The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
A handout for our (Jo&Anita) seminar held on 31st May, 2013.
Unfortunately, the links towards the end are not working, so you have to type them into your browser. We've made a shorter version of the link to the spreadsheet so that you don't have to type a very long URL.
Any comments, ideas are welcome! :)
Written final report by do thi binh giang (peaceful river) unv4b.dothibinhgiang
The document is a final report by Do Thi Binh Giang on applying computer and internet technologies in teaching English at her high school in Vietnam. She summarizes using PowerPoint presentations, Hot Potatoes activities, and audio/image editing software like Audacity and IrfanView to create engaging English lessons. She shares examples of the lessons and activities she has created. Giang also discusses using tools like SlideShare and YouTube to share her lessons and experiences with other teachers. She is pleased with how these technologies have helped motivate her students and achieve learning objectives. Giang outlines her future plans to continue improving her skills with these tools to develop her teaching practices.
Exploring web 2.0 resources relating to english language teachingJack Tseng
The document outlines an agenda for a presentation on integrating web 2.0 tools into English language teaching. It discusses the needs and preferences of students, demonstrates various web tools for vocabulary, writing, speaking and other skills, and provides examples of lesson plans integrating these tools. The presentation encourages participants to explore tools, share how they can be applied to ELT, and develop their own lesson plan using a web 2.0 technology.
This document summarizes a student's reflections on their learning about new technologies throughout their course. The student discusses what they were able to do with technology at the beginning versus the end of the course. They express that teachers should be proficient with technology and resources like blogs and podcasts. The student notes how the course helped them understand the importance of technology in teaching. They provide summaries and reflections on several educational technology websites and resources. Overall, the document reflects on the student's growth in technological skills and perspective on effective educational uses of technology.
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
This document summarizes Akwoung Saechao's experience investigating different mobile technologies for learning. Some key points:
1) Akwoung was surprised by their learning preference survey results but feels they accurately reflect a preference for visual learning.
2) Akwoung chose the "Learning Guide" pathway to explore how technology can enhance collaboration and learning.
3) Mini-lectures and interactive activities helped Akwoung learn the most by accommodating multiple preferences.
4) The iPad, games/MMORPGs, and multimedia provided engaging ways to actively and sequentially learn through visuals.
5) Akwoung will continue using the iPad for its
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
This document discusses various methods for teaching online courses, including:
- Starting with a web-assisted class and incorporating online components gradually.
- Different types of online courses such as asynchronous, synchronous, and hybrid models.
- Communication tools for virtual classrooms like Skype, DimDim, and WebEx for lectures, meetings, and group work.
- Developing online course content using tools like YouTube, podcasts, narrated PowerPoints, and collaborative workspaces.
- Methods for online assessment including surveys, tests, and paper submissions through tools like SurveyMonkey, ClassMarker, Dropbox, and Google Forms.
These three lesson plans are available for all trial users. Start out free trial: www.petrasplanetforschools.com/free-trial and put the lesson plans in use!
More lesson plans available for paid customers. New lesson plans are developed on a constant basis.
The document outlines the mission, vision, and course overview for the "Internet and Multimedia Resources" class at the Universidad Técnica de Ambato in Ecuador, including the competencies, learning outcomes, and level to be achieved in the course which utilizes internet resources and multimedia tools to develop English language teaching skills. It provides elements on citing sources to avoid plagiarism, bookmarking websites, applying the ABC method in lesson plans, using blogs for assessment, and creating a virtual learning environment using tools like Voki.
Devante chose to follow the learning pathway of the learning sage which focuses on using technology to enhance his general education. He found that the mobile technologies of iPods/MP3 players and iPads/tablets best accommodated his learning style by allowing him to both see and listen to materials. Specifically, using flashcard apps and downloading lecture recordings helped him learn effectively. While microblogs provided a way to ask others questions, Devante found them unsatisfactory and not as effective as using other technologies. Going forward, he plans to continue using iPods/MP3 players with flashcard apps but will stop using microblogs.
