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Showing posts with label EVO 2012. Show all posts
Showing posts with label EVO 2012. Show all posts

Sunday, October 12, 2014

Zooburst - a storytelling tool

 Zooburst is a digital storytelling tool which allows users to create interactive 3D pop-up books. The tool is so easy to use, that teachers can ask their learners to create their own books as well. It has MyClasses section where teachers can create protected spaces for their learners' books, but this feature is not free.

 Having registered, click on MyBooks tab to start creating a new book. This is also the space where all your created books will show. At first you need to title your book and write a description. The latter is optional. What I like about this tool is that you can make the book visible to everyone, anyone with a link or only to yourself. So if you are going to use the book in the classroom, you can set it to "Only me".

The work area is self-explanatory - you don't really need to be an expert to create a book. To add a picture, you can either do a search inside Zooburst or upload your own photos. When creating the book, remember to save each page you have not to lose any. You can make a maximum of 10 pages but that's enough for a short classroom activity.

The first book I created was for my students to revise past tenses. I showed them a page at a time and they needed to write a sentence or two describing the picture and connect the description of the first picture with the following one to end up with a story. The students were working in pairs and spent a great deal of time discussing each picture and negotiating the meaning. They all enjoyed the activity.

Another interesting feature of this tool is that it can be presented online. All you need to do is to print the ZB logo, click the Camera tab above the book you want to present, show the printed logo to the camera and your book will pop out from the logo on the camera.

Here is what the book is like.


Friday, February 10, 2012

Digital Tools - E-Book

The last task of this year's EVO Digital Tools was to create and publish an eBook.

To be honest I started the task just to see what it is like working with the tool and I liked it. There are so many things that can be done with it in the classroom.

This is what I have at the moment: http://www.epubbud.com/book.php?saved=1&g=9ZTR894Z

Wednesday, February 8, 2012

Digital Tools - ReadThinkWrite

I am impressed by the lesson plan we were supposed to analyze this week. Very creative! It has also been very handy as my students (Advanced level) are going to finish reading The Kite Runner by Khaled Hosseini soon.

I would actually like to use some of the plays by Shakespeare in the future  but at the moment I would like to choose The Kite Runner as this is the book my students are reading.

I have asked my students to write out the names of the characters and the main events of the story. When looking through the lesson plan, I found the Stapeless Book tool, which allows students to create an 8-page book.  I thought this would be an ideal tool for them to keep all their notes there. (Although I like the Plot Diagram too, I think the Stapeless Book will allow them to compile all the required information in one place)

When their books are ready, I will ask my students to swap their Stapeless Books with other students and check if any important information or a name of a character is missing. In case of missing information, it is added and the book is returned to the owner.

Next I will send them the link to the Drama Map and ask them to choose first the Conflict Map to write about the conflict and then the Resolution Map (here I will go with the idea in the lesson plan) to decide on the turning point, change the decision taken by the main character and give it a resolution.

Then the students can compare their ideas and choose the best one(s) and give feedback to one another.

I think I still need to think this through to make sure that everything works well. So I can call this a lesson plan draft.

I will do the suggested reading and will also examine the Ideas for Happily-Ever-After Presentations more thoroughly and then post a final lesson plan.

Comments and suggestions are welcome! :)

Digital Tools - Read, Summarize, Publish

I loved this activity! What a wonderful idea to ask students to summarize their reading tasks and create a newspaper!

I summarized Combining Face-to-Face and Online Education and used Fodey to publish it.

Here's what I've got.


Lovely, isn't it?

Digital Tools - Lesson Plan 2 (Speaking)

This is my second lesson plan for my General English students.



DIGITAL RESOURCE 
CLASS LEVEL 
Adult Business English Learners at Pre-Intermediate level 

TIME FRAME
The task is going to be set as homework so it is not going to take any lesson time.

LESSON GOAL
By the end of this task, students will have
  • practised their speaking skills by recording their holiday presentations
  • applied the holiday vocabulary they have learnt at the lesson 
  • practised their listening skills by listening to their peers' presentations
  • enhanced their digital literacy by learning how to record and by recording themselves

STEPS 
The teacher has to create a talkgroup on Voxopop before the lesson starts and invite the students to join the talkgroup. 
At the lesson students learn about presentation skills and listen to some interviews. Then they are given information about different companies and need to prepare a presentation for prospective students explaining why it is good to work for the company that they present. They present in front of the class and get feedback from peers and the teacher.
At home students need to prepare a similar presentation about the company they work for and record it on Voxopop. Then they are asked to listen to the presentations of their peers and leave recorded comments. The teacher also needs to leave recorded comments for the students. 

