Mobile applications for teaching English as a foreign language available online have the following characteristics:
They allow for both formal and informal learning anywhere and anytime through smartphones. While still developing, they provide learning through various formats like games, dictionaries, textbooks and practice exercises. Both free and paid apps exist, though the quality is uneven across thousands available. Teachers can integrate relevant apps into their lessons, but must consider how to adapt teaching approaches for mobile devices.
Getting Funded - What Our Members Look For In A PitchMaple Leaf Angels
This document provides guidance for entrepreneurs pitching their startup to angel investors. It advises that the pitch should be concise, focusing on the founding team, the problem the startup solves, its product or service, and go-to-market strategy. The pitch should demonstrate traction but also be candid about remaining challenges. It should use everyday language to clearly explain how investors can achieve returns and cover major elements of the business model within 10 slides.
Análisis de la evaluación multicíclica en la construcción colaborativa de un ...Atlas Uned
El documento describe un proyecto de construcción colaborativa de un repositorio digital de recursos de aprendizaje de inglés profesional. El proyecto involucró a 50 estudiantes divididos en grupos para buscar y evaluar recursos. El objetivo era mejorar las habilidades lingüísticas a través de un enfoque metacognitivo que incluyó autoevaluación y evaluación de los compañeros. Los resultados mostraron una mejora en las habilidades lingüísticas de los estudiantes y una valoración positiva del enfoque metacogn
Este documento proporciona instrucciones en 11 pasos para configurar una cuenta en la plataforma Scoop.it, incluyendo registrarse sin una cuenta de redes sociales existente, completar los detalles personales, verificar la cuenta de correo electrónico, elegir un título y palabras clave para el tema, aceptar o rechazar sugerencias de contenido, editar palabras clave posteriormente, buscar contenido directamente o mediante un buscador, y modificar las notificaciones en la configuración.
Exploring the affordances of massive open online courses on second languagesAtlas Uned
This document summarizes a study exploring the potential of Massive Open Online Courses (MOOCs) for teaching second languages. It first provides background on MOOCs and their connection to informal, non-formal, and connectivist models of education. It then discusses how MOOCs can support language learning through peer-to-peer interaction and feedback. The document specifically examines a MOOC called "Professional English" and how it incorporated asynchronous and synchronous oral practice. Finally, the summary concludes that the "Professional English" MOOC demonstrated how MOOCs can effectively enhance socio-cultural competence and support the full range of language skills for second language learners.
Towards a social ontology based english learning mobile environment for profe...Atlas Uned
This document discusses the SO-CALL-ME research project funded by the Spanish Ministry of Science and Innovation. The project aims to develop a mobile-assisted language learning environment for English for Specific Purposes. It builds on previous work by the ATLAS Research Group exploring the potential of mobile phones for language learning. The SO-CALL-ME environment will use cognitive augmentation techniques, a linguistic ontology of learning objects, and situated learning scenarios to enhance oral comprehension and production in professional communication contexts. The goal is to provide a flexible, adaptive, and interactive mobile-based system for authentic English for Specific Purposes learning.
Maple Leaf Angels - Annual General Meeting June 11th 2013Maple Leaf Angels
This document summarizes the agenda for the 2013 Annual General Meeting and Celebration of the Maple Leaf Angels Corporation. The evening will include the annual meeting, presentations on investments and achievements over the past year, and the election of new board members and president for the coming year. It provides details on resolutions to appoint an auditor, increase the board size, and elect new board members and president. It also outlines the chairperson's report, investments made, successful exits, and other achievements over the past year.
Reall: rubric for the evaluation of apps in language learningAtlas Uned
This document outlines a research study conducted to develop a rubric for evaluating mobile apps for language learning (REALL). The study involved three stages: 1) analyzing and categorizing existing English language learning apps, 2) designing an evaluation rubric based on pedagogical criteria, and 3) creating a parallel rubric to assess apps based on linguistic criteria defined by the Common European Framework of Reference for Languages. The rubrics were then used to evaluate the top five apps identified in stage one. The study aims to provide a comprehensive framework for assessing the pedagogical quality, technical features, and linguistic suitability of apps for teaching and learning English as a foreign language.
