Blending Technologies and Feedback for EFL Writers
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This document discusses blending technologies and feedback for EFL (English as a Foreign Language) writers. It promotes sharing experiences and ideas online as a way to provide feedback and combat teacher isolation. The document suggests teachers can share emotions, explore new ideas, and find a sense of community by participating in online discussions. Reasons for sharing include sharing advantages over face-to-face interactions and exploring new ideas.
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Presentation atoxforduni
Russell Stannard is a part-time lecturer and associate trainer who creates online teacher training videos and resources. He presented at the University of Oxford Exeter College on how assessment has changed and how technology can help with assessment. He discussed how assessment now involves more stakeholders, skills, and autonomy for learners. Technology allows for a greater range of integrated skills like speaking to be assessed through tools like Vocaroo, Present.Me, and student blogs where learners can upload and comment on multimedia content. Regular recordings and peer/self-evaluation can provide formative feedback and evidence of developing language ability when guided by clear activities.
5009a270
IEEE 13th International Conference on Advanced Learning Technologies / Interactive Video enhanced learning-teaching process for digital native students
Podcastass1
Podcasting involves creating audio files that can be downloaded to portable devices. It is commonly used in education, with teachers recording lectures for students to access remotely. While podcasting allows students to revisit lessons and catch up if absent, some studies have found it does not necessarily improve exam scores. Limitations include reliance on internet access and server space, as well as the inability to directly engage with the teacher.
Creating successful online learning experiences--content
The document discusses best practices for creating successful online learning environments and conveying course content online. It provides several guiding questions to help instructors think about their course content and how to enhance it for online delivery. The document recommends using a variety of tools like text, audio, video and screencasts to connect content to activities. It emphasizes using an instructor voice to narrate the content, providing signposts to guide students, and organizing content into manageable learning chunks. Overall, the document offers tips on designing and delivering online content effectively through multimodal tools and a coherent narrative structure.
Integrating technology
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
Application of Multimedia Technologies to Enhance Distance Learning
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e-Learning
E-Learning at Tallinn University uses various virtual learning environments like Blackboard, IVA, and Moodle to facilitate online and blended learning. It is defined as using information and communication technologies to support the learning process both inside and outside the classroom. The role of teachers is important as activators of student learning through motivating lessons using various methods. Teachers also guide students and act as intermediaries on an international level by finding foreign contacts and including them in the e-learning process. Examples of student work include language exercises, crosswords, and games designed to enhance e-learning.
Screencasting for learning
This document provides information on screencasts including what they are, potential uses, examples, and the screencast creation process. A screencast is a digital recording of on-screen computer activity often with audio narration. They can be used to introduce modules, review concepts, and demonstrate software. Examples provided include Khan Academy and websites demonstrating high-quality screencasts. Creating effective screencasts involves planning, capturing, editing, and publishing the video. Free software like Snip and Screencast-o-matic can be used to create and share screencasts.
FRIT 7235 – Technology Integration
This document discusses 5 videos that demonstrate ways to integrate technology into language arts lessons. The first video shows high school students working collaboratively online to discuss mentors. The second shows middle school students creating public service announcements using video cameras and editing software. The third has middle schoolers designing video games based on their short stories. The fourth features elementary students recording podcasts about their science experiments. The fifth has high school students taking notes on Hamlet individually using technology like typing, voice recording, or texting and publishing their notes using Evernote.
Ab section report model
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by providing a common platform for all students globally.
Ab section report model f
This document discusses the use of digital media and learning management systems to enhance education. It provides an analysis using the SECTIONS framework to evaluate the appropriateness of technology for teaching and learning. Key factors discussed include students' access to technology, ease of use of the tools, costs, teaching approaches, types of interaction supported, organizational requirements, and advantages/disadvantages of new technologies. The conclusion is that information technologies allow for advances in education by bringing students from around the world together on a common platform.
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Blending Technologies and Feedback for EFL Writers
- 1. Blending Technologies and Feedback for EFL Writers October 9, 2013 Moodle MOOC 2013 A show and tell (sharing) experience that is not meant to be presentational but rather conversational! Blending Technologies and Feedback for EFL Writers by Benjamin L. Stewart is licensed under a Creative Commons Attribution 3.0 Unported License. Based on a work at ttp://about.me/benjamin_stewart. Presentation permalink (http://bit.ly/15cmYY9) about.me/benjamin_stewart
- 4. Teachers share with ELT students http://cdn.scholarshipsservice.com/wp-content/uploads/2012/03/teacher3.jpg http://www.biblicalmissions.com/wp-content/uploads/2012/07/languages.jpeg http://10-most.com/wp-content/uploads/2012/09/English-Language-english-language-3156806-580-441.jpg pedagogical competencelinguistic competence knowledge about language (Thomas, 1987)
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- 6. VoiceThread Post (A/C Writing) The unpredictable becomes predictable.
- 7. Why share? ...to (a) share emotions with others, (b) sharing online has advantages over face-to-face interactions, (c) to combat teacher isolation, (d) to explore new ideas, and (e) to experience a sense of comradery. (Jung Won & Brush, 2009)
- 8. Why share?
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- 10. Sharing and Diversity I don't care what you say to me. I care what you share with me. ― Santosh Kalwar, Quote Me Everyday
- 11. Bibliography Creative Commons: About the licenses. (2013). Retrieved from http://creativecommons.org/licenses/ Jung Won, H. & Brush, T. (2009). Teacher participation in online communities: Why do teachers want to participate in self-generated online communities of K-12 teachers? Journal of Research on Technology In Education, 41(3), pp. 279-303. Lalonde, C. (2012). How important is Twitter in your personal learning network? Retrieved from http://elearnmag.acm.org/archive.cfm?aid=2379624 Seaman, J. & Tinti-Kane, H. (2011). Teaching, learning, and sharing: How today’s higher education faculty use social media. Retrieved from http://www.pearsonlearningsolutions.com/educators/pearson-social-media-survey-2011-bw.pdf Thomas, A. (1987). Language teacher competence and language teacher education. In R. Bowers (Ed.), Language teacher education: An integrated programme for ELT teacher training. London: British Council, Modern English Publications. http://ideasandthoughts.org/2009/01/29/teachers-who-share/