The interactive whiteboard (IWB)
So far, my posts have not ventured the possibilities offered by interactive whiteboards. The initial idea for the blog articles posted here was to stick to CALL so that they have all been devoted to the use of the computer. However, new possibilities are being offered with the IWB and they are not betraying the computer at all. On the contrary, the interactive whiteboard I have in mind cannot do without the computer.
My reluctance towards using the IWB had lasted for many years as the version I got to know years ago was not very fascinating. Recently I got re-introduced to the IWB, i.e. I have met a newer version. I must admit that a few minutes after the instructor had started demonstrating its features, I could already list several different brilliant ways implementing the potentials offered by the IWB.
The most obvious and easiest way to use an IWB is to prepare a usual presentation, take it to class and instead of beaming it onto a wall or regular screen, it can be shown on the IWB. And that is when a world of opportunities opens.
Depending on the software, which is installed on the computer and can be used at home even without being connected to the IWB, the teacher can prepare all sorts of additional activities for the class. These activities can range from the very basic highlighter pointing out a word to various imports, hyperlinks, copy-pastes, cropped images, real-time recordings, insertions, etc.
Bearing in mind that ESP students are generally not so fascinated by interactive exercises, the teacher working with them will probably have to fight additional challenges, such as motivating grown-up students to come to the board and do something. Another challenge is that not much material can be found to be used in a particular ESP course for a particular segment to be taught. Yet, the most obvious possibilities to pursue include:
- Vocabulary work;
- Grammar presentation;
- Content analysis; etc.
For instance, a text to be covered can be divided into several sections, each section can be put onto a separate slide in a presentation tool. The teacher can pre-select the new vocabulary by highlighting it and prepare a separate list of links, images or any other content that will be activated via the IWB in class by touching the proper icon.
Now, many a colleague will say that this can be done in an ordinary PPt presentation, which is of course true. However, with the software accompanying the IWB, the teacher can import the presentation, transform each slide into a board and then use the slide/board as a board. In other words, the slide is being upgraded and improved during the class. Any student can come to the board, use the pointer, the whiteboard pen or their own finger, write, draw, highlight, connect, match, fill-in-the blank, etc. All the separate boards are being saved, they can be accessed and changed and updated as many times as needed, all that during the class itself. When the class is over, the separate boards/slides can be converted into a presentation, a Pdf, or any other format to be saved and emailed or uploaded to a workspace.
A number of great ready-made resources can be found on Interactive whiteboard resources. The ideas can be used as models for teachers to tailor their own material. One that would probably be illustrative in terms of content analysis is Aesop's fables . By just clicking and flipping the pages, the text can be presented as a regular book, whereas the moral is hidden. After the teacher has asked the students about the moral of a story, they can click on the banner hiding the text and reveal the answer.
As said, the IWB is being re-invented and most certainly worth the trouble as the most favourite tool - the presentation - can be transformed into an interactive and collaborative super experience!
Friday, 12 June 2015
Tuesday, 3 February 2015
Practise the sequence of tenses with timelines
For this post I decided to tackle a question many an English teacher has had to despair of. I know I have!
The sequence of English tenses!
Scary title, scary lesson, scary everything. At least that is what the students say. And should they have had some bad instruction at the very beginning, and you are the one to inherit them at tertiary level - well, let it suffice to say that you are going to feel all the scariness of the title, the lesson and everything.
It does not have to be like that.
Some great tools that can be used can be found at Great timeline creation web tools. Personally, I have always believed that any form of timeline is good enough. I have been using a simple arrow line with one 'now' point in the middle and respective points of time marked on it for the last 20 years.
Yet, things can be made more interesting and that is exactly what online timeline creation tools are good for.
For instance, the timeline creation tool Tiki-toki. It is very simple to use, data can be added in the form of short stories. Students can be encouraged to supply sentences of their own or the teacher can provide sentences with slots where the correct verb form should be added.
