint Best Practices<br />- </span><a href="http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf"><span style="font-family:trebuchet ms;font-size:130%;">http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">Top Ten Slide Tips<br />- </span><a href="http://www.garrreynolds.com/Presentation/slides.html"><span style="font-family:trebuchet ms;font-size:130%;">http://www.garrreynolds.com/Presentation/slides.html</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-18376924446779084142011-11-06T01:22:00.000-07:002011-11-20T07:28:56.601-08:00Week 06-1: Creating Students-centered Classes and Interactive PowerPoint<span style="font-family:trebuchet ms;"><span style="font-size:130%;">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:<br /><br /><span style="font-size:180%;"><strong><span style="color:#ff9900;">Engaging Students 1 - Teaching large classes</span></strong><br /></span><br /><strong><span style="color:#ff9900;">1. Interactive Lectures:</span></strong> classes in which the instructor breaks the lecture at least once per class to make students participate in an activity working directly with materials<br /><br /><span style="color:#ff9900;"><strong>2. Just in Time Teaching (JiTT):</strong></span> focused on improving students learning through the use of brief web-based questions (JiTT exercises) delivered before a class meeting<br /><br /><strong><span style="color:#ff9900;">3. Cooperative Learning:</span></strong> 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.<br />- Positive interdependence; sink or swim together.<br />- Individual accountability; learn together, perform alone.<br />- Face-to-Face (promotive) interaction; members become personally committed to each other as well as to their mutual goals.<br />- Interpersonal and Small Group Social Skills; learn academic subject matter (taskwork) and also interpersonal and small group skills (teamwork).<br />- Group Processing; analyze how well their learning groups are functioning and how well social skills are being employed.<br /><br /><strong><span style="color:#ff9900;">4. Minute Paper:</span></strong> 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<br /><br /></span><span style="font-size:130%;"><strong>Sources:<br /></strong>Interactive Lectures<br />- </span></span><a href="http://serc.carleton.edu/introgeo/interactive/index.html"><span style="font-family:trebuchet ms;font-size:130%;">http://serc.carleton.edu/introgeo/interactive/index.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">Just in Time Teaching (JiTT)<br />- </span><a href="http://serc.carleton.edu/introgeo/justintime/index.html"><span style="font-family:trebuchet ms;font-size:130%;">http://serc.carleton.edu/introgeo/justintime/index.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">Cooperative Learning<br />- </span><a href="http://serc.carleton.edu/introgeo/cooperative/index.html"><span style="font-family:trebuchet ms;font-size:130%;">http://serc.carleton.edu/introgeo/cooperative/index.html</span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">Minute Paper<br />- </span><a href="http://flaguide.org/cat/minutepapers/minutepapers1.php"><span style="font-family:trebuchet ms;font-size:130%;">http://flaguide.org/cat/minutepapers/minutepapers1.php</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-59027676024786362592011-10-30T08:54:00.000-07:002011-10-30T08:57:37.541-07:00Week 05: Project-based Learning, WebQuests, and rubrics<span style="font-size:130%;"><span style="font-family:trebuchet ms;"><strong><span style="color:#66ffff;">PBL (Project-based Learning)<br /></span></strong><br />After reading Susan Gaer’s article, ‘Less Teaching and More Learning’, I think PBL can be used to help motivate students more for the following reasons.<br /><br />1) Otherwise teacher-centered learning, PBL is student-centered leaning and students can develop their project theme as independence learners.<br />2) PBL gives the purpose and meaning (value) to leaning.<br />3) Through PBL, students can experience language learning in their real life.<br />4) In the case of group project, students can be encouraged participation, cooperation, and communication.<br />5) Doing project work, students can search for information, analyze it, and share it with others.<br />6) Students can try various ways and tools to achieve their goals. In this process, technology (web skills) can be the one of useful learning tools.<br /><br /><strong>Sources:</strong><br />-Less Teaching and More Learning by Susan Gaer<br /></span></span><a href="http://www.ncsall.net/?id=385"><span style="font-family:trebuchet ms;font-size:130%;">http://www.ncsall.net/?id=385</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br /><br /><strong><span style="color:#ffff33;">WebQuests </span></strong><br /><br />WebQuest is closely related to PBL activities. In PBL, students choose project theme and develop their learning process by themselves. WebQuest is a kind of online PBL, I think. Teachers can facilitate students’ learning by setting the goals, making tasks and process, and explaining the rubrics.