The subject of Homework and Out-of-Classroom learning in EFL/ESL has long been neglected. Web 2.0 platforms, however, allow us to transform a chore into a learning challenge, in a way that is both more strategic as well as more stimulating and productive for learners and teachers alike.
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
English attack and out of-classroom learning v3AugustoRochaEA
English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to 3 minute) clips from movies, TV series, music videos, visual thematic dictionaries, online games and social networking to increase exposure to English.
This practical demonstration, with a hands-on component, examines the best ways to use Web 2.0 tools for language learning. We share our experience through this workbook. The workbook is a tear, photocopy and teach model. Come and discover some surprisingly easy and inexpensive ways of making your classes and your program exciting, interactive, multifaceted, student-centered, and engaging.
IPD Heads of Sixth Form conference - ICT & independent learning (30th Nov 2011)Victoria College
Presentation made to Heads of Sixth Form as part of an IPD organised conference.
Contains videos of students and teachers at Berkhamsted School, explaining how they that used digital technologies to create powerful learning resources.
This presentation will be given at TESL Ontario in Toronto in December. This resource will be demonstrated to interested delegates. It is a workbook designed to allow all educators to use Web 2.0 resources in their language classes (or others) with little preparation and intimate knowledge of Web 2.0 resources.
My presentation for the CY O'Connor Institute Innovation workshop on our National Vocational E-Learning Strategy funded project - Extraordinary Learning For A Digital Age (ELFADA)
A collaborative exploration of the senses. Deaf students use film and animation techniques to broaden their understanding of sound.
This chapter offers a range of cross curriculum activities with a difference.
Before we begin, I have a question for you...
...Can you see sound?
English attack and out of-classroom learning v3AugustoRochaEA
English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to 3 minute) clips from movies, TV series, music videos, visual thematic dictionaries, online games and social networking to increase exposure to English.
This practical demonstration, with a hands-on component, examines the best ways to use Web 2.0 tools for language learning. We share our experience through this workbook. The workbook is a tear, photocopy and teach model. Come and discover some surprisingly easy and inexpensive ways of making your classes and your program exciting, interactive, multifaceted, student-centered, and engaging.
IPD Heads of Sixth Form conference - ICT & independent learning (30th Nov 2011)Victoria College
Presentation made to Heads of Sixth Form as part of an IPD organised conference.
Contains videos of students and teachers at Berkhamsted School, explaining how they that used digital technologies to create powerful learning resources.
This presentation will be given at TESL Ontario in Toronto in December. This resource will be demonstrated to interested delegates. It is a workbook designed to allow all educators to use Web 2.0 resources in their language classes (or others) with little preparation and intimate knowledge of Web 2.0 resources.
TEFL and TESOL Teachers: Want to "Tutor Anyone From Anywhere Hassle-Free On Your Terms At Premium Fees With No Hassle and No Boss?" Get this preview report here
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. HOMEWORK…
Paul
Maglione
The
Final
Fron4er?
EFL
and
Out-‐of-‐the-‐Classroom
Learning
IATEFL
2011
16
April
2011
2. EdTech
Applied
to
EFL
Ohura
The
past
10
years
or
so
have
seen
an
explosion
of
interest
in
the
use
of
technology
in
the
EFL
classroom:
from
IWB’s
to
Blogs,
TwiEer,
Podcast,
Moodle,
and
Mobile.
EdTech
in
the
EFL
classroom,
in
short,
is
sexy.
3. EdTech
Applied
EdTech
Applied
to
to
EFL
EFL
Homework
Ohura
Klingon
Sexy
Not
sexy
When
it
comes
to
topic
of
homework
in
EFL,
however,
the
enthusiasm
fades.
No
one
seems
interested.
It’s
just
not
sexy.
4. Yet
surely
there
is
a
disconnect
here.
We
know
that
learners
spend
98%
of
their
Rme
outside
of
the
classroom.
We
also
know
that
learners
are
integraRng
technology
into
virtually
every
aspect
of
their
lives,
from
communicaRon
to
entertainment,
to,
yes,
educaRon.
5. In
the
past
40
years
we’ve
seen
huge,
tectonic
shiTs
in
the
way
we
think
about
EFL:
from
Grammar
TranslaRon
all
the
way
to
the
current
thinking
about
how
to
best
implement
the
CommunicaRve
and
Lexical
approaches
that
we’ve
adopted
more
recently.