The document provides an overview of a teacher professional development workshop covering topics like digital storytelling, copyright guidelines, recording narration using Audacity, creating images, and setting professional development goals. It discusses standards for teachers (NETS-T), components of teacher websites, and an in-class activity on creating a newsletter page for a teacher website.
1) A third grade teacher had her students create autobiographies and record themselves reading them to include in a slideshow for parent-teacher conferences.
2) Students went through a writing process that included prewriting, drafting, revising, typing their work into PowerPoint, and recording their voices.
3) The finished product was a movie file saved to a DVD that played during conferences, and parents enjoyed seeing and hearing their children's work.
This document discusses the use of various Web 2.0 tools for English language teaching. It begins by introducing the author's wiki containing samples and activities using these tools. The author then describes accounts created on 7 tools: Animoto, Edu.glogster, Goanimate, Slide, Voki, Pim.pam.pum.net, and Xtranormal. Four of these tools are discussed in more detail: Xtranormal for creating movies, Voki for speaking avatars, Slide for organizing photos, and Edu.glogster for creating online posters. Finally, 4 lesson plans are proposed using these tools to practice functions, introduce oneself, tell photo stories, and create health posters.
1. The document discusses using web-enhanced language learning (WELL) in EFL classes at a Japanese university.
2. Examples of actual lesson plans are provided, including using web resources for homework assignments and having students lead discussion topics.
3. Various free IT tools that were used are described, such as email, mailing lists, online quizzes, and bulletin boards.
To GCSE- and beyond? Keynote, Brookfield Chris Fuller
A 45 minute keynote presentation designed to encourage delegates to not become blinded by the controlled assessment requirements of the GCSE but to keep focusing on the need to develop learners for post-16 as well.
El resumen describe cambios en el programa de estudios de idiomas extranjeros en el Reino Unido, con un enfoque en el aprendizaje activo, la creatividad y los vínculos con otras asignaturas. Esto tiene como objetivo que los estudiantes aprendan haciendo y comunicándose con hablantes nativos sobre temas relevantes, para fomentar una comprensión más amplia de habilidades como la resolución de problemas, la creatividad y el trabajo en equipo.
This document contains a collection of ideas and resources for teaching modern foreign languages. It includes suggestions for classroom activities to promote intercultural understanding, revision games, ways to incorporate technology like Skype and podcasting, and links to external websites with additional teaching materials. The document is intended as a springboard for ideas to keep language learning fun and engaging for students.
Thinking again about the I, the C and the TChris Fuller
This document discusses rethinking how ICT (Information and Communication Technology) is used in the classroom. It emphasizes that ICT should be used as a tool to support pedagogy and learning, not drive the curriculum, as technology changes rapidly but good teaching practices remain the same. Some ideas presented for using ICT creatively in the foreign language classroom include having students find words in a text, write titles and paragraphs, use word clouds to learn vocabulary, collaboratively map concepts, create stories and animations, and engage in blogging. When used appropriately, ICT has the potential to provide instant training, communication, and assessment to support student learning.
Language world thoughful contexts, thoughtful learners webChris Fuller
This document provides guidance and ideas for teaching foreign languages more creatively and engagingly. It discusses potential topics to cover such as house and home, daily routine, and holidays. It offers suggestions for incorporating intercultural understanding, linguistic creativity, spontaneity, and skill development into lessons. Some example lessons are provided, such as one about the Chilean earthquake covering house and home. The document encourages generating vocabulary lists and using word mats in lessons. It discusses exploiting dual language texts and using videos to add cultural context. Homework ideas involve continuing online debates.
TECHNOLOGY-ENHANCED LEARNING WITH THE IPADMadden-a
In 2015, Kanda Institute of Foreign Languages’ EIC Department (English for International Communication) introduced iPads into the curriculum. iPads were distributed to over 100 EFL teachers and over 1800 students. Embracing technology-enhanced learning has led to many benefits.
The document outlines a three-year renewal project at Kanda Institute of Foreign Languages involving the integration of iPad tablets into the EFL curriculum for both teachers and students. Over 1800 students and teachers have participated in planning, creating materials for, and implementing the digitized curriculum since 2014. The core principles of the project focus on digital learning and teaching, rubrics, vocabulary development, and student-centered learning. Surveys of students and teachers found that the use of technology increased student motivation and engagement and enhanced collaboration, while popular apps included Quizlet, Haiku Deck, and Voice Recorder Pro.
