Evaluating Call Software
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This document provides an 8-step process for evaluating call software and courseware: 1) Know the needs of your students, 2) Locate suitable software, 3) Check hardware compatibility, 4) Examine program content, 5) Review instructional design, 6) Evaluate ease of use, 7) Consider consumer value, and 8) Investigate technical support and cost. It then discusses each step in more detail, focusing on important questions to ask regarding a program's content, instructional approach, user-friendliness, and support services.
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2. There are different approaches to defining and classifying errors, including distinguishing between errors and mistakes, receptive vs. productive errors, and linguistic-based vs. process-based classifications.
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Best 10 Apps Final.pptx
The document discusses several educational apps that could be used in the classroom. It provides details on how each app could be used, whether it provides feedback, what skills it encourages, ease of use, privacy, connection to curriculum standards, and whether instructions are provided. The apps discussed include Kahoot, Readworks, Science News & Discoveries, Khan Academy, and NASA Visualization and Explorer. At the end, the document notes that these apps were selected because they are free, easy to use, add to education, and make learning fun.
Evaluation of CAI
The document describes multimedia software called Squeak that can be used as an educational tool for teaching children. It discusses Squeak's pedagogical aspects like goals, instructional design, accuracy, and motivation. It also covers technical aspects such as navigation, presentation, user-friendliness. Finally, it provides an overview of how Squeak can engage students and make abstract concepts more hands-on through visual programming and modeling.
Evaluating The A Self Based Learning Format The Microsoft Word Documents
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There's An App For That!
The document reviews several educational apps, providing details about each app's specific classroom uses, feedback capabilities, learning skills encouraged, ease of use, privacy, alignment to curriculum standards, and instructions. Key apps highlighted include Kahoot, Quizlet, Innerorbit, and Brainpop for review games, study help, real-life scenarios, and fun educational videos. The apps are praised for making learning engaging and reinforcing curriculum.
Educational app
Handyserviceshub On Demand Educational app development company is the right choice to develop your own Educational & eLearning app in affordable cost. Grab the opportunity before you miss it…
Thefutureeducator 91788-pred-213-learning-based-technology-education-educatio...
The document discusses different types of computer-based education including computer-assisted instruction (CAI). CAI refers to instruction or remediation presented on a computer using educational software. The summary discusses the main types of CAI software:
1. Drill-and-practice software focuses on memorization through repetition of questions and feedback.
2. Tutorial software introduces new concepts through interactive multimedia presentations while assessing student understanding.
3. Simulation software allows students to experience realistic situations through role-playing and exploring the consequences of decisions.
4. CAI has advantages like individualized instruction and tracking student progress, but also disadvantages like potential equipment issues.
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Evaluating Educational Program
This program was designed to teach basic word processing skills to 5th grade students in Oman. The program was evaluated using the ACTIONS model across several criteria: Access, Teaching and Learning, Interactivity and User-Friendliness, Organizational Issues, and Speed. Based on exams, observations, and the program's design, it was found to be easily accessible, interactive, user-friendly with clear instructions and buttons, useful for individualized learning, and not requiring changes to content. However, some organizational changes would be needed for teachers and students.
Evaluating of an education program
This program was designed to teach basic word processing skills to 5th grade students in Oman. The program was evaluated using the ACTIONS model across several criteria: Access, Teaching and Learning, Interactivity and User-Friendliness, Organizational Issues, and Speed. Based on exams, observations, and usability, the program was found to be easily accessible, interactive, clear in its instructions and buttons, useful for individualized learning, and required no changes to content. However, some organizational changes were needed to adapt to individual learning.
Week 7_8 Group APPs.pptx
This document summarizes several educational apps:
- Khan Academy provides personalized practice for students across K-12 subjects and allows teachers to track student progress.
- GoNoodle engages students in learning through interactive dance and movement games while reinforcing teaching standards.
- Socratic uses AI and teacher-created lessons to support learning in various subjects with additional visuals and guidance.
- Prodigy makes math learning fun through games, adventures and prizes for students with parental tools to track progress.
There's an app for that
The document reviews and summarizes 5 educational apps. App 1 is the NASA app which allows students to explore NASA missions and engage in discussions. App 2 is Book Creator which allows students to create their own ebooks. App 3 is Jungle Time which teaches telling time through interactive games. App 4 is Spelling City which helps improve spelling and vocabulary through customized lists and games. App 5 is Tally Tots which teaches number recognition and counting to 20 through interactive games for preschoolers and kindergarteners.