Another good resource of online timeline creators is Top 10 free timeline creation tools. A very easy one to use is definitely Read write think. It is indeed very simple to use and the final result is brilliant. The completed timeline can be saved as a Pdf document which will show the timeline and an extra page with the text inserted for each point on the timeline. Again the students may be encouraged to insert their own text or the teacher can prepare the sentences with blank lines.
Alternatively, any timeline can easily be used for the purpose of practising grammar based on traditional grammar activities other than fill-in-the blanks. What is more, the timeline can be used for almost any class or group studying English. Even students in ESP courses can practise their English by creating timelines. History students can use it to make historical timelines, literature students can use it to study the biographies of authors, law students can use them to establish the chronology of a crime, etc. Even students of electronics or some other hard science could use it to create manuals or instructions. They could explain procedures by marking the steps on the timeline.
Any timeline can be explored in various ways to serve different purposes. Bottom line is that students are introduced to a new way of studying the sequence of English tenses!
The sequence of English tenses!
Scary title, scary lesson, scary everything. At least that is what the students say. And should they have had some bad instruction at the very beginning, and you are the one to inherit them at tertiary level - well, let it suffice to say that you are going to feel all the scariness of the title, the lesson and everything.
It does not have to be like that.
Some great tools that can be used can be found at Great timeline creation web tools. Personally, I have always believed that any form of timeline is good enough. I have been using a simple arrow line with one 'now' point in the middle and respective points of time marked on it for the last 20 years.
Yet, things can be made more interesting and that is exactly what online timeline creation tools are good for.
For instance, the timeline creation tool Tiki-toki. It is very simple to use, data can be added in the form of short stories. Students can be encouraged to supply sentences of their own or the teacher can provide sentences with slots where the correct verb form should be added.
Another good resource of online timeline creators is Top 10 free timeline creation tools. A very easy one to use is definitely Read write think. It is indeed very simple to use and the final result is brilliant. The completed timeline can be saved as a Pdf document which will show the timeline and an extra page with the text inserted for each point on the timeline. Again the students may be encouraged to insert their own text or the teacher can prepare the sentences with blank lines.
Alternatively, any timeline can easily be used for the purpose of practising grammar based on traditional grammar activities other than fill-in-the blanks. What is more, the timeline can be used for almost any class or group studying English. Even students in ESP courses can practise their English by creating timelines. History students can use it to make historical timelines, literature students can use it to study the biographies of authors, law students can use them to establish the chronology of a crime, etc. Even students of electronics or some other hard science could use it to create manuals or instructions. They could explain procedures by marking the steps on the timeline.
Any timeline can be explored in various ways to serve different purposes. Bottom line is that students are introduced to a new way of studying the sequence of English tenses!
Friday, 21 November 2014
A flipped learning model in a translation course
Translation courses tend to be difficult to teach. A valid question would be: Is there anything to teach? And if there is, how much should actually be taught in terms of 'lectured' and how much should actually be done in terms of 'practised'?
A colleague of mine (teaching the same course I am - Translation techniques) once said that there is no theory in translation! Personally, I couldn't disagree and agree more. To be precise, I believe there should be both but in appropriate amounts. In numbers that would mean, 50-50 at the beginning with a tendency of downsizing on the theoretical part until it boils down to 10-90 in favour of the practical aspect.
I should probably point out that when I was a student, we did not have any lecture classes in our translation course. We only had practice classes, which were considered an integrative part of English language classes. Our teacher would give us a text, we would take it home, translate it and bring it back to class next week to discuss it with the class and the teacher. Now, this model is still in use at most departments in my country. At least, that is what I have been told.
A few years ago, I decided to break away from this model so I introduced some changes, which have been gradually reverted to the flipped learning model because it seemed ideal in the context of teaching/ learning translation techniques. My primary reason was that it provides for the perfect amount of both theory and practice at any level the course might have reached.
In order to be fully aware of the potentials of the suggested model of flipped learning, the term should be explained first.
The official web site representing the Flipped Learning Network (FLN) provides a formal definition of the term saying that
"Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."
The key leaders in the field of flipped learning also released the Four Pillars of F-L-I-P™ and a checklist of eleven indicators that educators must incorporate into their practice.