ANTICIPATED PROBLEMS
Students might have difficulties using Voxopop (prepare a screencast with every step explained and demonstrated and post it on the group's Facebook wall right after the lesson). 

Friday, February 3, 2012

Digital Tools - Lesson Plan (Speaking)

All the tools I looked at were really nice. It was hard to choose just one.

DIGITAL RESOURCE 
CLASS LEVEL 
Adult Business English Learners at Upper-Intermediate level and above 

TIME FRAME
The task is going to be set as homework so it is not going to take any lesson time.

LESSON GOAL
By the end of this task, students will have
  • practised their speaking skills by recording their presentations and leaving recorded comments for their peers
  • applied what they have learnt at the lesson about presentation skills  
  • practised their listening skills by listening to their peers' presentations
  • enhanced their digital literacy by learning how to record and by recording themselves

STEPS 
The teacher has to create a talkgroup on Voxopop before the lesson starts and invite the students to join the talkgroup. 
At the lesson students learn about presentation skills and listen to some interviews. Then they are given information about different companies and need to prepare a presentation for prospective students explaining why it is good to work for the company that they present. They present in front of the class and get feedback from peers and the teacher.
At home students need to prepare a similar presentation about the company they work for and record it on Voxopop. Then they are asked to listen to the presentations of their peers and leave recorded comments. The teacher also needs to leave recorded comments for the students. 

ANTICIPATED PROBLEMS
Students might have difficulties using Voxopop (prepare a screencast with every step explained and demonstrated and post it on the group's Facebook wall right after the lesson). 

Thursday, February 2, 2012

Gamification - Professional Development

This week's tasks made me think a lot.

The general idea of the reading tasks (Play the Game, The School, Play the Game Because You Can,  Has the Gamification of Reality Already Begun?, Connectivism, Professional Development, The Educators' PLN) and the video that we watched was that gaming will help to change the world and also that it gives teachers a possibility to develop professionally.

It is understandable that gamification has already started (having had a look at all the games throughout weeks 1-3, that much became clear) but what remained unclear for me was the concern that if we increase the play-time to save the world some time in the future, as Jane McGonigal says in her TED presentation, we might just never return to real life. So what is going to happen to the real world in the future? I might be wrong, but at the moment I just don't see people wanting to apply the skills that they gain through games to real-situations. I will have to explore this notion further, as it interested me a lot.

In his blog posts Paul Braddock talks about The School Game that he is developing at the moment. The game is designed mainly for school teachers and is supposed to help them in their professional development. The idea is fantastic, in my opinion. I felt a bit sad that a similar game is not being developed for Teachers of Adult Learners. However, Paul said that some of the rooms in The School will be useful for us too! :)

Wednesday, February 1, 2012

Web 2.0 Tools - Videocasts

What we looked at this week was  Moderating forums.

The following was a very interesting statement:
'However, motivating students to use the online discussion groups is one of the main challenges. It is often the case that the better performing students engage in the debates, whilst the remainder of the class either offer limited debate or fail to engage at all. This lack of engagement could be due to poor motivation, confidence or fear of embarrassment at posting a message that the student perceives will be interpreted as being stupid by their peers. It is therefore important that the tutor manages the online discussion and its progression to ensure that viewpoints are constructively received and further debate can be instigated.' (http://www.heacademy.ac.uk/assets/hlst/documents/case_studies/using_online_discussion_forums_as_a_learning_tool.pdf, accessed 14 January 2012)


Now how would I motivate a participant to take part in forums? What could I, as a moderator, do to make sure that everyone is actively involved in the discussion and is not just reading the posts passively? 


Having read the article from the University of Newcastle, I understood that what I need to do is to make the connection between the "student's sitting in front of the computer" and achieveing his/her professional goals. But how? When studying online you don't get the same feeling of a community as in a real class and you do not really feel  that you know the people who are teaching or studying with you.


The question was left hanging in my head when I looked at our next task: creating a screencast . First of all it would make it easier for participants to use the platform, and secondly by hearing the tutor's voice they would feel the 'human' atmosphere too. I was not really happy with my first screencast of the wiki that I run for my students but I posted it anyway and promised myself to make another one shortly. 


The next day I had to help my students to record themselves on Voxopop so I created another screencast, which I liked more.


But I still think that seeing the tutor/moderator and other participants will make it easier for everyone to start enjoying the online learning process. Maybe asking everyone to introduce themselves with a videocast and then setting a group work activity for them to collaborate and complete some kind of task will make things better. I don't know. I will need to try this idea and find out.  