6. In
terms
of
classroom
approaches,
too,
we’ve
evolved
from
textbook-‐driven,
teacher-‐centric
teaching
to
task-‐based
learning,
pairs
and
group
work,
learning
games,
physical
movement,
music,
roleplay,
and
other
great
techniques.
7. As
soon
as
learners
step
outside
the
classroom,
however,
they’re
mostly
on
their
own.
At
best,
they
might
get
assigned
pages
in
a
workbook
or
a
vague
suggesRon
that
they
“read
an
arRcle
in
English.”
8. Trying
to
find
useful
pedagogical
theory,
academic
work,
or
case
studies
on
the
subject
of
EFL
Homework
turns
up
very
liEle
informaRon.
9. Specifici4es
of
Homework
• Tasks
assigned
to
learners
for
compleRon
during
non-‐
classroom
hours
• Invades
the
personal,
“home”
domain
of
the
learner
• The
academic
task
subject
to
more
external
influences
than
any
other
• CORRELATED
WITH
ACADEMIC
ACHIEVEMENT
10. Specifici4es
of
Homework
in
ESL/EFL?
The
few
academic
papers
on
the
subject
of
Homework
specifically
applied
to
EFL
conclude
that
it
is
very
useful
in
reinforcing
the
following
crucial
learning
skills:
• Learner
Autonomy
• Individualized
Learning
• Mo4va4on
11. The
Challenge
Homework
2.0
So
we
really
should
be
figuring
out
how
to
bring
Homework
into
the
fold
of
useful
EFL
approaches
we
now
consider
as
beneficial
for
language
learning.
12. The
Obstacles
Let’s
start
by
invesRgaRng
the
obstacles….WHY
homework
doesn’t
play
the
role
it
should
in
EFL.
13. First:
technology,
or
the
lack
of
it
unRl
now.
Very
difficult
to
foster
autonomy,
exploraRon
and
moRvaRon
with
linear
and
mostly
uninspiring
materials
like
textbooks
and
workbooks.
14. I’m
telling
you,
the
No,
no,
it’s
an
only
purpose
can
be
opportunity
for
to
consolidate
what
explora4on
and
is
learned
in
class.
self-‐learning!
Secondly,
there
has
long
been
a
schism
between
those
who
see
homework
as
a
“consolidaRng”
tacRc
for
classroom
lessons;
and
those
who
see
homework
as
“something
else,”
i.e.
complementary
to
the
classroom
experience
but
with
its
own
unique
role
in
the
language
learning
process.
15. Third,
homework
is
tricky
for
teachers
because
it’s
unpopular
with
learners.
16. By
its
very
nature,
assigned
homework
is
at
a
huge
disadvantage
compared
to
what
is
is
compeRng
with
in
the
home:
relax
Rme,
television,
and,
especially
for
teens
and
young
adults:
internet,
music
and
mobile
texRng.
,
17. Fourth,
unRl
now
the
creaRon,
monitoring
and
marking
of
homework
has
implied
significantly
adding
to
the
teacher’s
workload.
18. The
Obstacles
Debate
re:
Role
of
Homework
Unpopularity
Workload
Technology
not
ripe
yet
So
how
does
web
2.0
technology
allow
us
to
surmount
these
hurdles?
19. Web
2.0
plaeorms
allow
homework
to
be
presented
in
a
much
more
dynamic,
interacRve,
mulRmedia,
non-‐linear
format.
20. ConsolidaRon
Autonomy
Rules!
Rocks!
The
issue
of
the
appropriate
role
of
homework,
however,
remains.
21. What
is
the
correct
role
of
EFL
homework?
Sports
InstrucRon
analogy:
a
tennis
instructor
takes
you
through
the
mechanical
movements
you
need
to
master
the
backhand
stroke.
22. How
to
best
consolidate
that
instrucRon?
Not
by
repeaRng
the
instrucRon
steps
by
yourself..
but
by
playing
tennis
for
fun
and
starRng
to
use
your
backhand
more
regularly,
even
if
imperfectly
at
first.
23. How
can
technology
transform
the
“Unpopularity”
obstacle?
Not
by
retaining
the
look
&
feel
of
classroom
instrucRon.
24. Music
Rather,
News
web
2.0
enables
us
to
make
Movies
homework
look
and
feel
a
lot
more
like
things
that
learners
Friends
already
enjoy
Games
doing
at
home.