These four pillars are crucial when designing a flipped learning model in a translation course. What this means in practice can be presented as follows:
1. Flexible environment:
I email the text to be translated to all my students. They have to perform the background research at home and make their glossary, which I taught at the beginning of the course. They usually have up to five days to prepare their glossary. Back in class, they ask me about details they are not sure about or needs to be clarified. Then they start translating the text in class. Each student sits at their own computer. In the process, they can ask questions, consult with their peers and use all available resources found online.
2. Learning culture:
As the students can work on their own, or collaborate with their peers both at home and in class later, the role of the teacher has been shifted from a less central to a more marginal position. To be precise, my role is to be there and provide guidance and assistance if asked and if I realize that it is needed. I am constantly in control of the situation as I keep monitoring them and encouraging them to be in charge of their own learning.
3. Intentional content:
Each time the students do the translation in class, we agree on a precise time frame. Usually, they translate for an hour and then we have about 30 minutes left to discuss their translations. I insist that they use the prepared glossaries, search online for terms, better expressions, etc. The point is that they do as much as they can on their own and ask for help.
4. Professional educator:
When explaining something, I make use of all the resources available to me: whiteboard, projector, Internet, etc. During the whole process, I tend to be instructor, lecturer and observer. My observations are especially important during the last half hour of the class when we discuss what they have completed in the previous hour. Usually, they manage to do about half of the text. A follow-up homework is to complete the translation. Finally, I send a complete translation of the text to all of them. The final version is based on my own translation but it also includes the ideas and solutions we have come up with in the half-hour discussion.
To round up the whole process, I keep track of student performance in the form of evaluation sheets where I enter data regarding all the aspects that should be part of the assessment procedure during the semester and the final evaluation at the end of the semester.
A flipped learning model can easily be constructed and designed for any course. In the beginning, such model can be introduced for separate segments to be taught but in time, they might be used more and more often, especially in courses where the teacher can reduce their lecturing role to a minimum and leave more space to the students to do things on their own. It certainly is worth a try.
A colleague of mine (teaching the same course I am - Translation techniques) once said that there is no theory in translation! Personally, I couldn't disagree and agree more. To be precise, I believe there should be both but in appropriate amounts. In numbers that would mean, 50-50 at the beginning with a tendency of downsizing on the theoretical part until it boils down to 10-90 in favour of the practical aspect.
I should probably point out that when I was a student, we did not have any lecture classes in our translation course. We only had practice classes, which were considered an integrative part of English language classes. Our teacher would give us a text, we would take it home, translate it and bring it back to class next week to discuss it with the class and the teacher. Now, this model is still in use at most departments in my country. At least, that is what I have been told.
A few years ago, I decided to break away from this model so I introduced some changes, which have been gradually reverted to the flipped learning model because it seemed ideal in the context of teaching/ learning translation techniques. My primary reason was that it provides for the perfect amount of both theory and practice at any level the course might have reached.
In order to be fully aware of the potentials of the suggested model of flipped learning, the term should be explained first.
The official web site representing the Flipped Learning Network (FLN) provides a formal definition of the term saying that
"Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."
The key leaders in the field of flipped learning also released the Four Pillars of F-L-I-P™ and a checklist of eleven indicators that educators must incorporate into their practice.
These four pillars are crucial when designing a flipped learning model in a translation course. What this means in practice can be presented as follows:
1. Flexible environment:
I email the text to be translated to all my students. They have to perform the background research at home and make their glossary, which I taught at the beginning of the course. They usually have up to five days to prepare their glossary. Back in class, they ask me about details they are not sure about or needs to be clarified. Then they start translating the text in class. Each student sits at their own computer. In the process, they can ask questions, consult with their peers and use all available resources found online.
2. Learning culture:
As the students can work on their own, or collaborate with their peers both at home and in class later, the role of the teacher has been shifted from a less central to a more marginal position. To be precise, my role is to be there and provide guidance and assistance if asked and if I realize that it is needed. I am constantly in control of the situation as I keep monitoring them and encouraging them to be in charge of their own learning.