<br />I made my first WebQuest using Zunal WebQuest Maker.<br /><br />My WebQuest is: </span><a href="http://zunal.com/webquest.php?w=120532"><span style="font-family:trebuchet ms;font-size:130%;">http://zunal.com/webquest.php?w=120532</span></a><span style="font-size:130%;"><span style="font-family:trebuchet ms;"><br /><br /></span><span style="font-family:trebuchet ms;"><strong>Sources:<br /></strong>-Zunal WebQuest Maker - </span></span><a href="http://www.zunal.com/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.zunal.com/</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />-WebQuest.org - </span><a href="http://www.webquest.org/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.webquest.org/</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br /><br /><strong><span style="color:#ff9900;">Alternative Assessment and Rubrics</span></strong><br /><br />Features of alternative assessment<br />-based on authentic task (performance based)<br />-focused on communication<br />-set the criteria with learners<br />-self-assessment and peer-assessment<br /><br />Four main types of rubrics<br />1) Holistic rubrics: respond to language performance as a whole, focus on what a student does well<br />2) Analytic rubrics: divided into separate categories, dimension scores are added to determine an overall score.<br />3) Primary trait rubrics: narrows the criteria for judging performance to one main dimension<br />4) Multitrait rubrics: resemble analytic rubrics, involve dimension that are more closely aligned with features of the task<br /><br /><strong>Sources:</strong><br />-Aleternative Assessment<br /></span><a href="http://www.nclrc.org/essentials/assessing/alternative.htm"><span style="font-family:trebuchet ms;font-size:130%;">http://www.nclrc.org/essentials/assessing/alternative.htm</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />-Creating a Rubric: Tutorial<br /></span><a href="http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm"><span style="font-family:trebuchet ms;font-size:130%;">http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm</span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />-Rubistar (Rubric Maker)<br /></span><a href="http://rubistar.4teachers.org/"><span style="font-family:trebuchet ms;font-size:130%;">http://rubistar.4teachers.org/</span></a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1142316401767783509.post-52118738246917813302011-10-23T09:21:00.000-07:002011-10-23T09:23:11.352-07:00Week 04 – 2: Tasks<span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="color:#ff99ff;">Task: Preparing a technology-enhanced lesson plan</span></strong><br />I read about technology-enhanced lesson plans and create my technology-enhanced lesson plan. There are over 10 items on the lesson plan format and I had to explain in details. Likewise the regular lesson plan, teachers must elaborate their lesson plan in order to integrate technology into their classes.<br /><br />My class is one-computer class and it is not easy to think about the lesson. I’m still confused where to draw the line of technology-enhanced class because sometimes I have to make additional paper worksheet for the use of web materials and during the class I don’t use my computer. Is it okay to call this kind of lesson technology-enhanced lesson?<br /><br /><span style="color:#ffcc00;"><strong>Project Task 3: Issues or problems of my class</strong></span><br />1) How to motivate students<br />2) How to develop students’ reading and writing skills<br />3) How to facilitate students’ vocabulary acquisition<br />4) One-computer class in EFL situation</span>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-1142316401767783509.post-83891344588573795642011-10-23T09:17:00.000-07:002011-10-23T09:21:30.013-07:00Week 04 – 1: Skill-building websites for reading/writing skills and technology-enhanced lesson plans<span style="font-family:trebuchet ms;"><span style="font-size:130%;"><strong><span style="font-size:180%;">Readings</span><br /></strong><br /></span></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><strong><span style="color:#ffff33;">1) Three extensive reading activities for ESL/EFL students using e-books (Mei-Ya Liang)<br /></span></strong>The lesson is consists of three parts using e-books such as choosing books, reading and sharing books, and evaluating books. Class procedures are simple but organized. Although this lesson is basically focused on reading, it starts from reading and passes through speaking-discuss the story elements, asking questions, and retelling the story-and ends with writing the final report. Also students can be involved in higher-order thinking by evaluating books and convincing other people in a logical way of their conclusion. This lesson aims at EFL high school or college students, so it is not applicable to my students. However, while reviewing this lesson plan again, I think it could be modified in EFL elementary English course if teachers set the goal lower comparing in ESL situation.