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Let's get digital . Apac convention 2011


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Projects using web 2.0 tools. Online assessment using Moodle activities.

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Let's get digital . Apac convention 2011

  1. 1. Let’s get digital!Mònica Castanyer MoraMontse Paradeda Camós
  2. 2. • What’s Moodle?• Our Moodle.• Projects using Moodle.• How to create the projects?• How to evaluate them.
  3. 3. What’s Moodle?
  4. 4. Why projects?
  5. 5. Many advantages  …… Autonomous learning Learning outcomes All four skills are integrated Authentic tasksInterpersonal skills aredeveloped A break from routine
  6. 6. Moodle @ Projects?
  7. 7. Moodle @ Projects!! positive feedback -mp3 Motivating -ppt -aviPortfolio ofeachstudent Easy to manipulate Evaluation Different tools resources
  8. 8. Our Moodle
  9. 9. Our projects• Me, myself and I• Irregular verbs.• Spooky story.• A recipe book.• Be an actor / Extreme weather.• A trip to London.• The echo.• Answering machine.• Avatar.
  10. 10. How do we start…• We present the project.• We show examples from previousyears.• We present the new tools to use.• Create the groups.• Timing.• Assessment criteria.• Final oral
  11. 11. ME, MYSELF AND I (1)GROUPS: 3/4 students.TASK: Record daily routines.GRAMMAR: ¨Simple present¨ (affirmative and negativesentences) and time.TOOL: Audiovisual files.
  12. 12. ME, MYSELF AND I (2)GROUPS: Individual.TASK: Personal description. Likes and dislikes. Hobbies.GRAMMAR: ¨Simple present¨, adjectives.TOOL: Glogster (digital poster)
  13. 13. Step by step… 1. Write the script. 2. Record and save the file. 3. and sign up. 4. Create a new Glog. 5. Insert text.
  14. 14. 6. Upload the video.7. Save and publish to embed the code.
  15. 15. IRREGULAR VERBS FlashcardsGo-went-goneFly-flew –flownBite-bit-bitten ChantsCost-cost-costSee-saw-seenBet-bet-betEat-ate-eaten Bingo
  16. 16. IRREGULAR VERBSGROUPS: 2 students.TASK: Create a clip with photos or pictures to illustrate someirregular verbs.GRAMMAR: Irregular verbs.TOOL: Windows movie maker.
  17. 17. Step by step… 1. Students choose ten irregular verbs. 2. They either look for images or take photos of themselves. 3. Windows Movie Maker. A new project.
  18. 18. 5. Upload images.6. Drag the images to the timeline.
  19. 19. 7. You can add music.8. Save as a film in your computer.
  20. 20. SPOOKY STORIESGROUPS: Groups of 3 students.TASK: Write a spooky story using a wiki with given sounds.GRAMMAR: The simple past and the past continuous.TOOL: A wiki.
  21. 21. Step by step…1. Download or record different sounds.2. Join them using WMM or any other programme.3. Upload the sequences.4. Create a wiki.
  22. 22. THE RECIPE BOOKGROUPS: The whole class.TASK: Write a recipe book.GRAMMAR: Imperative and food vocabulary.TOOL: / chat in Moodle. The Recipe Book
  23. 23. Step by step…1. We use a chat in Moodle.2. The students write down their proposals.3. Once the teacher accepts them, she/he gives the pages they will edit.
  24. 24. 4. They send their recipe to the ¨workshop¨ in Moodle.5. The teacher creates a book for each class. 6. Students log in
  25. 25. 7. The students select a background, uploadthe photos and add the text. 8. ¨Save and publish¨ to embed the code in Moodle.
  27. 27. Advantages•The students can repeat the oral tasks as manytimes as they want for self-improvement.• Teachers can listen to the clips more than onceso assessment is more objective.•Oral projects allow students to get more practiceon their oral skills.•Mistakes can be contrasted with the students.
  28. 28. THE ECHOGROUPS: Individual.TASK: Listen and reproduce a transcript given.TOOL: Audacity.
  29. 29. Step by step…1. Teachers give the students a script and an audio clip as a model.
  30. 30. 2. Students record and upload their oral production.
  31. 31. BE AN ACTORGROUPS: Pairs or groups of three.TASK: Dub a scene.GRAMMAR: Informal language.TOOL:
  32. 32. EXTREME WEATHERGROUPS: In pairsTASK: Write a piece of news and read it.GRAMMAR: The past.TOOL:
  33. 33. A TRIP TO LONDONGROUPS: In group.TASK: Create a sightseeing tour. Record an itinerary.GRAMMAR: Passives.TOOL:
  34. 34. Step by step… 1. Plan your itinerary. (look for information and images) 2. Choose a spot on the map.
  35. 35. 3. Create an echo , give it a name , add the image and upload it.4. Repeat the process with the rest of the places to visit.
  37. 37. • What’s evaluation?• Types of evaluation.• How do we assess?• Activities in Moodle.• Student’s porfolio.
  38. 38. What’s evaluation?• Continuous process .• Improve the learning process• Evaluation tools
  39. 39. TypesDiagnostic Formative Sumative
  40. 40. Diagnostic evaluation• Function: Ensures that all learners aresufficiently challenged and identifies studentinterests.• When: At the beginning of the school year orbefore a theme of instruction.• Instruments: Objetive tools.
  41. 41. Formative evaluation Information on the learning process.• Function: keep students and educators informedof students progress towards learning objectives.• When: At any moment in the learning process.• Instruments: Observations/Question and answersessions /Quizzes.
  42. 42. Summative evaluation Learning achievements over a period of time.• Function: to summarize student progress and toreport progress relative to curriculum objectives tostudents, parents, and educators.• When: At the end of a unit of study.• Instruments: End of term exams/Unit tests/Projects
  43. 43. How do we assess?tests oral response observation by checklist class discussion co evaluation homework
  44. 44. Self-evaluationSelf-assessment makes the students activeparticipants in their educationPeer evaluationIt enables students to give each other valuablefeedback so they learn from and support eachother.
  45. 45. Online to complete the student’sassessment learning profile.
  46. 46. Activities
  47. 47. Student’s role Teacher’s role
  48. 48. Student’s profile
  49. 49. Me, myself and IFeedback1. (video) Students correct two. They check that their mates have done what the teacher asked in their daily routines videos. Coevaluation.2. (poster) They assess one poster by giving some feedback.
  50. 50. The irregular verbsCommentThe students send their clips and the teacheradds a comment.Choice:Students choose the most original project.
  51. 51. Spooky story Forum : After having read the stories out loud in class,students take part in a forum.1.They suggest a grade for their own work, afterseeing others’ work.2.They comment on a particular good point fromanother wiki.3. They suggest improvements to their own work.
  52. 52. The wheel of fortuneChoice:Students choose the most original project.
  53. 53. The recipe The Recipe Book1. Workshop:The teacher decides:• the number of recipes each students will assess.• the start and the end of the submissions.• the beginning and ending of the assessments.• creates the self-assessment and the grading form.
  54. 54. Oral projectsStudents send the audio file as a task.Grade and comment:The teacher gives a mark and adds a commentabout the intonation and pronunciation. The studentwho wants to improve his/her mark can record itagain following the teacher’s notes.
  55. 55. Thanks for coming. Hope to see your projects soon!Mònica Castanyer monprojects@gmail.comMontse Paradeda