3. Intentional content:
Each time the students do the translation in class, we agree on a precise time frame. Usually, they translate for an hour and then we have about 30 minutes left to discuss their translations. I insist that they use the prepared glossaries, search online for terms, better expressions, etc. The point is that they do as much as they can on their own and ask for help.
4. Professional educator:
When explaining something, I make use of all the resources available to me: whiteboard, projector, Internet, etc. During the whole process, I tend to be instructor, lecturer and observer. My observations are especially important during the last half hour of the class when we discuss what they have completed in the previous hour. Usually, they manage to do about half of the text. A follow-up homework is to complete the translation. Finally, I send a complete translation of the text to all of them. The final version is based on my own translation but it also includes the ideas and solutions we have come up with in the half-hour discussion.
To round up the whole process, I keep track of student performance in the form of evaluation sheets where I enter data regarding all the aspects that should be part of the assessment procedure during the semester and the final evaluation at the end of the semester.
A flipped learning model can easily be constructed and designed for any course. In the beginning, such model can be introduced for separate segments to be taught but in time, they might be used more and more often, especially in courses where the teacher can reduce their lecturing role to a minimum and leave more space to the students to do things on their own. It certainly is worth a try.
Wednesday, 8 October 2014
Online grammar and spelling checkers as boosters of students' writing skills
Being one of those teachers who communicate a lot online, I am very much in favour of networks and email services. I encourage my students to contact me online via Facebook groups and wikispaces or to email me when they have questions. As of two years ago, they submit all their homeworks and writing assignments per email.
Unfortunately, such correspondence bears some negative aspects as well. That is why, a few months ago, I decided to conduct (what I initially thought) a small-scale research with the aim to explore to which extent social media discourse brings about side effects resulting in the negative transfer of informality, familiarity and incorrect language use in academic correspondence otherwise expected to be formal. To me it seemed that this transfer is very prominent in the email correspondence students conduct with their lecturers where informality and familiarity sometimes exceed the most basic conventions. Needless to say that the idea is a result of my personal experience, if not dissatisfaction.
A complete presentation of all the analysed examples as well as the results and data I came up with in the end would by far exceed the scope of this format. Let it suffice to say that I had to ask the editor to let me submit my article considerably exceeding the word limit suggested by the style sheet! Yet, I would like to state three conclusions I could draw from the research:
1. Students tend to transfer the conventions of more lenient and permissive social media discourse to the correspondence with their lecturers to a rather large extent.
2. Students seem to believe that otherwise respected conventions of academic correspondence are not necessarily applicable to social media discourse.
3. The final conclusion indicates that the negative transfer of social media discourse results in poor language performance.
Unfortunately, such correspondence bears some negative aspects as well. That is why, a few months ago, I decided to conduct (what I initially thought) a small-scale research with the aim to explore to which extent social media discourse brings about side effects resulting in the negative transfer of informality, familiarity and incorrect language use in academic correspondence otherwise expected to be formal. To me it seemed that this transfer is very prominent in the email correspondence students conduct with their lecturers where informality and familiarity sometimes exceed the most basic conventions. Needless to say that the idea is a result of my personal experience, if not dissatisfaction.
A complete presentation of all the analysed examples as well as the results and data I came up with in the end would by far exceed the scope of this format. Let it suffice to say that I had to ask the editor to let me submit my article considerably exceeding the word limit suggested by the style sheet! Yet, I would like to state three conclusions I could draw from the research:
1. Students tend to transfer the conventions of more lenient and permissive social media discourse to the correspondence with their lecturers to a rather large extent.
2. Students seem to believe that otherwise respected conventions of academic correspondence are not necessarily applicable to social media discourse.
3. The final conclusion indicates that the negative transfer of social media discourse results in poor language performance.
Now, being in favour of CALL, I would be contradicting myself if I didn't turn these conclusions into some useful booster.