<br /><br /></span></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><strong><span style="color:#ff9900;">2) Using technology to assist in vocabulary acquisition and reading comprehension (Andreea I. Constantinescu)<br /></span></strong>Andreea’s paper was focused on the relationship between vocabulary acquisition and reading comprehension. She emphasized that reading and vocabularies are closely related and they are interacting with each other. Andreea also said that multimedia is an interactive and computer-based and multimedia gloss brings meaningful effects on vocabulary development and reading comprehension. And text+picture annotation is the best way to recall vocabulary for reading comprehension. Moreover, four teaching principles are suggested in this paper. Lastly, she said instructors have to pay attention to the potential benefits of technology-enhanced language class.<br /><br /></span></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><strong><span style="font-size:180%;color:#33ff33;">Skill-building websites for reading/writing/vocabulary:</span><br /></strong>-Lauri’s ESL Website (</span></span><a href="http://fog.ccsf.cc.ca.us/~lfried/"><span style="font-family:trebuchet ms;font-size:130%;">http://fog.ccsf.cc.ca.us/~lfried/</span></a><span style="font-family:trebuchet ms;font-size:130%;">) – multi-skill website<br />-Learn English (</span><a href="http://www.learn-english.co.il/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.learn-english.co.il/</span></a><span style="font-family:trebuchet ms;font-size:130%;">) – building vocabulary<br />-a4esl.org (</span><a href="http://a4esl.org/"><span style="font-family:trebuchet ms;font-size:130%;">http://a4esl.org/</span></a><span style="font-size:130%;"><span style="font-family:trebuchet ms;">) - vocabulary and grammar quizzes<br /></span><span style="font-family:trebuchet ms;"><strong></strong></span><br /></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><strong><span style="font-size:180%;">Sources:</span><br /></strong>-Three Extensive Reading Activities for ESL/EFL Students Using E-books (2004)</span></span><a href="http://iteslj.org/Lessons/Liang-ExtensiveReading.html" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://iteslj.org/Lessons/Liang-ExtensiveReading.html </span></a><br /><span style="font-family:trebuchet ms;font-size:130%;">- Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension (2007)</span><a href="http://iteslj.org/Articles/Constantinescu-Vocabulary.html" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://iteslj.org/Articles/Constantinescu-Vocabulary.html</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-30084386079038751922011-10-16T05:23:00.000-07:002011-10-16T05:26:22.094-07:00Week 03 – 2: Readings<span style="font-family:trebuchet ms;font-size:130%;"><span style="font-size:180%;"><strong><span style="color:#ffcc66;">Readings</span></strong><br /></span><br /><strong><span style="color:#ffff00;">- The Employment of CALL in Teaching Second/Foreign Language Speaking Skills by Julia Gong<br /></span></strong><br />1) <strong><span style="color:#ff99ff;">CALL</span></strong>: Computer-Assisted Language Learning<br />-definition: The search for and study of applications of the computer in language teaching and learning<br />2) <strong><span style="color:#ff9966;">Spoken language competence</span></strong> covers two aspects, i.e. the mechanical aspect and the meaningful aspect. (Pennington, 1995)<br />-mechanical aspect: learn to discriminate and produce sounds of a language and tie these together prosaically in fluent strings of sounds comprising syllables, words, phrases and longer utterances or articulation and decoding of individual sounds (phonemes)<br />-meaningful aspect: learn to build as well as to decompose grammatically coherent utterances and to tie these to communicate functions according to rules for pragmatic appropriateness in a given speech community<br />3) <strong><span style="color:#ffcc66;">Application</span><br /></strong>-mechanical Dimension: in pronunciation training (provided with synthesis-by-rule technology, visual aids, speech recognition technology, speech analysis technology, and so on)<br />-meaningful Dimension: in developing speaking competence (provided with authentic and simulating conversational environment)<br />-other fields: electronic dictionary, verbal command recognition, the use of speech recognition and analysis for assessment purposes, and the integration of speaking with other language skills<br />4) <strong><span style="color:#66ff99;">Advantages</span><br /></strong>-The computer environment is highly motivating and offers a private workspace.<br />-The computer medium offers learners information in wide forms and formats to set up models, or support and contextualize interaction.<br />-The controllability of CALL materials allows learners to precede learning at their own pace and teachers to arrange their teaching to meet different needs.