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Using the WIMS

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Many online learning platforms offer conceptually "paper based" exercises - online. WIMS and QUICKTOOL are conceptually different as they exploit large language data banks available online such as …

Many online learning platforms offer conceptually "paper based" exercises - online. WIMS and QUICKTOOL are conceptually different as they exploit large language data banks available online such as corpora (eg. the British national Corpus), audio collections (http://shtooka.net/en/), electronic dictionaries (including phonetic dictionaries) etc. Moreover several picture, audio or text files can be attached to the same exercise.
The random function in WIMS allows exercises to be drawn from an exercise bank in random order thus enhancing motivation and learning as the learner rarely comes upon exactly the same exercise again.
The workshop will present some of the specificities of WIMS through a series of exercises intended to help learners improve their professional presentation skills (phonology, the use of rhetorical devices and emphatic structures for persuasion, pausing, etc.) I will also demonstrate how the in-built discussion forum can be used for collaborative writing activities and how to create virtual classes and exercises.

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  • 1. Using WIMS (Web interactive Multipurpose Server) and the exercise generator QUICKTOOL to enhance learning http://wims.auto.u-psud.fr/wims Csilla Ducrocq Université Paris Sud Faculté des Sciences, Service des Langues Orsay, France
  • 2. Teaching languages online (1)
    • Learning can be separated from the classroom both in time and space
    • Learning that suits the learner’s personal rhythm
    • Exchanges with the teacher and other members of the class outside the classroom are easy
    • Exercises are automatically marked
    • Interactive helps – of different kinds - to aid learning and make it more personalised
  • 3. Teaching languages online (2)
    • Access to « language data » banks
      • British National Corpus
      • Online audio /picture collections
      • Self made corpora
    • Randomly presented exercises of the same type
    • or different types
    • Sharing teaching materials with other teachers
    • Including several (kinds of) media items in the
    • same exercise
  • 4. What is WIMS ?
    • WIMS = W eb I nteractive M ultipurpose S erver
    • Open source e-learning platform
    • Servers in several countries ( France, Spain, Slovenia, Italy, China, Holland )
    • Integrates open source software to make calculations, drawings and text editing, electronic dictionaries, audio, picture and text banks
  • 5. Teaching/Learning with WIMS (1)
    • Virtual classes (unlimited number)
    • Series of exercises presented in worksheets
    • Grades and averages are calculated according to quantity and quality of work done
    • for each exercise,
      • each worksheet
      • all the worksheets in a class
      •  identify students needs/difficulties
  • 6. Teaching/Learning with WIMS (2)
    • Grading with different severity levels ( coefficients )
    • Statistics on levels of success, students’ input in hours, difficulty index…
    • Students can save what they did while doing their exercises to later redo them with their teacher
    • Online questionnaire, discussion forum (collaborative writing), agenda, skills assessment report, exam sheets, interactive documents….
  • 7. Quicktool and Createxo
    • Createxo : simple exercises without including media, can be included directly in the class
    • e.g., hangman, mcq, gapfill, put in order, picture puzzle, crossword, timeline
    • Quicktool : more complex exercises including media, need a developer’s account ( Modtool ) then import to a class
  • 8. Exercise types made with Quicktool (1)
    • Traditional exercises:
    • MCQ –several variants
    • True/False
    • Gapfill (drag and drop, fill in the blank, menu, mark)
    • Matching
    • Order words or sentences
    • Original exercises :
    • Who-does-what
    • «Tonic » –word stress
    • Selectword – 2 phases:
      • Identification (error, grammatical form, vocabulary, stressed words….)
      • Rewrite or explain
  • 9.
    • Several stages
    • Several trials
    • Different learning aids
    • Different media type in the same exercise
    Exercise types made with Quicktool (2)
  • 10.
    • Exploit large language data banks
      • British National Corpus
      • SHTOOKA project ( http://shtooka.net/en /)
      • English Pronunciation Dictionary (EPD) (P.Szigetvàri http://seas3.elte.hu/szigetva/etcetera/EPD.html ) from the Oxford Advanced Learner’s Dictionary (3rd ed.) of Oxford Text Archive )
      • Self-made corpus ( eg. from Gutenberg project )
    Exercise types made with Quicktool (3)
  • 11. Creating exercises
    • Use published materials on WIMS , and modify the content
    • Createxo  helps, documentation
    • Quicktool  helps, tutorial
    • WIMSEDU: http://wimsedu.info/
    • Contacts:
      • [email_address]
      • [email_address]
  • 12. Conclusion: WIMS and QUICKTOOL
    • Integrate open source software and resources available on the world wide web
    • Create conceptually different kinds of exercises using corpora (text, sound, image)
    • Create a learning environment where students are encouraged to study on a regular basis
    • Make exercises that provide aids to learning
    • Assess students – incorporate grades obtained in final average
  • 13. Using WIMS (Web interactive Multipurpose Server) and the exercise generator QUICKTOOL to enhance learning Csilla Ducrocq Université Paris Sud Faculté des Sciences, Service des Langues Orsay, France
  • 14. Exercises to practice word formation (1)
    • Aim: use prefixes and suffixes to guess the meaning of a word using the following information to help:
      • the meaning of a prefix
      • the grammatical category shown by the suffix
      • Create new words
      • Decide which word to use in a sentence based on the grammatical category it falls into
  • 15.
    • Preselection of 3000 relevant words in the «  English pronouncing Dictionary » (EPD)
    • Preselection of 600 sentences using these words in the British National Corpus
    • Example :  The upper branches of a plane tree were ?? visible|vision|visibilty|visionary ?? through the window swaying faintly in the breeze?
    Exercises to practice word formation (2)
  • 16.
    • The answers provided are automatically checked via the dictionary (EPD)
    • The learner can exercise on 3000 words and 600 sentences in random order  real learning
    • The teacher can select the prefixes/suffixes to focus on and include them selectively in his/her exercises
    Exercises to practice word formation (3)