At this point I should state that I do not believe we can expect a high level of politeness and formality in our students' writing because it would take too much time to teach them, it might even be considered offensive, students might complain about teachers being rude and many other things. However, I firmly believe we could instruct them to send messages and emails that are fairly correct in terms of language and grammar. Hopefully, they will learn to pay more attention to their own writing and eventually they might submit better essays and papers. Hopefully.
The most obvious point to start at would be to encourage them to turn on the automatic spellchecker integrated in all word processing programs as well as in most email services. I believe that would be an enormous leap in the right direction.
The second thing we could do is encourage them to read their messages, emails and posts before they hit 'enter'! There is a good chance they might see some obvious mistakes, maybe even realise that their writing lacks some formality and politeness. Eventually, they might develop a more responsible attitude to all their writing.
Regarding spelling and grammar, there are various online tools that can be used anywhere, for any type of writing and for any post. A simple copy-paste will suffice. In other words, when students use a word processing program, they should always check their writing for spelling and grammar mistakes. And when posting online, students should be instructed to copy their entire message into a spellchecker available online and at least correct the most cumbersome mistakes. Motst online checkers perform with a high degree of accuracy and speed. The final result will be at least a slight improvement of their written English.
One of such tools is Spellchecker by Reverso. Apart from the spellchecker, Reverso provides other checking options, such as translation, conjugation and grammar.
Grammar in individual sentences can also be checked with Grammar check for sentence. Here the user will be provided with a more detailed grammar check as the tool will underline words/ phrases/ structures in different colours suggesting different issues. Red is obviously the colour indicating an error!
Spellcheck plus offers a simple spelling and grammar check. Errors are indicated and corrections are suggested immediately. A good thing about this tool is that longer pieces of text can be pasted into the checking field.
The Spellcheck by Ginger is a bit more elaborate. Ginger corrects typos, phonetic mistakes, severe spelling mistakes and misused words based on the context of a sentence. A convenience provided by this tool is that it can be downloaded for free. Apart from the basic checking option, Ginger can translate, find synonyms, rephrase, etc.
Yet another tool available online is Polish my writing. It is very much similar to the Grammar check for sentence indicating spelling errors, grammar suggestions, or style suggestions in different colours. By clicking an indicated word or phrase, the user will be provided with more details, such as suggestions and corrections.
There are many other tools available online performing more or less the same thing. A general conclusion would be that the checkers should be used!
Thursday, 28 August 2014
Reflections on multiple intelligences vs. the language classroom
More than twenty years ago, while I was in secondary school, we were required to take an IQ test at school. I remember that everybody was lying about their results because they were ashamed of their low IQs. A few of us did not lie but we criticized the test a lot. Either way the syndrome is obvious: we did not like our failure at all!
The main point of criticism was that almost half the tasks in the test were related to some math problems. Since I had not had any math for almost two years prior to the IQ test, I had forgotten how to solve tasks containing square roots and fractions! Shame on me, but I did not need those things any more as my majors were in languages.
Times have changed and we are now talking about different types of intelligences, learning styles and the implementation of technology servicing different styles in both teaching and learning.
In my opinion, Information Communication Technology (ICT) is the one field offering probably the largest pool of choices to be implemented in almost any environment and setting. I do not want to say that everything we find on the net can and should be used, but I strongly believe that different students, with different learning styles and habits can be motivated to try out some aspect of technology-enhanced content. Therefore, in this post, I want to draw attention to the article Technology and Multiple Intelligences as it offers a valuable selection of articles leading to specific tools each furthering a specific type of intelligence.
However, I am not in favour of clearly outlining a specific type of intelligence and using one specific tool to work with. I have learned that a healthy combination of moderately measured ingredients and spices makes a killer meal and thus a killer lesson as well. A little bit of everything, mixed appropriately, seasoned to taste, prepared and served with patience and a good dose of encouragement will melt down even the grumpiest student.
I have also learned that good teachers get to know their students and approach each of them, try to find out about their likes, preferences, etc. Unfortunately, certain environments are characterized by extremely large groups, traditional teaching/ learning styles and it might not always be easy to introduce new stuff.