<br />-Many CALL materials can offer spontaneous feedback that can be used both for assessment or self-assessment purposes.<br />-Networked computers enhance interaction between users and the target language content, and a multitude of other resources free from the restriction of time and distance.<br />5) <span style="color:#ccccff;"><strong><span style="color:#33ff33;">Disadvantages</span><br /></strong></span>-At present computers are unable to produce or understand natural language or have real interaction with the users.<br />-The quality and cost of available software differs greatly.<br />-The potential of CALL materials may fail to be realized in specific cases due to various types of misapplication or improper use.<br />-The demand of computer memory restricts the design of CALL materials.<br />-Teachers and learners should keep in mind that most exposure to the CALL environment is indeed ‘virtual’ and not real.<br /><br /><span style="font-size:180%;"><strong>Sources:<br /></strong></span>- The Employment of CALL in Teaching Second/Foreign Language Speaking Skills </span><a href="http://www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/vol3/vol3_1_gong1.pdf"><span style="font-family:trebuchet ms;font-size:130%;">www.edfac.unimelb.edu.au/research/resources/student_res/postscriptfiles/vol3/vol3_1_gong1.pdf</span></a>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-1142316401767783509.post-25277341917424648112011-10-16T05:19:00.000-07:002011-10-16T05:23:01.049-07:00Week 03 – 1: Skill-building websites for oral/aural skills and saving bookmarks with Delicious<span style="font-family:trebuchet ms;font-size:130%;">This week, I would like to summarize what I learned.<br /><br /><span style="font-size:180%;"><strong><span style="color:#99ffff;">Readings</span></strong> </span><br /><br /><strong><span style="color:#ffff33;">1. Developing Listening Skills with Authentic Materials by Lindsay Miller</span></strong><br />1) Lindsay Miller said that we spend more than forty percent of our daily communication time on listening and it means listening is the language skill most often used in everyday life. She also emphasized the importance of authentic materials in teaching listening and ‘authentic text’ is the same as a real world context.<br />2) Three main parts of listening exercises are as follows:<br />Pre-listening, While-listening, Post-listening activities<br />3) She suggested authentic materials using the format of pre-, while-, post-listening activities such as radio, TV, video, Internet, and CD-ROM.<br /><br /><span style="font-size:180%;color:#ff99ff;"><strong>Oral/Aural skill-building websites</strong></span><br /><br />1) Randall’s ESL Cyber Listening Lab - </span><a href="http://www.esl-lab.com/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.esl-lab.com/</span></a><span style="font-size:130%;"><br /><span style="font-family:trebuchet ms;">2) www.ManyThings.org - </span></span><a href="http://www.manythings.org/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.manythings.org</span></a><span style="font-size:130%;"><br /><span style="font-family:trebuchet ms;">3) University of Iowa - </span></span><a href="http://www.uiowa.edu/~acadtech/phonetics/"><span style="font-family:trebuchet ms;font-size:130%;">http://www.uiowa.edu/~acadtech/phonetics/#</span></a><span style="font-size:130%;"><br /><span style="font-family:trebuchet ms;">4) Speech Analyzer - </span></span><a href="http://www.google.com/url?q=http%3A%2F%2Fwww.sil.org%2Fcomputing%2Fsa%2Findex.htm&sa=D&sntz=1&usg=AFrqEzfe5NTx_I0zvROo2dNy5g2DBX12vQ" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.sil.org/computing/sa/index.htm</span></a><span style="font-size:130%;"><br /><span style="font-family:trebuchet ms;">5) 10 alternatives to Delicious (including the highly recommended Diigo)</span></span><a href="http://searchengineland.com/10-alternatives-to-delicious-com-bookmarking-59058" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://searchengineland.com/10-alternatives-to-delicious-com-bookmarking-59058</span></a><span style="font-size:130%;"><br /><span style="font-family:trebuchet ms;">6) Pronunciation Tips from the BBC </span></span><a href="http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/</span></a><span style="font-size:130%;"><br /></span><span style="font-family:trebuchet ms;"><br /><span style="font-size:130%;"><span style="font-size:180%;color:#ffcc66;"><strong>Using Delicious.com to store useful links</strong></span><br /></span></span><br /><span style="font-family:trebuchet ms;"><span style="font-size:130%;">Until recently, my main web browser was Internet Explorer. Microsoft has over 90% of OS market share in Korea so most Korean websites are Windows-based. That’s why I couldn’t help using Explorer. However, I found new websites for information through Google and other search engines I got from this e-learning course and these new ones needed another browser, Chrome. Since then, I have been importing my ‘favorites’ of Explorer to the ‘bookmark’ of Chrome but it is cumbersome.