This document provides information and resources related to digital literacy and responsible online behavior. It discusses how content posted online can have long-lasting effects and be difficult to remove. Guidelines are presented for posting content responsibly and respectfully. The document also covers personalized start pages, webinars, podcasting, and assigning related projects for digital literacy surveys and podcast creation. Resources include tutorials, examples, and assignment details.
This document discusses using technology to enhance speaking activities in foreign language classrooms. It provides examples of free online tools that teachers can use for various purposes like voice recording, video recording, presentations, and class management. Some of the highlighted tools include Google Voice, Vocaroo, Audacity, VoiceThread, and Wiggio. The document emphasizes choosing tools based on communicative goals and assessment needs. It also encourages publishing student work through blogs to give them an audience.
1) Students will work in groups of 1-2 people to develop a point-counterpoint debate on an education technology topic that will be presented live in class.
2) Students must create two live podcasts using BlogTalkRadio, each 30 minutes long on an education related topic.
3) Students will participate in webinars where they teach a lesson using technology and participate in other students' webinars. Webinars must be conducted between January 24th-30th.
4) Additional assignments include posting links to resources, deciding on a podcast theme, beginning a professional journal article, and starting to plan the debate topic and group.
This document discusses using blogs and podcasts to enhance language learning in schools. It provides examples of how blogs can encourage writing, creativity, and global citizenship. Podcasts are suggested as a way to promote speaking skills. Schools that have implemented blogging and podcasting projects saw improvements in students' reading, writing, and language skills. The document also provides resources for setting up blogs and tutorials for creating podcasts to integrate information and communication technologies into modern foreign language classrooms.
The document summarizes a podcasting workshop that covers introducing podcasting and its uses, planning and creating podcasts, and two case studies on using podcasts in education. The workshop includes defining podcasting, discussing its educational benefits, providing guidance on planning podcasts, demonstrating how to record and publish podcasts, and presenting two examples of podcasts being used at the University of Cape Town in different departments and ways.
The document summarizes a podcasting workshop that covers introducing podcasting and its uses, planning and creating podcasts, and two case studies on using podcasts in education. The workshop includes defining podcasting, discussing its educational benefits, providing guidance on planning podcasts, demonstrating how to record and publish podcasts, and presenting two examples of podcasts being used at the University of Cape Town in different departments and ways.
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
This document provides an overview of free digital resources that can be used to enhance speaking activities in the foreign language classroom. It begins by stating the objectives of understanding available resources and how technology can strengthen speaking practices in and out of the classroom. A number of free voice, video, and presentation recording tools are then described that allow students to record and share speaking content individually or in groups for formative and summative assessment. The resources vary from straight voice recordings to social audio sharing to video, narration, and presentation tools. Embed codes are suggested to integrate student work into blogs and wikis.
The document provides twenty technology training tips from two trainers. It discusses making technology work for training, designing effective sessions focused on users, strong presentation skills, and staying current through professional development. Tips include using tools like PowerPoint and Captivate, designing exercises, engaging in active learning, presenting visually, and continually learning about new technologies and topics.
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
The document discusses various topics related to eLearning, including synchronous and asynchronous learning, engagement strategies, learner expectations, different eLearning models, and the purpose and uses of blogs. It provides examples of engaging content delivery methods and questions to consider for designing effective eLearning experiences.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be utilized for research, communication, games, and interactive lessons. Specific tools and websites are recommended for creating class websites and blogs, conducting online research, playing educational games, and using programs like PowerPoint and Kidspiration.
The document discusses various ways technology can be used in the classroom to enhance education. It describes how computers, the internet, and software programs can be powerful educational tools when utilized properly. Some key uses include using the internet for research, creating class websites and blogs, implementing learning games and tutorials, and using programs like PowerPoint and Kidspiration for visual learning and project creation. It also discusses using technologies like digital cameras, video cameras, and podcasts to engage students.