As for specific technology tools to be used with certain learning styles I usually start with the following orientation classification:
1. Writing tools, word processing, listening comprehension tools, blogs, forums, online discussions, language labs with multiple tasks, etc. are more appropriate for active, sensing, verbal, global learners.
2. Reading, listening, analyzing based on reading, critical reviews, step-by-step tasks, etc. are more appropriate for reflective, intuitive, visual, sequential learners.
Nevertheless, this classification should be regarded only as a starting point and not as a clear distribution of tools per learner type.
As said above, a little bit of everything always does the trick!
The main point of criticism was that almost half the tasks in the test were related to some math problems. Since I had not had any math for almost two years prior to the IQ test, I had forgotten how to solve tasks containing square roots and fractions! Shame on me, but I did not need those things any more as my majors were in languages.
Times have changed and we are now talking about different types of intelligences, learning styles and the implementation of technology servicing different styles in both teaching and learning.
In my opinion, Information Communication Technology (ICT) is the one field offering probably the largest pool of choices to be implemented in almost any environment and setting. I do not want to say that everything we find on the net can and should be used, but I strongly believe that different students, with different learning styles and habits can be motivated to try out some aspect of technology-enhanced content. Therefore, in this post, I want to draw attention to the article Technology and Multiple Intelligences as it offers a valuable selection of articles leading to specific tools each furthering a specific type of intelligence.
However, I am not in favour of clearly outlining a specific type of intelligence and using one specific tool to work with. I have learned that a healthy combination of moderately measured ingredients and spices makes a killer meal and thus a killer lesson as well. A little bit of everything, mixed appropriately, seasoned to taste, prepared and served with patience and a good dose of encouragement will melt down even the grumpiest student.
I have also learned that good teachers get to know their students and approach each of them, try to find out about their likes, preferences, etc. Unfortunately, certain environments are characterized by extremely large groups, traditional teaching/ learning styles and it might not always be easy to introduce new stuff.
As for specific technology tools to be used with certain learning styles I usually start with the following orientation classification:
1. Writing tools, word processing, listening comprehension tools, blogs, forums, online discussions, language labs with multiple tasks, etc. are more appropriate for active, sensing, verbal, global learners.
2. Reading, listening, analyzing based on reading, critical reviews, step-by-step tasks, etc. are more appropriate for reflective, intuitive, visual, sequential learners.
Nevertheless, this classification should be regarded only as a starting point and not as a clear distribution of tools per learner type.
As said above, a little bit of everything always does the trick!
Now it's your turn! Take this quiz on Multiple intelligences learning styles and you'll find out a bit more about yourself!
Wednesday, 30 July 2014
The one-computer classroom
Many environments that fellow teachers have to work in suffer from one and the same illness: there is only one computer in the classroom. If the classroom is exceptionally equipped, there will be a projector, and maybe even Internet!
The problem that arises immediately is how to make use of only one computer? There is not much we can do with a single computer in a group of 30 students, often even many more than that. Having students do elaborate activities on that one computer would be time consuming and rather pointless. The only thing left to do is come up with an interesting idea that can be implemented in a classroom with only one computer.
The activity presented here can be planned for an individual 45/60-minute lesson as part of a speaking practice on the theme of biographies. This makes the activity interesting to literature teachers as well as they can use the biographies of famous authors and assign them to students. In other words, the students would become the author! Furthermore, since the activity is directed at developing learner autonomy, a few suggestions will be made at the end of this activity regarding a basic rationale for learner autonomy.
Title of activity:
Wishful future
Students:
Students:
Upper intermediate, adult, secondary or tertiary education, a class of up to 15 students
Objective (based on the ABCD model):
A: Upper intermediate adult students at the level of secondary or tertiary education
B: prepare their imaginary future biographies
C: by using sticky notes they put on a wall created with Padlet
D: and present their wishful future in front of the entire class in the form of a clearly structured 5-minute speech.