Getting Funded - What Our Members Look For In A PitchMaple Leaf Angels
This document provides guidance for entrepreneurs pitching their startup to angel investors. It advises that the pitch should be concise, focusing on the founding team, the problem the startup solves, its product or service, and go-to-market strategy. The pitch should demonstrate traction but also be candid about remaining challenges. It should use everyday language to clearly explain how investors can achieve returns and cover major elements of the business model within 10 slides.
Análisis de la evaluación multicíclica en la construcción colaborativa de un ...Atlas Uned
El documento describe un proyecto de construcción colaborativa de un repositorio digital de recursos de aprendizaje de inglés profesional. El proyecto involucró a 50 estudiantes divididos en grupos para buscar y evaluar recursos. El objetivo era mejorar las habilidades lingüísticas a través de un enfoque metacognitivo que incluyó autoevaluación y evaluación de los compañeros. Los resultados mostraron una mejora en las habilidades lingüísticas de los estudiantes y una valoración positiva del enfoque metacogn
Este documento proporciona instrucciones en 11 pasos para configurar una cuenta en la plataforma Scoop.it, incluyendo registrarse sin una cuenta de redes sociales existente, completar los detalles personales, verificar la cuenta de correo electrónico, elegir un título y palabras clave para el tema, aceptar o rechazar sugerencias de contenido, editar palabras clave posteriormente, buscar contenido directamente o mediante un buscador, y modificar las notificaciones en la configuración.
Exploring the affordances of massive open online courses on second languagesAtlas Uned
This document summarizes a study exploring the potential of Massive Open Online Courses (MOOCs) for teaching second languages. It first provides background on MOOCs and their connection to informal, non-formal, and connectivist models of education. It then discusses how MOOCs can support language learning through peer-to-peer interaction and feedback. The document specifically examines a MOOC called "Professional English" and how it incorporated asynchronous and synchronous oral practice. Finally, the summary concludes that the "Professional English" MOOC demonstrated how MOOCs can effectively enhance socio-cultural competence and support the full range of language skills for second language learners.
Towards a social ontology based english learning mobile environment for profe...Atlas Uned
This document discusses the SO-CALL-ME research project funded by the Spanish Ministry of Science and Innovation. The project aims to develop a mobile-assisted language learning environment for English for Specific Purposes. It builds on previous work by the ATLAS Research Group exploring the potential of mobile phones for language learning. The SO-CALL-ME environment will use cognitive augmentation techniques, a linguistic ontology of learning objects, and situated learning scenarios to enhance oral comprehension and production in professional communication contexts. The goal is to provide a flexible, adaptive, and interactive mobile-based system for authentic English for Specific Purposes learning.
Maple Leaf Angels - Annual General Meeting June 11th 2013Maple Leaf Angels
This document summarizes the agenda for the 2013 Annual General Meeting and Celebration of the Maple Leaf Angels Corporation. The evening will include the annual meeting, presentations on investments and achievements over the past year, and the election of new board members and president for the coming year. It provides details on resolutions to appoint an auditor, increase the board size, and elect new board members and president. It also outlines the chairperson's report, investments made, successful exits, and other achievements over the past year.
Reall: rubric for the evaluation of apps in language learningAtlas Uned
This document outlines a research study conducted to develop a rubric for evaluating mobile apps for language learning (REALL). The study involved three stages: 1) analyzing and categorizing existing English language learning apps, 2) designing an evaluation rubric based on pedagogical criteria, and 3) creating a parallel rubric to assess apps based on linguistic criteria defined by the Common European Framework of Reference for Languages. The rubrics were then used to evaluate the top five apps identified in stage one. The study aims to provide a comprehensive framework for assessing the pedagogical quality, technical features, and linguistic suitability of apps for teaching and learning English as a foreign language.
A pedagogic assessment of mobile learning applicationsAtlas Uned
This document summarizes a study that evaluated 67 English as a foreign language (EFL) mobile learning applications based on pedagogical criteria. The researchers created a rubric to assess the apps' technical features, types of learning activities, and differentiating interactive features. The results showed that many apps had technical issues, more were available for Apple than Android, and prices varied widely. Common app types included games, dictionaries, and practice in vocabulary, grammar, pronunciation, listening and conversation. Some apps provided more contextualized language learning through audio, video, films and cartoons. The researchers concluded the study identified apps' strengths and limitations to inform the development of new applications that fill gaps and integrate sound pedagogy.