Technology can enhance education in several ways. It provides students access to vast online resources and more up-to-date information through search engines. Teachers can create class websites and blogs to communicate with parents. Students can use word processing, PowerPoint, and online games to practice skills in a engaging way. As technology advances, it allows for more immersive learning through simulations, virtual reality, and digital tools that motivate students and help them better understand concepts. Grant opportunities are available to help fund integrating technology into classrooms.
Lessons from Class Recording & Publishing of Eight Online CoursesMustafa Jarrar
Mustafa Jarrar presented lessons learned from recording and publishing eight of his online courses. He found that recording his lectures helped him improve his teaching materials and presentation. It also allowed students to watch lectures they missed or did not understand. Jarrar provided tips for effective recording, such as breaking lectures into short videos, adding titles and annotations, and working with students to help with equipment and uploading videos. Recording lectures benefited both professors and students by improving teaching quality and providing flexibility for students to learn.
#Ililc 4 Thinking of the content and the outcomeChris Fuller
A presentation given at #ililc4 designed to encouraged teachers to rethink the content that they teach and then how to free their students to express themselves!
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
Developing engagement and real world learning in mflChris Fuller
This document provides suggestions for making language learning more engaging and relevant for students. It includes links and contact information for Chris Fuller to discuss ideas further or ask questions. Suggested topics include real-world units, an evolution game of rock paper scissors, and assigning inspiring work that challenges students.
My supposed 7 minute presentation from TM MFL Plymouth. However, I went on a bit... it's a subject I'm passionate about- handing over control to our students!
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
Exeter pgce voting with their feet, why vote mfl slideshareChris Fuller
The document discusses three main issues facing MFL teachers: lack of time, lack of self-belief, and lack of standing compared to other subjects. For the issue of lack of time, it provides numerous ideas for classroom activities that can help make the most of limited time, such as using word games, images, dictations, and technology tools. For lack of self-belief, it emphasizes the importance of giving students opportunities to communicate authentically in the language and express themselves creatively. Regarding lack of standing, it suggests making lessons more skills-based like other subjects, incorporating debates and higher-order thinking tasks, and focusing on real-world content to increase the perceived value of learning languages.
Creative technologies for creative contextsChris Fuller
This document discusses creativity in language teaching and provides many online resources for creative activities and tools. It explores what creativity means in education and how it can facilitate discussion, spontaneity, and learning beyond just vocabulary. Various websites and technologies are recommended for creative writing, videos, games, podcasting, mind mapping, blogging and more. The goal is to create contexts for authentic, engaged learning.
Creative technologies for creative contextsChris Fuller
This document discusses using creative technologies in creative contexts for language learning. It provides examples of using tools like YouTube, podcasts, games, mind maps, blogs, and more. It emphasizes finding real purposes for learning and supporting creative teaching through collaboration and sharing resources.
West of england Conference 2011 #BristallChris Fuller
This document provides suggestions for engaging language learners from key stage 3 through post-16 education. It emphasizes developing skills like debate, speculation and collaboration through activities like group discussions, character roles, podcasts and wikis. The goal is to encourage independent learning and better prepare students for exams by starting to build these skills earlier rather than waiting until post-16 education.
Creative technologies for creative contextsChris Fuller
A presentation given for Neil Jones' Lead Practitioner Seminar at Canary Wharf, December 2010, designed to encourage an appropriate use of technology to facilitate creativity in language teaching.
Encouraging teachers to think about the way we're delivering content- do we have to stick with the old or can we add interest and cognitive challenge, focusing on structures rather than vocab!
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
This document discusses creating a spontaneous learning environment that encourages creativity and independent thinking in students. It addresses challenges in the current English education system like lack of challenge and reliance on teachers. The focus is on developing students' personal learning and thinking skills through open-ended tasks, debate, and considering different perspectives rather than just right/wrong answers. Ideas are presented for making the classroom more conducive to creativity, such as flexible seating, displays celebrating errors, and props. The document also discusses collaboration between departments and bringing an international dimension to lessons.