Procedure:
1. Homework prior to class: Students create their own wall using Padlet and put sticky notes on their walls referring to their own wishful future. They can be encouraged to put images, videos or documents on the wall, put them in a particular order if they want to or ignore a chronology if they believe it might be more effective.
2. The activity in the class: Each student comes to the computer in the front, opens their wall on Padlet and tells their peers about their wishful future by means of their sticky notes.
3. Each student is affiliated with another from the group and they do a quick partner/ peer assessment based on Oral presentation rubrics prepared by the teacher on a sheet and distributed at the end of the class.
The rationale for the learner autonomy:
1. Individual preparation at home in accordance with clear instructions provided by the teacher encourages the use of the particular online tool (Padlet) and an independent research of resources on the Internet to find appropriate examples of activities/ roles/ jobs to perform in their wishful future and encouraging creativity as all this is based on make-belief.
2. The partner/ peer assessment based on an outline of points provided in the form of rubrics furthers critical thinking, comparison of achievements and proper analysis of performance according to guided instructions.
3. The responsibility for and sense of control over their own performance and achievement is raised while at the same time a sense of objectivity is imposed to evaluate their peers' performance and achievement.
Objective (based on the ABCD model):
A: Upper intermediate adult students at the level of secondary or tertiary education
B: prepare their imaginary future biographies
C: by using sticky notes they put on a wall created with Padlet
D: and present their wishful future in front of the entire class in the form of a clearly structured 5-minute speech.
Procedure:
1. Homework prior to class: Students create their own wall using Padlet and put sticky notes on their walls referring to their own wishful future. They can be encouraged to put images, videos or documents on the wall, put them in a particular order if they want to or ignore a chronology if they believe it might be more effective.
2. The activity in the class: Each student comes to the computer in the front, opens their wall on Padlet and tells their peers about their wishful future by means of their sticky notes.
3. Each student is affiliated with another from the group and they do a quick partner/ peer assessment based on Oral presentation rubrics prepared by the teacher on a sheet and distributed at the end of the class.
The rationale for the learner autonomy:
1. Individual preparation at home in accordance with clear instructions provided by the teacher encourages the use of the particular online tool (Padlet) and an independent research of resources on the Internet to find appropriate examples of activities/ roles/ jobs to perform in their wishful future and encouraging creativity as all this is based on make-belief.
2. The partner/ peer assessment based on an outline of points provided in the form of rubrics furthers critical thinking, comparison of achievements and proper analysis of performance according to guided instructions.
3. The responsibility for and sense of control over their own performance and achievement is raised while at the same time a sense of objectivity is imposed to evaluate their peers' performance and achievement.
I hope that the idea presented here will be useful!
Friday, 18 July 2014
A few thoughts on my most recent experiences with CALL
Since summer has set in, the blog has not been that active. However, CALL has not stopped its activity. On the contrary, I have been implementing a lot of what I usually do in my daily routine and write about in the blog and some other articles. Therefore, I would like to use this intermezzo and share some thoughts.
I am spending some time abroad as part of a project. Among other things, I was invited to prepare a lecture for a group of e-learning students and it was nice and successful. The setting is brilliant and I love the high tech available to them. Yet, I couldn't help but notice that even in a really equipped classroom, in some environments, CALL is still not given the level of seriousness it should be given. It is as if in spite of all the institutional and technical background, the supporting pedagogy is still lagging behind. Here are some things that disturbed me a little bit.
The students who came to my lecture were to learn about some online tools they could use for writing. I think that there were a bit more than 20 students and more than half of them did not bring their laptops. The lecture was meant to be part of their e-learning course and I was really surprised to learn that they did not bring their gadgets because they knew that the classroom is not a computer lab but rather a normal classroom for lectures.
Next, when I asked about some very common websites usually used for writing, such as Purdue online writing lab, only two of them knew what I was talking about. Of course, I am aware of the fact that there are others who might have wanted to avoid answering questions, but still.
Third, we tested some of the tools I have been using a few times, such as Tune in to learning, Zunal webquests and Prezi. I must say I lacked the enthusiasm which normally accompanies the use of CALL in general. I could discover true and sincere interest in only a few faces.