DigItal Tools - Videocasts, Sketchcasts and Video Questionnaires

This week has been really hectic for me: so many tasks to do that I thought I wasn't going to make it. But I seem to be coping well at the moment.

The more I learn about tools available for teachers on the Internet, the more I love it.

This week our first task was to create a videocast. We were given  two questions to answer and could choose either to record our answer with video or without one. I chose a video reply because this was something new for me.

The site is Record.tv and this is what I created. I am not sure whether my students will be comfortable with videoing themselves or not, but I am going to give it a try. I am going to ask them to do a reading task at home and then record themselves answering the "do you agree or disagree" questions. I think this will be an interesting task for them because in many cases if they disagree with each other, they start interrupting each other. This way they will all be able to express their opinions fully.

The next site I think will be very useful for my IELTS students. The site is intervue.me and it allows teachers to create questionnaires for their students and then have students record their video replies. This is my reply to the question "How do you celebrate Christmas with your family?" I could just type in the cue cards or sets of questions for the Speaking section of the exam and they could practise speaking at home too. Nik Peachy's blog gives a very detailed explanation on how to use the site.

The last tool was Sketchcast which is a drawing and audio recording tool. I think it is more appropriate for children, but I might be wrong: adults also get excited about various new tools to use to improve their speaking skills.

I liked all the three tools and I am planning to incorporate them into my lesson plans as soon as I can.

Sunday, January 29, 2012

Digital Tools - Listening Lesson Plan

My Listening Math 3+12=15

DIGITAL RESOURCES 

CLASS LEVEL 
Adult learners at Intermediate level and above 

TIME FRAME
one 2-hour lesson 

LESSON GOAL
By the end of this lesson, students will have
  • practised their listening skills by listening to an interview with a famous person
  • understood the basic steps in interviewing somebody  
  • written their own ten questions
enhanced their digital literacy by learning and recording themselves

STEPS 
The teacher asks students to discuss why famous people are interviewed and why public are interested in listening to their interviews. Then students discuss what questions celebrities are asked and what questions they might avoid answering.
Then students watch an interview on http://www.youtube.com/show/10questions  and note down the questions they hear.  Then they listen to the interview again and note down the answers. They discuss the questions and the answers and act out the interview in pairs.
The teacher asks the students to think of a famous person and write 10 questions that they would like to ask the person. The teacher monitors and helps if necessary. Students work in pairs and comment on how appropriate the questions are and make changes if necessary.
The teacher collects all the questions and gives them out to different students asking them to imagine that they are the famous person being interviewed. Students need to prepare answers for those questions.
The teacher asks the students to go to
 http://www.mediabistro.com/10000words/3-unique-ways-to-record-edit-and-publish-your-audio_b980 . The teacher demonstrates how to record the answers. Students record the questions and answers and then change computers to listen to the answers of their peers and comment on them. 

ANTICIPATED PROBLEMS
The teacher must ensure that the computers and the headsets work properly.
Students might not understand the interview (prepare a transcript beforehand).
Students might not have any ideas for questions (teacher helps).
Some students might not be able to record (teacher helps).
Students might not have enough time to listen to their peers' recording and comment on it (the teacher sets the last task as homework, but the comments will have to be in written or recorded form).

Wednesday, January 25, 2012

Digital Tools - Treasure Hunt

The first task was a challenge I have to say. Not really that easy to form an opinion about 12 sites within 30 minutes. I only managed to look at all of them (not very thoroughly) and bookmark them for further exploration.

I didn't spend much time looking at the sites that were for children as I don't teach children at all. So I just bookmarked the sites and moved on.

Number 3 was a fantastic site that I could easily use with my students. I have come across this site before but then forgot about it and was delighted to be reminded about it again.

Number 4 was news to me as I guess this is Nik Peachy's site and I follow his blog with great pleasure.

Number 5 is a very good site for me to use with my students (especially exam students) because in many cases they have serious spelling problems and I think listening and scripting what they hear will help them a great deal.

Number 9 I was not so sure about. I will need to go back to it again to see what else it offers apart from talks by various professionals on various subjects. However, I think the videos could be used as warm-up activities for debates on the same subjects.

Number 11 could be used for choose your holiday and further discussion and also for creating a video guide to your country. Could be very useful for online groups too.