The document discusses how teachers can use internet activities to energize ESL/EFL classrooms. It outlines four categories of internet-based activities: (1) activities that involve searching for information, (2) publishing information on web pages or blogs, (3) conversational activities through email or chats, and (4) activities that allow students to reply or talk. The document provides examples for each category and recommendations for teachers to ensure activities maintain student interest and provide learning opportunities, such as checking students' work before publication to reduce anxiety over mistakes.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
Mostafa Elasey graduated from the College of Computers and Information with excellence and got a degree for his graduation project on communication methods for the deaf. He was the head of the ETOP student team at his college, where he taught courses on multimedia, programming, networks, mobile computing, and DNA computing. He sees himself as a highly creative web designer with advanced user experience knowledge and wants to develop his career in a supervisory role focusing on high profile projects. He provides his contact information, skills, education background, employment history teaching various courses, and web design achievements and examples. His personal interests include teaching, comics, cooking, sports, reading, football, and Playstation.
This document discusses using online resources to teach English. It begins by defining online resources as educational data available online, such as web pages, videos, blogs, and documents. It then describes two main types of online resources: web pages and online documents. The document explains that online resources are important for teaching because they help assess skills and knowledge, encourage finding new ideas, provide innovative teaching methods, and promote professional development and interest. It concludes by providing tips for finding, selecting, and using appropriate online resources and lists several specific useful online resources for English language teachers.
The document discusses using technology to support language learning. It notes that technology should be used in a way that enhances learning, and outlines several benefits it can provide including developing language skills, individualizing learning, and motivating students. A variety of technologies are mentioned, such as generic software, dedicated language learning programs, and internet tools. Both advantages and disadvantages of different technologies are presented.
This document provides an overview of various 21st century tools that can be used for technology-enhanced language teaching, including online resources (DISCUS), Google Chrome plugins (Lingualy, Read & Write), mobile apps (Phrasalstein, English Monstruo, Voxy), web 2.0 tools (YouTube, Bookr, Thinklink), audio books, blogs, podcasts, and useful websites. It describes the purpose and benefits of each tool for English language learners and provides instructions and examples for using many of the tools.
A multimedia language center provides various technology resources to support English language learning, including a cinema suite, recording studio, and computers with language programs. As a manager, it is important to know how to use the equipment and software to create interactive lessons while also maintaining control over the students and equipment. The center allows for individualized and engaging learning through activities using songs, movies, videos, discussions, and self-evaluations.
This document discusses various ways that technology can be used to teach English language learners and foreign language students. It provides examples of how digital cameras, videos, and scanners can be used to enhance lessons. Some specific technologies mentioned include blogs for communication, websites for submitting assignments, and software for word processing, databases, and multimedia. It also addresses considerations for legal and appropriate use of technology and lists sample rubrics and lesson plans for assessing foreign language students.
Booklet professional development, esl, by elen soti, 2013Elen Soti
This document provides resources for online professional development for English language teachers. It begins with an introduction explaining the benefits of online professional development resources, such as their accessibility and ability to engage modern students. It then lists various online resources teachers can use, including browsers to conduct searches, websites on various topics, social media sites, and training courses offered by different organizations. The document emphasizes that there are countless online opportunities for teachers to enhance their skills and integrate new techniques into their teaching.
Learning Technologies in the Primary School PPT 3Liliana Simón
This document contains a collection of links to various online resources for teaching English as a foreign language, including websites for reading stories, listening activities, creating posters and forums, finding images and videos, and using polling and social media tools in the classroom. The links cover topics like digital literacy skills, the shift from print to digital learning, and debates around the effective integration of technology into language instruction.
The document discusses the use of e-portfolios in teacher education. It describes how e-portfolios allow students to take ownership of their learning by setting goals and reflecting on their strengths and weaknesses. E-portfolios can be shared with others and used by educators to gauge student development. The document also discusses using e-portfolios for assessment by linking student work to competency frameworks and rubrics. Finally, it provides examples of e-portfolio tools like Google Sites that can be used for reflection.
This document discusses myths and facts about online EFL assessment. It addresses several myths, such as the ideas that online assessment only favors copying and pasting, that skills integration is impossible, and that it is only suitable for high-level students. The document provides alternatives and solutions to address these myths, such as using problem-based learning and relating topics to students' real lives. It also provides examples of online tools that can be used to assess different skills, such as comics creators for assessing writing and video and audio resources for assessing listening and pronunciation. Overall, the document argues that online EFL assessment can be reliable and that designing online language tests is comparable to paper-based tests when certain factors are considered.