The class did take off at least a bit later on. They worked in groups gathered around the several laptops a few had brought with them. After some encouragement, they completed the autobiography paragraphs I had been telling them about. A silver lining was when in two groups they told me they were combining their life experiences into one autobiography. A third group was even more inventive, they created a fictitious character living in a castle in the Middle Ages!
I do not know whether it is a general thing that they show such low enthusiasm. Maybe they are just tired, or maybe they came to the class to see what it is like, or maybe my expectations are too high. I want to believe it is me who should be blamed. Maybe I am too boring!
Anyway, a general conclusion I want to draw is that despite all the effort and money that is being put in computer-assisted language learning in general, a lot more needs to be done. The way I see it, linguists need to be convinced that the computer can help them make their studies and research easier. I can't help it, but I tend to believe that most people in linguistics are still not aware of all the benefits that CALL can have. It is as though the computer is deemed more a toy than a tool, as though the application of the computer in general is more for entertainment than real study, as though available online tools and technology in general are a nice alternative one may but does not necessarily have to use.
In brief, it seems that CALL has yet a long way to go among linguists and language students. At least that is the impression I keep having. I thought that my country was lagging behind. But I could see that even in a developed country, with all the necessary technical and institutional support, in a group of language students who have chosen e-learning as a study course, CALL is still struggling to assume its rightful place. And how ironic that is! After all, it is computer-assisted LANGUAGE learning we are talking about!
I am spending some time abroad as part of a project. Among other things, I was invited to prepare a lecture for a group of e-learning students and it was nice and successful. The setting is brilliant and I love the high tech available to them. Yet, I couldn't help but notice that even in a really equipped classroom, in some environments, CALL is still not given the level of seriousness it should be given. It is as if in spite of all the institutional and technical background, the supporting pedagogy is still lagging behind. Here are some things that disturbed me a little bit.
The students who came to my lecture were to learn about some online tools they could use for writing. I think that there were a bit more than 20 students and more than half of them did not bring their laptops. The lecture was meant to be part of their e-learning course and I was really surprised to learn that they did not bring their gadgets because they knew that the classroom is not a computer lab but rather a normal classroom for lectures.
Next, when I asked about some very common websites usually used for writing, such as Purdue online writing lab, only two of them knew what I was talking about. Of course, I am aware of the fact that there are others who might have wanted to avoid answering questions, but still.
Third, we tested some of the tools I have been using a few times, such as Tune in to learning, Zunal webquests and Prezi. I must say I lacked the enthusiasm which normally accompanies the use of CALL in general. I could discover true and sincere interest in only a few faces.
The class did take off at least a bit later on. They worked in groups gathered around the several laptops a few had brought with them. After some encouragement, they completed the autobiography paragraphs I had been telling them about. A silver lining was when in two groups they told me they were combining their life experiences into one autobiography. A third group was even more inventive, they created a fictitious character living in a castle in the Middle Ages!
I do not know whether it is a general thing that they show such low enthusiasm. Maybe they are just tired, or maybe they came to the class to see what it is like, or maybe my expectations are too high. I want to believe it is me who should be blamed. Maybe I am too boring!
Anyway, a general conclusion I want to draw is that despite all the effort and money that is being put in computer-assisted language learning in general, a lot more needs to be done. The way I see it, linguists need to be convinced that the computer can help them make their studies and research easier. I can't help it, but I tend to believe that most people in linguistics are still not aware of all the benefits that CALL can have. It is as though the computer is deemed more a toy than a tool, as though the application of the computer in general is more for entertainment than real study, as though available online tools and technology in general are a nice alternative one may but does not necessarily have to use.
In brief, it seems that CALL has yet a long way to go among linguists and language students. At least that is the impression I keep having. I thought that my country was lagging behind. But I could see that even in a developed country, with all the necessary technical and institutional support, in a group of language students who have chosen e-learning as a study course, CALL is still struggling to assume its rightful place. And how ironic that is! After all, it is computer-assisted LANGUAGE learning we are talking about!
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