Number 12 is a podcasting site which allows creation of podcasts, but as it mentioned the tool's similarity to Audacity, I got scared because the software frightens me to death. For online audio I usually use Voxopop and Podomatic and don't go near Audacity. :(

Thank you very much for the links! They were great! :)

Saturday, January 21, 2012

Digital Tools - Writing Activities Online

Apart from Collaborative Writing Tool sites, there are also other sites which offer practice for writing skills.
Among them are Word Clouds generating sites: Wordle and Tagxedo. I still don't see why they can be useful as they are not really engaging in my opinion. I might be wrong but I think that I could only use them to create word clouds to post those on an online platform with the key words of the week's lesson.

There is also a very useful website for practising spelling and it also gives an opportunity to create various vocabulary tasks: SpellingCity. It requires registration and allows saving vocabulary lists on the site for free. Great!

However, the sites that caught my attention were MovieMaker and Newspaper Clipping Image Generator. Both sites are useful for encouraging creativity in students and also improving their writing skills.
The MovieMaker has a set of setting templates and characters students can choose from and then they will have to write the script for the movie and share the link with their peers.
The Newspaper Clipping allows students to create their own online articles under a made-up name of a newspaper. When the article is ready all they have to do is click Generate and in a second they can read their article in a form of newspaper. They can also download the article and share it with their peers. Fantastic!

Digital Tools - Presentation Online

As I love teaching Business English, the tools that we had to have a look at at the end of Week 2 were of a particular interest to me.

As I discussed Prezi last week, I will not repeat myself here. I would like to talk about PhotoPeach and SlideRocket.

Having watched the presentations made using these three tools, I spend a long time thinking which one was the best and couldn't really choose one.

Compared with PhotoPeach and SlideRocket, Prezi has a slight advantage which is the feature of zooming in a part of a text or a picture as if drawing attention to it. However,  that feature is not going to make mere say that I would prefer Prezi to the other two tools. PhotoPeach and SlideRocket are also very engaging.

Last week when I asked my Business English students to prepare a Prezi on Negotiation Skills, they said that it was not difficult to use. Now I would like to introduce them to the other two tools and ask them to choose the one they like most and prepare another presentation.

Although when you have too many options, you spend a long tine choosing, I still think that having options is better than having none.

Friday, January 20, 2012

Digital Tools - Collaborative Writing

We were given quite a few links to various online writing websites where students can collaborate on their writing tasks to analyse.

The first site I looked at was ThinkFree. To be honest what appealed to me most was the name. I signed up quickly which was good, but then I started having problems with Java. Although I updated it, refreshed the page, restarted the computer, I still couldn't create a document because a message saying that I need Java to use the page kept on coming up. So I gave up and decided to look at it again later.

The next site I looked at was Bubbl.Us and I just couldn't sign up for it at all. It kept on telling me that there was a connection problem, but there was none that I could find, so I gave up again. My first two choices didn't seem to be very good. I will have to try this one later too.

As I had already had previous experience in working with Google Docs I did not want to us it for my task. Instead I wanted to get to know a new tool. So I checked out Entri and Success! Success! I managed to sign up for it and start using it straight away with no problems. :)  I liked the site very much: it's very straight-forward, not many buttons to get tangled up in. I don't think students will have any problems using it.

Next I looked at WriteBoard which one doesn't even need to sign up for. One can just create a title for the piece of writing and start using it. The only thing to do is to share the link to the board with the people who are supposed to be adding/editing or in any other way taking part in the writing process. Very easy! TypeWithMe is more or less the same kind of tool and doesn't require registration. Also very good!

Thursday, January 19, 2012

Digital Tools - DreamDoze

This week we are asked to look at some sites which offer various story telling tools. I have looked at three so far: http://dreamdoze.com/ , http://www.brucevanpatter.com/storykitchen.html , and http://teacher.scholastic.com/activities/storystarters/storystarter1.htm .

I decided to choose dreamdoze for my next General English lesson. It is very fast and easy to sign up for (about 30 seconds) and the activity can start straight away as it doesn't ask to confirm your email address before allowing you in. Wonderful! :)

My plan is the following:

I am planning to have a lesson on predictions with my Pre-Intermediate group with listening and speaking. The lesson is about a man who goes to a psychoanalyst, tells her his dream and the psychoanalyst interprets the dream for him. The whole point of the lesson to revise Past Simple and Past Continuous, to be going to and will for predictions. I thought the DreamDoze would fit in quite well. After the main part of the lesson I am going to ask the students to sit down in front of the computers in pairs and think of a dream and type it in DreamDoze and post their dream. Then the pairs move to another computer and collaboratively interpret their peers dream and post the interpretation. Then they go to another computer and interpret the dream on that computer. At the end they vote on best interpretations for each dream.

I think my students will enjoy the activity! :)

Saturday, January 14, 2012

Gamification - Week 1

The week was very fruitful. I am thoroughly enjoying this course.