This document provides an overview of using iPads in the classroom. It discusses starting with substitution uses like digital worksheets and moving to more advanced uses involving student creation through apps. Key frameworks for technology integration are covered, including the SAMR model and TPACK. Specific apps are recommended for different classroom uses such as formative assessments, presentations, note-taking, and interactive textbooks. Tips are provided for effective iPad integration focusing on student engagement and content mastery.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
This document discusses computer-assisted language learning (CALL). CALL uses information and communications technology to teach and learn foreign languages. It ranges from early drill-and-practice programs to more recent applications like virtual learning environments and mobile-assisted language learning. Computers can serve as tools, tutors, facilitators, and stimuli for language learning. Computer-mediated communication allows for synchronous and asynchronous communication. Computer-aided assessment can evaluate listening, reading, and to a limited extent, speaking and writing skills. CALL supports language research through databases and search engines. It also aids in teaching and developing listening, speaking, reading, writing, pronunciation and translation skills.
Free AT and UDL for learners with and without disabilitiesKate Ahern
Universal Design for Learning (UDL) is a framework that provides multiple means of representation, expression, and engagement to meet the diverse needs of all learners. UDL aims to provide appropriate challenges and support to each student through flexible approaches rather than a one-size-fits-all solution. When strategically implemented, UDL can help meet mandates for Response to Intervention, improve performance for diverse learners, and potentially reduce costs associated with some assistive technologies.
Anastasia Paraskevoulakou, an English teacher from Greece, participated in a one-week Erasmus+ teacher training program in Edinburgh, England. The training focused on effective communication skills, fluency, teaching methodology, and Scottish arts. Teachers from several European countries attended workshops on lesson planning, resources for teaching English, and using technology in the classroom. The training provided opportunities for networking, cultural experiences in Scotland, and renewing skills in teaching English.
The role of dubbing in foreign language learningAtlas Uned
This document discusses the potential role of dubbing in foreign language learning. It proposes using dubbing as an innovative way to enhance oral skills like fluency, pronunciation, and speech speed. Short video clips could be dubbed by students in pairs or groups, with tasks including warm-up, dubbing, and follow-up activities. Previous research suggests dubbing can improve listening, speaking, vocabulary, and autonomous learning. An experiment was conducted with English students, having them dub and subtitle videos both collaboratively and individually. Students reported improvements in oral and written skills from these audiovisual translation tasks. The document concludes dubbing has much to offer language learning and can involve real-world skills when shared online.
Alemán para hispanohablantes nociones fundamentales Atlas Uned
El documento describe un caso de éxito de un MOOC sobre alemán para hispanohablantes impartido en la UNED. Se define qué es un MOOC, se analizan las estrategias utilizadas como la estructuración clara de contenidos y herramientas, y se presentan algunos resultados como una alta tasa de participación y opiniones positivas de los alumnos. Finalmente, se plantean dos cuestiones sin resolver como motivar a los estudiantes pasivos y si los MOOCs son adecuados para todas las materias.
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This document summarizes a study that evaluated 67 English as a foreign language (EFL) mobile learning applications based on pedagogical criteria. The researchers created a rubric to assess the apps' technical features, types of learning activities, and differentiating interactive features. The results showed that many apps had technical issues, more were available for Apple than Android, and prices varied widely. Common app types included games, dictionaries, and practice in vocabulary, grammar, pronunciation, listening and conversation. Some apps provided more contextualized language learning through audio, video, films and cartoons. The researchers concluded the study identified apps' strengths and limitations to inform the development of new applications that fill gaps and integrate sound pedagogy.
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Mostafa Elasey graduated from the College of Computers and Information with excellence and got a degree for his graduation project on communication methods for the deaf. He was the head of the ETOP student team at his college, where he taught courses on multimedia, programming, networks, mobile computing, and DNA computing. He sees himself as a highly creative web designer with advanced user experience knowledge and wants to develop his career in a supervisory role focusing on high profile projects. He provides his contact information, skills, education background, employment history teaching various courses, and web design achievements and examples. His personal interests include teaching, comics, cooking, sports, reading, football, and Playstation.