<br />Delicious.com gave me a clear solution. I created my own page on Delicious.com and shared them with others. I could see the ‘saves’ of each link I added and I was surprised that many people already saved those links. To use Delicious.com is an interesting and very helpful experience.<br />Here is my “Delicious” page.<br /></span></span><a href="http://delicious.com/stacks/spaceleto"><span style="font-family:trebuchet ms;font-size:130%;">http://delicious.com/stacks/spaceleto</span></a><span style="font-size:130%;"><br /></span><span style="font-family:trebuchet ms;font-size:130%;"></span><br /><span style="font-family:trebuchet ms;font-size:130%;"><strong><span style="font-size:180%;">Sources:<br /></span></strong>- Developing Listening Skills with Authentic Materials (Word .doc file)</span><a href="http://www.elthillside.com/up/files/article4.doc" target="_blank"><span style="font-family:trebuchet ms;font-size:130%;">http://www.elthillside.com/up/files/article4.doc</span></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-1142316401767783509.post-47536214759992969172011-10-09T11:16:00.000-07:002011-10-09T11:16:48.797-07:00Week 02 – The ABCD learning objectives framework and effective web searches<br />
<div class="MsoNormal">
<b><span class="Apple-style-span" style="color: blue; font-family: 'Trebuchet MS', sans-serif; font-size: large;">Web
searching</span></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">This
week I visited NoodleTools ‘Finding the Best Search for Your Information Needs’.
It provides the list of various search engines categorizing our needs and most
of them are that I have never heard about before. I had to review different
search engines, analyze them, and make comments about advantages and
disadvantages of them for teachers and students. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">Google
is my main search engine and the results are mostly competent. It shows me the
results listed in order of frequency and it is also convenient to find out some
information with a certain file format I’m looking for. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">When
I visited the Noodletools, ‘Finding the Best Search for your information Needs’,
vast search engines amazed me. However, I got to know that many search engines
do not guarantee many credible results. It is not easy to analyze almost 10
search engines and compare them with Google. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">Here
are the search engines I would like to recommend:<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">1)
Google - <a href="http://www.google.com/">http://www.google.com</a><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">2)
GigaAlert - <a href="http://www.googlealert.com/">http://www.googlealert.com/</a><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">-It
gives the results based on academic resources. It also informs the results by
Email and we can save them in Email. (Result delivery system)<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">3)
WorldCat - <a href="http://www.worldcat.org/">http://www.worldcat.org/</a> <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span lang="EN-US" style="font-size: 12pt;">-This is the world's network
of library content and services providing information about the topic with all
formats. If we enter our location, it shows the libraries in my location that
have this item. If it cannot find the libraries in my location, it provides the
nearest location instead.</span><span lang="EN-US" style="font-size: 12pt;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">4)
Merriam-Webster Dictionary and Thesaurus - <a href="http://www.merriam-webster.com/">http://www.merriam-webster.com/</a><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">-Its
interface is clear and readable. It shows enormous information about word like
other dictionaries but especially includes origin of word.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><b><span class="Apple-style-span" style="color: yellow; font-size: large;">ABCD
Objective</span></b><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">This
is about the way to write learning objectives based on three categorized
domains: cognitive, psychomotor, and affective. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">1)
Cognitive Domain (Revised Bloom’s Taxonomy):<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">Remembering,
Understanding, Applying, Analyzing, Evaluating, Creating<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">2)
Psychomotor Domain;<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">It
includes objectives that require basic motor skills and/or physical movement
such as construct, kick, or ski.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">3)
Affective Domain;<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">It
includes objectives pertaining to attitude, appreciations, values and emotions.