This document discusses ways that information and communication technologies (ICT) can be used in education. It provides examples of blogging, podcasting, making videos, and using social media like Twitter to engage students in creative projects. The document emphasizes allowing student creativity, using technology as a tool, and focusing on producing lasting work to share with others. Safety considerations are mentioned for blogging and sharing student work online.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
1. ICT- thinking outside the classroom box [email_address] www.chrisfuller.typepad.com – where all of today’s presentations will be available to download www.edgehillcollege.typepad.com
2. First, important things to know... I AM NOT AN ICT EXPERT!!! I am a Spanish teacher, who was taught how to use PowerPoint 4 years ago. I do not know how the Internet works, I just push buttons, especially the back button when things go wrong.
3. First, important things to know... 2) The ideas that I pass on in this session are not... Completely comprehensive They will not destroy your life 3) No notes needed- will be on www.chrisfuller.typepad.com
4. “ If school is to be a truly rewarding experience for today’s students, it must be relevant to them.” Connected magazine, Learning and teaching Scotland
5. what a blog actually is ways to use a blog to enhance teaching and learning how to use moblogging to complement and enhance use of a blog how to create podcasts and add them to iTunes how podcasts can be used in the classroom how mobiles and ipods can be used to enhance learning beyond the classroom During this session we will look at…
6. Is this the future? “ Young people’s familiarity with ICT offers a great opportunity to language teachers. It seems to us that a determined commitment to use this world, which is so familiar to young people, is a key to increasing the engagement of young people of all ages with languages. New technologies can facilitate real contacts with schools and young people in other countries. They can also provide stimulus for creative and interactive work .” (Lord Dearing - Languages Review March 2007)
7. What is a blog?!?!?! Blog= web log Traditionally used as an online diary A typical blog combines a variety of media forms Key element is huge increase in interactivity- INFORMATION COMMUNICATION TECHNOLOGY. Blogging
8. Who uses blogs? Teachers for motivation www.edgehillcollege.typepad.com www.roydslanguagesdepartment.typepad.com Teachers for reflections / to share ideas http://tinyurl.com/ycdamq (Neil Jones, resources) www.boxoftricks.net (Jose Picardo, ideas) Blogging
9. What can we actually use a blog for?!?! Showing pupils’ work Sharing files Showing pupils’ videos etc Increasing Assessment for Learning Increasing self-evaluation Blogging
10. Why use blogs? Motivation - make the world your classroom wall Learning no longer confined to exercise books Who is the audience for work which goes into an exercise book? Truly global perspective Can be demonstrated by visitors maps on blogs Blogging
12. Why use blogs? Writing Increased motivation- will be viewed by more than just the teacher Blogging
13. Why use blogs? Reading pupils constantly reading and re-reading each other’s work Allows for dissemination of good ideas Allows free choice of which sections to read Aids pupil independence Blogging
14. Why use blogs? Speaking Pupil and teacher generated podcasts Speaking tests / exercises =learning opportunity rather than just an assessment opportunity - can be done in the form of vokis, podcasts etc Provides a platform for pupil-made videos Blogging
15. Why use blogs? Listening To podcasts (on the blog or via links) To videos (pupil created, music, adverts, football commentaries etc) To peers’ work Blogging
16. Why use blogs? Assessment for Learning Comment function allows peer assessment using “Two Stars and a Wish formula” = 2 positive elements + 1 element to work at next time Self-assessment as pupils comment on their own work and thus self target set. Blogging
17. Music video - great cultural input - an interesting homework to find body parts/ weather types - Year 8 pupils were mostly humming the song round school for next few days Ideas for use… Blogging
18. Pupil-made videos - high level of motivation - Provides for easy review of work which might otherwise be lost Blogging
19. www.voki.com - Pupils write scripts Peer assess Practise Record High level of enjoyment Blogging
20. Year 8 wrote Guess Who style self-descriptions For next homework, pupils read the descriptions and left a comment saying who they were Blogging
21. Who provides the blog facility? TypePad - www.typepad.com Easiest for inserting fun stuff (provider that I use) Blogger - www.blogger.com Edublogs - www.edublogs.org Wordpress - www.wordpress.org Many, many more… Blogging