This document discusses using online resources to teach English. It begins by defining online resources as educational data available online, such as web pages, videos, blogs, and documents. It then describes two main types of online resources: web pages and online documents. The document explains that online resources are important for teaching because they help assess skills and knowledge, encourage finding new ideas, provide innovative teaching methods, and promote professional development and interest. It concludes by providing tips for finding, selecting, and using appropriate online resources and lists several specific useful online resources for English language teachers.
The document discusses using technology to support language learning. It notes that technology should be used in a way that enhances learning, and outlines several benefits it can provide including developing language skills, individualizing learning, and motivating students. A variety of technologies are mentioned, such as generic software, dedicated language learning programs, and internet tools. Both advantages and disadvantages of different technologies are presented.
This document provides an overview of various 21st century tools that can be used for technology-enhanced language teaching, including online resources (DISCUS), Google Chrome plugins (Lingualy, Read & Write), mobile apps (Phrasalstein, English Monstruo, Voxy), web 2.0 tools (YouTube, Bookr, Thinklink), audio books, blogs, podcasts, and useful websites. It describes the purpose and benefits of each tool for English language learners and provides instructions and examples for using many of the tools.
A multimedia language center provides various technology resources to support English language learning, including a cinema suite, recording studio, and computers with language programs. As a manager, it is important to know how to use the equipment and software to create interactive lessons while also maintaining control over the students and equipment. The center allows for individualized and engaging learning through activities using songs, movies, videos, discussions, and self-evaluations.
This document discusses various ways that technology can be used to teach English language learners and foreign language students. It provides examples of how digital cameras, videos, and scanners can be used to enhance lessons. Some specific technologies mentioned include blogs for communication, websites for submitting assignments, and software for word processing, databases, and multimedia. It also addresses considerations for legal and appropriate use of technology and lists sample rubrics and lesson plans for assessing foreign language students.
Booklet professional development, esl, by elen soti, 2013Elen Soti
This document provides resources for online professional development for English language teachers. It begins with an introduction explaining the benefits of online professional development resources, such as their accessibility and ability to engage modern students. It then lists various online resources teachers can use, including browsers to conduct searches, websites on various topics, social media sites, and training courses offered by different organizations. The document emphasizes that there are countless online opportunities for teachers to enhance their skills and integrate new techniques into their teaching.
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This document discusses the potential role of dubbing in foreign language learning. It proposes using dubbing as an innovative way to enhance oral skills like fluency, pronunciation, and speech speed. Short video clips could be dubbed by students in pairs or groups, with tasks including warm-up, dubbing, and follow-up activities. Previous research suggests dubbing can improve listening, speaking, vocabulary, and autonomous learning. An experiment was conducted with English students, having them dub and subtitle videos both collaboratively and individually. Students reported improvements in oral and written skills from these audiovisual translation tasks. The document concludes dubbing has much to offer language learning and can involve real-world skills when shared online.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Aplicaciones móviles para la enseñanza del inglés como lengua extranjera disponibles en la web
1. Aplicaciones móviles para la enseñanza del inglés
como lengua extranjera disponibles en la web
Mobile applications for EFL available on the web
Pilar Rodríguez Arancón
prodriguez@flog.uned.es
2. What we are going to see in the course
• Background of Mobile Learning
• Characteristics
• Positive points
• Weak points
• Some tools to develop apps
• First task – apps evaluation
• Second task – lesson plan
• Sharing some conclusions
3. Background
• The origins of Mobile learning /m-learning or
MALL (Mobile Assisted Language Learning) are
in e-learning
4. E-learning
You have probably used the Internet to answer questions
about English or to find activities for your classes. As you
know, the search can be done in several ways:
• You can find full courses, especially for levels A2 and B1
of the CEFR; such as:
– La Mansión del inglés
http://www.mansioningles.com/nuevocurso.htm
– Curso-ingles.com http://www.curso-ingles.com/
– Aulafácil http://www.aulafacil.com/
– OM Personal http://www.ompersonal.com.ar/
– Inglés Mundial http://www.inglesmundial.com/index.html
5. E-learning
• You can ask a question and access a forum such as
Wordreference or Yahoo respuestas, or the BBC; a page
with the answer, such as English Plus, or a grammar
point within a course, such as Saber inglés. As an
example we can type especially specially:
– http://forum.wordreference.com/showthread.php?t=12996
94&langid=24
– http://es.answers.yahoo.com/question/index?qid=2010102
4122354AA7MeI7
– http://www.bbc.co.uk/worldservice/learningenglish/gramm
ar/learnit/learnitv265.shtml
– http://englishplus.com/grammar/00000287.htm
– http://www.saberingles.com.ar/which/95.html
6. E-learning
• You can search for activities for a specific grammatical
point and get worksheets to do in class or pages in
which to do the activity and get immediate feedback.