<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">In
ABCD method, we have to describe Audience, Behavior, Condition, and Degree for
writing learning objectives.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">1)
Audience: Who are your learners?<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">2)
Behavior: What do you expect them to be able to do?<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">3)
Condition: What will the student be given or already be expected to know to
accomplish the learning?<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">4)
Degree: How much will be accomplished? <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><b><span class="Apple-style-span" style="color: #6aa84f; font-size: large;">Lesson
Planning Procedure </span></b><span class="Apple-style-span" style="font-size: small;"><o:p></o:p></span></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">‘Lesson
Planning Procedure’ is as follows;<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><span lang="EN-US" style="font-size: 12pt;">Identify
goals and Analyzing learners </span><span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-hansi-font-family: 바탕;">→</span><span lang="EN-US" style="font-size: 12pt;">
Identify objectives </span><span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-hansi-font-family: 바탕;">→</span><span lang="EN-US" style="font-size: 12pt;"> Plan instructional activities </span><span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-hansi-font-family: 바탕;">→</span><span lang="EN-US" style="font-size: 12pt;"> Select media/ICT based resources </span><span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-hansi-font-family: 바탕;">→</span><span lang="EN-US" style="font-size: 12pt;"> Develop assessment tools </span><span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-hansi-font-family: 바탕;">→</span><span lang="EN-US" style="font-size: 12pt;"> Implement instruction </span><span lang="EN-US" style="font-size: 12.0pt; mso-ascii-font-family: Tahoma; mso-bidi-font-family: Tahoma; mso-hansi-font-family: 바탕;">→</span><span lang="EN-US" style="font-size: 12pt;"> Revise instruction<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;">According
to the ‘Lesson Planning Procedure’, identifying goals and analyzing learners
are the first task to do. Before writing learning objectives, I had to analyze
my students. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-size: 12pt;"><b><span class="Apple-style-span" style="font-family: Verdana, sans-serif;">Sources:</span></b><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif;"><o:p></o:p></span></span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif; font-size: 16px;"><a href="http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/">http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/</a></span></li>
<li><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif; font-size: 16px;"><a href="http://www.slideshare.net/ashleytan/writing-specific-instructionallearning-objectives-presentation">http://www.slideshare.net/ashleytan/writing-specific-instructionallearning-objectives-presentation</a></span></li>
<li><span class="Apple-style-span" style="font-family: 'Trebuchet MS', sans-serif; font-size: 16px;"><a href="http://edtech.tennessee.edu/~bobannon/classifications.html">http://edtech.tennessee.edu/~bobannon/classifications.html</a></span></li>
</ul>
<br />
Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-1142316401767783509.post-92195337072493147552011-10-02T05:06:00.000-07:002011-10-16T05:29:18.053-07:00Week 01 – Let’s get stared!<span style="font-family:trebuchet ms;font-size:130%;">I’m happy to join the online course,”Building Teaching Skills through the Interactive Web”.<br /><br /></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><span style="font-size:180%;"><strong><span style="color:#ff9900;">Creating my own blog</span></strong><br /></span><br />This is my second blog actually. A couple of years ago, I opened my blog on another website but it was hard to maintain the blog for me so finally it was lost. Looking back on it now, I didn’t understand much about blogging and I didn’t even think about what my blog was for by then.<br /><br />While creating my blog this time, I pondered the questions; what my blog is for, whom my blog is for, and how to use as a tool for education. Basically this is for my reflection of what I learn from this course and my course mates. However, for the sake of blogging now and later on, I’m still thinking these questions above and trying to keep in mind all through the course. A clear sense of purpose would be a practical tool for achieving my goal.<br /><br /></span></span><span style="font-family:trebuchet ms;"><span style="font-size:130%;"><strong><span style="font-size:180%;color:#33ccff;">Joining the class discussion on Nicenet</span></strong><br /><br />First of all, the interface of Nicenet is simple and clear and it makes me relived. I’m not much experienced in having a discussion so it is not easy to express my opinion about a certain topic by writing in English. Now I’m trying to train myself to be accustomed to discuss following the given instructions step by step. I hope I can do it. Also it is a great opportunity for me to meet many teachers through the web. They are very much experienced and professional and I look forward to learn many things from them. I wish I can help them as well.<br /><br />Here is the website I would like to share:<br /></span></span><a href="http://www.freerice.com/"><span style="font-family:trebuchet ms;font-size:130%;color:#009900;"><strong>http://www.freerice.com</strong></span></a><span style="font-family:trebuchet ms;font-size:130%;"><br />This is the website for food donation program to help end hunger.<br />You and your students can donate rice by joining English word quiz program</span>.Unknownnoreply@blogger.com0