First of all I loved Larry Ferlazzo's Blog where he has a collection of Interactive Fiction Game links. Having had a look at them I chose two: Move or Die and Ambition (10 episodes) because these games offer negotiation skills practice. I had already known Move and Die and had used it in one of my online courses, but I had never thought of using it in the classroom. I read Joe Pereira's Blog as well where he discusses uses of IF games in the classroom but still was unsure.

I didn't think it would be possible for me to have students play the game during the lesson as both games can take a very long time so I posted the links on our Group's Facebook wall and asked my students to give the games a go and maybe exchange some tips with each other later about what moves to make to complete the games.
I have to say I was amazed to see how involved the students became. They kept on posting tips and complaining about the game being difficult and impossible to complete. Then one of them managed to get to the end and told them all how to negotiate to survive and all of the students became really delighted and asked for more games.

I can say that these games were not only useful in terms of language but also in terms of their negotiation skills as some of them are studying Business English for their jobs.

Digital Tools - Week 1 Reflection

Week 1 is almost over and we are asked to choose one of the tools that we have been introduced to and design a lesson plan.

Well, the tools are as follows:

Edmodo   Animoto   About.me   Flavors.me   Prezi

Having explored all the sites I became very interested in the opportunities that Prezi was offering. I am sure my Business English students will love creating presentations using this site.

What I am planning to do next week is to get them all in the computer lab and ask them to prepare a Prezi presentation on Presentation Skills as this was the subject of our last lesson's discussion.

Signing up with Prezi is not difficult at all. All my students have a Facebook account and they can all sign up using their Facebook accounts within just 10 seconds.

Next I will put them into pairs and ask them to look at a couple of presentations on Prezi to get some ideas about what the site does and what the presentations look like.

I will quickly demonstrate to them how they can make presentations and give them all 5 minutes to plan on paper what they would like to include in their presentation. They then will get down to preparing their presentations and I will be monitoring and helping if needed. I assume this stage will take about 20-30 minutes depending on the length previously agreed with the whole group.

When the students have finished I will ask them to look at each other's work and comment.

And finally they will be asked to find a video with a good presentation and also add it to their Prezi.

As homework I will ask them to prepare a presentation of how Prezi works and post their links on our Facebook group's wall. They can then watch each other's presentations and comment on each of them by adding descriptions of some features of what the others have missed.

Thursday, January 5, 2012

Digital Tools Matrix

My first reflection is upon Technology Integration Matrix http://fcit.usf.edu/matrix/matrix.php.


I should reflect upon where I am nowadays and where I'd like to be according to my own educational context.


Well, I have to say the table is very detailed. It was quite difficult for me to decide where I am now, but it was quite easy to decide where I would like to be. 


I would like to get to Goal-Directed Transformation Stage as all my students are adults and are capable of taking the responsibility for their own learning.


Transformation Student
"•Students engage in ongoing metacognitive activities at a level that may have been unattainable without the support of technology tools. Students are empowered to extend the use of technology tools and have greater ownership and responsibility for learning."


Transformation Teacher
"•The teacher creates a rich learning environment in which students regularly engage in higher order planning activities that may have been impossible to achieve without technology. The teacher sets a context in which students are encouraged to use technology tools in unconventional ways that best enable them to monitor their own learning."


Transformation Environment
"•The setting includes access to a wide variety of technology tools and robust access to online resources for all students simultaneously."


At the moment I think I am at Authentic-Adaptation stage with my students. At least I hope I am.

Introduction to the Blog

I have decided to start this blog specifically for 2012 EVO session as last year I found it difficult to keep track of all the websites that I needed to visit and look at. Consequently I got totally confused and didn't manage to complete all the tasks as I had registered for 4 courses at the same time.

This year I am determined to complete all the three courses that I have registered for and to do so
I need a diary where I can not only reflect upon what I have learnt but also archive all the sites that I should look at during and after the course.

So this year I am doing Digital Tools with Purpose in the Classroom, Teaching and Language Learning through Gamification and Tutoring with Web 2.0 Tools - Designing for Social Presence.

Digital Toolshttp://classdigitools.pbworks.com
                      http://www.edmodo.com
                      http://groups.diigo.com/group/classdigitools
                      http://www.scoop.it/t/classdigitools/

Teaching and Language Learning through Gamificationhttps://spainportal.britishcouncil.org/moodle/course/view.php?id=10

Tutoring with Web 2.0 Tools - Designing for Social Presence -  http://webteachertools.com/wtt/course/view.php?id=850

I think these are all the main pages I need to keep an eye on. :)