As an example, if we type “past continuous activities”:
* We find worksheets to print and hand out:
– https://www.google.es/search?q=past+continuous+act
ivities&client=firefox-a&hs=Pzm&rls=org.mozilla:es-
ES:official&tbm=isch&tbo=u&source=univ&sa=X&ei=f6
zKUZHXCu_g7Qba-
4DQDQ&ved=0CDQQsAQ&biw=1024&bih=629
– http://www.esltower.com/GRAMMARSHEETS/pastcont
inuous/pastcontinuousboardgame.pdf
7. E-learning
* Or for self-correction which can be more or
less sophisticated:
– http://s.mound.free.fr/skyblues67/WasWereVing/c
onjwasworking.htm
– http://www.really-learn-english.com/past-
progressive-exercises.html#01
– http://www.ego4u.com/en/cram-
up/grammar/past-progressive
8. MALL
• MALL is the next step in the evolution of
educational technology reflecting the
convergence of mobile technology and e-
learning in response to a more dynamic society
that seeks a personalized, lifelong and
universal education (Romero et al., 2010)
9. Characteristics
• Formal and informal learning
• Ubiquitous (any time and anywhere): at
home, at work, while travelling, when waiting
or even walking
• Dynamic
• It seems to be the natural progression from e-
learning
• Flexible
10. Positive points
• A platform that supports many things
(text, image, sound)
• Technology is now cheaper than printing
• Promotes individual and collaborative learning
• Integral part of life
• Rather large number of users:
http://mobithinking.com/mobile-marketing-
tools/latest-mobile-stats/b#mobilebroadband
11. Positive points
• This type of stimuli as a combination of
sound, image and creative elements is ideal for
learning
• As Glasser (2000) pointed out, humans retain
10% of what they read, 20% of what they
hear, 30% of what they see and 50% of what
they see and hear at the same time
12. Negative points
• It is still in the early days of development
• Apps are not designed for all operating systems
• It makes us re-think how to teach
• It is a challenge from the designing point of
view
• There are over 28,000 apps for educational
purposes available on the market at present, so
they do not all have the same standard of
quality (http://www.eduapps.es)
14. Types of apps
• Games, very often aimed at children, e.g. apps available from Cambridge
English Online
• App versions of dictionaries, handbooks and textbooks, e.g. Cambridge’s
EFL methods, dictionaries, etc.
• Apps providing vocabulary, grammar and/or pronunciation practice, such as
My Word Book, Johnny Grammar’s Quiz Master, 60 Second Word Challenge
or Sounds Right.
– Some go beyond mere drilling or quizzing: listening comprehension practice by means of podcasts and the
exploitation thereof, e.g. Listen-to-English and A Cup Of English;
– apps allowing conversation practice, e.g. English Feed, even with other users, e.g. The Language Campus
Adaptation of online courses such as Busuu and EF’s English Town to mobile devices
• Apps exploiting the use of language in context (most closely related to the
interests and goals of SO-CALL-ME): through podcasts –e.g. Learn
English, Talking Business English– videos –e.g. Learn English Audio &
Video, Conversation English– films –e.g. English Attack– and cartoons –e.g.
Big City Small World.
15. Types of app - Price
• Mobile versions of traditional dictionaries, textbooks, vocabulary or
grammar tests, etc., (as high as around 30€)
• Apps downloadable for a small amount –usually around 1€, and rarely
above 3€ (e.g. Cambridge’s English Monstruo)
• Apps with an initial free sample pack and the possibility to download
further packs for a small amount (again, around 1€; e.g. the British Council’s
LearnEnglish Grammar
• Completely free apps, e.g. The wide choice of apps available from the
British Council.
• Full-fledged English courses , e.g. Busuu or EF’s EnglishTown (the price
depends on the needs of the user and/or seasonal offers)
16. Some apps available on the web
• http://learnenglish.britishcouncil.org/en
• http://elt.oup.com/feature/global/apps/?cc=global&s
elLanguage=en
• http://www.cambridgeapps.org/
17. Task 1 (15mn.)
• This is a rubric that you can use to assess two
of the apps available in the previous
pages, although you could use your own
criteria
http://det.wa.edu.au/ipadsforeducation/detcm
s/navigation/applications/#internalSection1
18. Your ideas
• What are the most important features for you?
