Learnnig Objects in the EFL classroom

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Learnnig Objects in the EFL classroom

  1. 1. Why have we opeted for digital resources? How do they support EFL teaching and learning? RE-VISITING OUR WORK
  2. 2. SAMR MODEL  The SAMR model suggests that technology can be used in learning activities in the following ways:  Substitution: technology acts as a tool substitute, with no functional change  Augmentation: technology acts as a direct tool substitute, with functional improvement  Modifications: technology allows for significant task redesign  Redefinition: technology allows for the creation of new tasks previously inconceivable. Ruben Puentedura, 2010
  3. 3. SAMR IN EFL: EXAMPLES? S A M R http://ed.ted.com/on/9mGGHq98 http://ed.ted.com/on/ggvleKK9#watch http://ed.ted.com/on/v6o50WCn http://ed.ted.com/on/N9o61wRT http://ed.ted.com/on/6MkFejVM http://ed.ted.com/on/a7EFIWiQ
  4. 4. LEARNING OBJECTS (LO) IN EFL Postítulo TEFL December 2013 Universidad Alberto Hurtado 2013
  5. 5. WHAT ARE (NOT) LEARNING OBJECTS?  A song  A youtube video  A picture with speach bubbles  A test (paper or digital)  A flick / movie What do you think?
  6. 6. WHAT ARE (NOT) LEARNING OBJECTS? These are resources  A song  A youtube video  A picture with speach bubbles  A test (paper or digital)  A flick / movie
  7. 7. WHAT IS IT (NOT)? These are resources  A song  A youtube video  A picture with speach bubbles  A test (paper or digital)  A flick / movie …and can be part of an LO if they  Have an explicit learning objective / goal  Are self-contained and brief  Run digitally & are accessed /used by multiple users  Are interactive (feedback is taken & given)  Are curriculum-based and therefore appropriately organized and tagged
  8. 8. AN LO IS A SELF – CONTAINED EXPERIENCE  Learning objective / outcome  Skills / topics briefly explained  Users can interact with object (and other users)  Instant assessment is provided (as well as other forms of assessment offline)
  9. 9. LOS IN OUR LESSONS  Homework  Remedial work  Extra practice  Classroom activity  Part of larger project assigments when combined
  10. 10. CHECK AND DECIDE: WHICH ONES ARE LOS 1. 2. 3. 4. 5. http://learnenglish.britishcouncil. org/en/britain-great/countrysidegreat-part-1 http://learnenglish.britishcouncil. org/en/word-games/pic-your-wits https://docs.google.com/file/d/0B 1cwr1oM1tDgZUlTdEpDTktrOG 8/edit?usp=sharing&pli=1 http://ed.ted.com/on/6zEmHymX http://ed.ted.com/on/8lUl8eXg 1. YES / NO _ Why? 2. YES / NO _ Why? 3. YES / NO _ Why? 4. YES / NO _ Why? 5. YES / NO _ Why?
  11. 11. FLIPPED CLASSROOMS: PROS  Teachers address diverse learning styles Out of the classroom Content explored autonomously  Teachers benefit from sharing content / learning objects with peers, admin, parents, and students.  Students access contents as many times as they need.  Students collaborate with each other’s learning  Students’ families can soon be involved in the process ". . . the focus of flipped teaching is different from other examples in that the technology itself is simply a tool for flexible communication that allows educators to differentiate instruction to meet individual student needs and spend more time in the classroom focused on collaboration and higher-order thinking." Jac de Haan, author of the blog Technology with Intention In the classroom Content practiced collaborativel Click image to enlarge
  12. 12. FLIPPED CLASSROOMS: CONS What do we think? Further (suggested reading)  Advantages and drawbacks of flipped classrooms http://www.edutopia.org/blog/flipped-classroom-pro-and-con-marybeth-hertz  Ways of using videos in the EFL classroom http://www.edutopia.org/blog/ell-engagement-using-video-larryferlazzo-katie-hull-sypnieski
  13. 13. WEBQUESTS http://prezi.com/rvj3b9ohycxx/using-webquests/ • • • • • Collaborative Inquiry-based Inductive learning Problem based Task based
  14. 14. PARTS OF A WEBQUEST  Introduction  Task  Process  Resources  Evaluation  (teacher’s page)
  15. 15. BIBLIOGRAPHY  Sakurai, Y., & Donelson, R. (2011). Using learning objects in English language instruction at a Mexican university: Teacher innovation and student responses. MEXTESOL Journal, 35(1), Retrieved from http://www.mextesol.net/journal/index.php?page=journal&id_articl e=59 Other references  http://webquest.org  http://ed.ted.com

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