22. To learn about further tools to complement blogs www.slideshare.net - embedding .ppt www.blip.tv - uploading pupil videos easily Blogging
23. Frequently Asked Questions Won’t it all take ages? Will anyone actually look at the blog? What effect will it have on my department? What about Child Protection? Blogging
27. Uses: Record reports after incidents Allow pupils to create video diaries without your supervision Document REAL conversations Moblogging
28. Allows you and pupils to leave voice messages on the blog Uses: - more detailed update messages - maintain interest amongst those left behind - genuine motivation for oral activities Moblogging
29. Flip Ultra video cameras Video-documentaries Plug into any USB and upload to blog / www.blip.tv - no converters needed Moblogging
31. Podcasting What is a podcast? - effectively an audio file which is then put onto the Internet
32. Podcasting How have I used them? - Grammar series - role-play raps - pupil recordings - pupil grammar explanations
33. Podcasting Grammar series created to help reinforce grammar learning OUTSIDE of the classroom - responding to a request by a pupil - FANTASTIC for audio learners
34. Podcasting Role-play raps Created to strenghten knowledge of key role-play scenarios - each set to a different musical style to aid recognition
35. Podcasting Pupil grammar explanations - benefit of explaining to others - need for script - peer assessment on podcasts - minimal teacher input, maximum output - pupils then have an immediate revision tool
41. Podcasting How to record a podcast... Recording material Audacity for PCs- www.download.com + LAME FE (allows you to export as MP3) OR Garageband for Macs
42. Easy way to change volume levels Highlight sections then delete Podcasting
44. Podcasting So we have our finished podcast, now what? Insert it into a blog post as an .mp3 file Add it to iTunes- very easy to do thanks to www.podomatic.com and www.jellycast.com
45. Podcasting Adding the podcast to iTunes Motivation Can put onto MP3 players / computers and listen to work again, rather than just forgetting it
46. Podcasts as listening materials... Coffee Break Spanish -excellent topic explanations 2) Notes In Spain - come with supporting materials - based around topics effecting life in Spain Podcasting
47. Podcasts as listening materials... 3) Elliot school podcasts - KS5 topics, with exercises Podcasting
49. Using mobile phones Issues: Banned in many schools Risks of inappropriate behaviour Fear of pupil intercompetition Concern of pupils not having a phone
50. Using mobile phones However, there are huge benefits... Enjoyment and motivation- MFL becomes cool again Speaking the pupils’ language whilst teaching them ours Increasing range of services available via WAP e.g. YouTube Extension of learning beyond classroom
51. Lasting motivation is about students feeling a genuine emotional investment in the activities they undertake. This will come about through a learning process that centres around rich, real experience with relevance in the wider world. Connected magazine, Learning and teaching Scotland Using mobile phones
52. Using mobile phones Useful tools available on most mobile phones... Voice recorder Camera Video camera Stop-watch Bluetooth Ability to play-back videos and music How much would it cost a department to have enough of these to share between 2?
53. Using mobile phones Ideas for video projects using mobiles... Describing school as go round it Describing local area Guide to saving the environment Following and giving directions Describing friends Recording grammar explanations during the lesson
54. Issue: how to get the recordings back to the teacher Options- 1) bluetooth them to a computer 2) bluetooth them to teacher’s phone 3) other options? Using mobile phones
55. For example, directions: - in pairs, pupils decide which room they will give directions to -write script - walk around the building and record the directions - swap phones / bluetooth to each other and follow the instructions - find out whether they followed instructions appropriately FOR EXAMPLE Using mobile phones
56. House and home - pupils build up to estate-agent style description of their house - free choice of recording manners - mobile phone - voice recording - video on camera Using mobile phones
57. Other ideas... record an interview / dialogue at home leaving answer phone messages through Gabcast record grammar explanations during your lessons. They can then make the worksheet as homework, based on your advice. Using mobile phones
58. Key = extending learning beyond the classroom - more and more we will also need to think about how to capitalise on the power of ipods quizzes produced using www.iquizmaker.com videos converted using www.zamzar.com podcasts mobile slideshows / role-play raps Using mobile phones
59. For more info… www.chrisfuller.typepad.com (where this presentation will be available to download) [email_address]