• Why?
• Do you think that you would use them as part
of your classroom activities? As homework?
19. Task 2 (15 mn.)
• Draft a Lesson plan including specific activities
from one of the apps available in those links
20. Your ideas
• How would you integrate them?
• Do you think they provide something extra to
your teaching? Why? Why not?
21. Some more apps
Herramienta Web TwinVox
http://www.twinvox.com/
Herramienta Web Cookit Creator
http://cookit.e2bn.org/recipe_creator_beta/
Herramienta Web PhraseMix
http://www.phrasemix.com/
Herramienta Web BrainPop
http://www.brainpop.com/english/
Herramienta Voxi (para llevar)
http://voxy.com/about-us#press
Herramienta Web EnglishAttack
http://es.english-attack.com/
Herramienta Web Language City
http://london.languagecity.com/login#.UIP6lm8yI7I
Herramienta Web On-line utility
http://www.online-utility.org/english/index.jsp
Learn out loud
http://www.learnoutloud.com/Catalog/Languages
Free rice
http://freerice.com/#/english-vocabulary/1387
Listen-to-english
http://www.listen-to-english.com/
Word Champ
http://www.wordchamp.com/lingua2/Home.do
Anglomaniacy
http://www.anglomaniacy.pl/
Bite sized English
http://bite-sized-english.com/
Podcast App
http://www.teachingenglish.org.uk/tips/mobile-learning
LearnEnglish Audio & Video
https://itunes.apple.com/app/learnenglish-audio-video/id529480955?mt=8
Learn English Grammar
http://learnenglish.britishcouncil.org/en/apps/learnenglish-grammar
MyWordBook
http://learnenglish.britishcouncil.org/en/apps/mywordbook
LearnEnglish
http://learnenglish.britishcouncil.org/en/apps/elementary-podcasts
LearnEnglish Sports World
http://learnenglish.britishcouncil.org/en/apps/learnenglish-sports-world
Sounds Right
http://learnenglish.britishcouncil.org/en/apps/sounds-right
WordShake
http://learnenglish.britishcouncil.org/en/apps/wordshake
Johnny Grammar’s Quizz Master
http://learnenglish.britishcouncil.org/en/mobile-learning/johnny-grammars-quizmaster
60 Second Word Challenge
http://learnenglish.britishcouncil.org/en/apps/60-second-word-challenge
22. Some more apps
Big City Small World
http://learnenglish.britishcouncil.org/en/apps/big-city-small-world
Premier Skills
http://learnenglish.britishcouncil.org/en/apps/premier-skills
EnglishTown EF
http://www.englishtown.com/online/dp/press_11-09-2010.aspx
Aprende inglés con busuu.com
https://play.google.com/store/apps/details?id=com.busuu.android.enc
The language campus
http://www.thelanguagecampus.com/?page_id=937
Cnn Asia Pacific
http://www.cnnasiapacific.com/press/en/content/541/
Wag mob Apps
http://english.wagmob.com/
Talking business English
http://www.talkingbusinessenglish.com
80 apps to learn a new language
http://iphone.appstorm.net/roundups/lifestyle-roundups/80-apps-to-learn-a-new-
language/
English Feed
http://www.englishfeed.com/?p=134
Quiz up
http://www.cambridgemobileapps.com/education/quiz-up.html
Grammar
http://www.cambridgemobileapps.com/grammar.html
Exams
http://www.cambridgemobileapps.com/exams.html
Interchange
http://www.cambridgemobileapps.com/general/intarc.html
SpeakingPal English Tutor
http://mobile.brothersoft.com/speakingpal-english-tutor-download-919188.html
Genko Flascards
https://itunes.apple.com/us/app/learn-free-british-english/id307876281?mt=8
Talking Dictionary
http://download.cnet.com/Cambridge-Advanced-Learners-Talking-Dictionary-
iPhone/3000-18495_4-206345.html
Oxford Dictionary
https://itunes.apple.com/us/app/oxford-deluxe-ode-ote-powered/id307233030?mt=8
IELTS vocabulary
http://appfinder.lisisoft.com/app/ielts-master-vocab-guide-english.html
Vaughan radio
http://www.vaughanradio.com