26. English
Intermediate
B2
Even
compliance
monitoring
and
feedback
by
the
teacher
can
be
transformed
by
adopRng
a
points
/
scores
/
badges
approach
rather
than
grades
or
marks.
27. Even
beEer,
web
2.0
homework
allows
homework
to
spill
over
into
the
classroom,
rather
than
just
the
other
way
around.
28. EFL
Homework
2.0
Resources:
Xtranormal
Make
your
own
3D
movies
with
text-‐to-‐voice
For
example:
have
learners
create
a
scripted
dialogue,
like
a
re-‐creaRon
of
something
funny
that
happened
to
them.
29. EFL
Homework
2.0
Resources:
Voicethread
Show
&
tell
using
videos,
photos
and
avatars
For
example:
ask
learners
to
visually
document
a
day
in
their
lives,
from
morning
to
evening,
and
comment
on
the
photos.
30. EFL
Homework
2.0
Resources:
Lino
It
Use
online
sRckies
to
make
a
collaboraRve
brainstorming
wall
For
example:
use
Lino
It
to
generate
ideas
for
a
class
ouRng.
31. EFL
Homework
2.0
Resources:
Glogster
Poster-‐making
tool
For
example:
have
small
groups
of
learners
create
a
poster
on
an
assigned
theme,
like
preserving
wildlife
habitat.
32. EFL
Homework
2.0
Resources:
Zimmer
Twins
Simple
cartoon-‐
making
resource
For
example:
use
Zimmer
Twins
to
have
learners
create
their
own
funcRonal
language
situaRons,
like
ordering
food
in
a
restaurant.
33. EFL
Homework
2.0
Resources:
Bubblr
Create
commented
“photo
strips”
from
Flickr
content
For
example:
have
small
groups
of
learners
capRon
idenRcal
photo
strips,
and
then
compare&
discuss
the
strips
to
illustrate
the
concept
of
creaRvity.
34. EFL
Homework
2.0
Resources:
Fotobabble
Post
a
photo
and
provide
audio
comment
For
example:
have
learners
upload
their
favorite
digital
snap,
and
provide
commentary
as
to
why
it
is
their
preferred
photo.
35. EFL
Homework
2.0
Resources:
English
A^ack!
Entertainment-‐
focused
exposure
&
community
EFL
site
for
teens
and
young
adults
For
example:
have
learners
play
the
Video
Booster
of
the
Day
and
come
to
class
prepared
to
guess
what
happened
next.
36. English
AEack!
-‐
English
2.0
Videors
Photo
Vocabs
The
only
EFL
Booste
out-‐of-‐classroom
Interac4ve
Thema4c
video-‐based
visual
learning
plaeorm
exercises
dic4onaries
designed
specifically
for
teenagers
and
young
adults.
Pedagogical
principles
are
explained
at
Prac4ce
Games
blog.english-‐aEack.com
Global
Community
Learning
&
Global
social
network
of
drill
games
learners
of
English
37. In
conclusion:
I
Homework
is
a
currently
neglected
but
poten4ally
transforma4onal
tool
in
ESL/EFL
If
ac4ve
learning
is
central
to
language
acquisiRon,
then
selng
effecRve
and
moRvaRng
homework
should
be
a
key
skill
for
ESL
/
EFL
teachers
38. In
conclusion:
II
Homework
reinforces
precisely
those
learning
skills
that
are
difficult
to
develop
in
class:
• Learner
Autonomy
• Individualized
Learning
• Mo4va4on
39. In
conclusion:
III
Online
technology
allows
us
to
blast
EFL
homework
directly
from
the
19th
to
the
21st
Century.
It
can
now
be
made
appealing
for
learners
as
well
as
pragma4c
for
teachers
40. In
conclusion:
IV
EFL
Homework
can
be
a
“third
(communica4ve)
place”
alongside
the
classroom
and
the
home.
Encourage
learners
to
make
links
between
the
classroom
and
communica4ve
opportuni4es
outside
of
it.
41. For
more
ideas
and
informa4on:
TeachertrainingVideos.com
Nik’s
Quick
Shout
#efl
#esl
#elt
#edtech
#iatefl
#tesol
#eltchat
42. Concluding
thought:
with
technology,
Nothing
Is
Impossible
Captain
Kirk
and
Bones
demonstrate
the
iPad
9
they
have
brought
back
from
Rme
travel
into
the
2020s
to
teach
Klingon
teenagers
proper
Starship
Command
English.