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This document discusses morphology, which is the study of word forms and how words are structured. It covers topics like morphemes, which are the smallest units of meaning. There are two types of morphemes: free morphemes that can stand alone as words, and bound morphemes that must be attached to other morphemes. Bound morphemes are divided into derivational morphemes, which change the part of speech of a word, and inflectional morphemes, which indicate grammatical changes. The document also discusses morphological description and the relationship between morphemes, morphs, and allomorphs.
Morphology
This document discusses various processes of word formation in morphology. It begins by introducing morphology and its focus on words and word formation. It then describes several word formation processes in detail, including coinage, borrowing, compounding, clipping, backformation, blending, conversion, acronyms, derivation, echoism/onomatopoeia, folk etymology, reduplication, and examples of multiple processes. The document provides definitions and examples for each word formation process.
Critical reading
Critical reading involves carefully evaluating a text to identify its strengths and weaknesses by examining how well it presents and supports its arguments. It requires considering factors like the author's background and intended audience, the purpose and conclusions of the reading, the evidence used and whether logical connections are made between claims and evidence. It also involves assessing limitations, how the reading relates to other research, and for research-based readings, examining the methodology. Critical reading is useful for writing critiques or reviews by analyzing elements like definitions, logic, balance and addressing counterarguments.
Listening for main idea & supporting details
The document discusses identifying main ideas and supporting details when listening. It provides the following key points:
1. The main idea is the most important point the speaker wants to convey. It is usually stated at the beginning and end of a presentation and supported by specific details.
2. In lectures, there may be several main ideas that the lecturer wants the audience to remember.
3. Supporting details clarify and expand on the main idea through facts, examples, and specifics. They guide the understanding of the main point.
4. Listeners can identify main ideas through discourse markers used by the speaker, repetition of key words or phrases, speech pace, and visual aids. Practice is important for detecting implied
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This document discusses using the internet as a source for teaching materials. It provides advantages of the internet such as its huge scope and variety of topics. It is updated regularly and allows access to current news and publications. The internet also allows for personalization by finding alternative topics and texts that are relevant for specific classes. The document provides examples of internet-based activities for English language teaching, including having students identify famous quotations, discuss clothing and fashion, analyze company logos, and more. It emphasizes designing activities that make good use of the internet and couldn't as easily be done without it.
Mulitmedia english v3
Multimedia involves combining different media like text, graphics, audio, video and animation to deliver information interactively. It benefits language learning by integrating the four skills and allowing students to be actively involved in constructing knowledge through exploration and social interaction within their zone of proximal development. Multimedia language learning software incorporates these elements to provide pronunciation practice, simulate real-life situations, teach grammar, and give feedback through speech recognition.
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The document summarizes the three phases in the development of Computer-Assisted Language Learning (CALL): Behavioristic CALL, Communicative CALL, and Integrative CALL. Behavioristic CALL was based on behaviorist learning theories and used drill-and-practice activities. Communicative CALL focused on communication and interaction using the computer as a tutor, stimulus, or tool. Integrative CALL integrated skills using multimedia and computer-mediated communication.
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This document discusses the advantages and disadvantages of computer-assisted language learning (CALL). It begins by listing several advantages of CALL, such as motivating students through multimedia resources, opportunities for intensive one-on-one learning and authentic materials. It then discusses specific CALL advantages like increased interaction through tools like email and chat. Potential disadvantages include the costs of development and hardware, teachers needing technical skills, and limitations of exercises and activities. The document provides an overview of the pros and cons of incorporating digital technologies into language instruction.
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This document outlines principles for evaluating computer-assisted language learning (CALL) materials and tasks. It discusses five key principles:
1. CALL evaluation is dependent on specific contexts and situations, rather than providing definitive judgments of effectiveness.
2. CALL should be evaluated through both judgmental analysis of software/tasks and empirical analysis of learner performance.
3. Evaluation criteria should be based on theories and research findings about instructed second language acquisition.
4. Criteria must be applied considering the purpose of the CALL task.
5. Language learning potential should be the central criterion in CALL evaluation.
The document also provides examples of criteria for CALL task quality and questions to guide both judgmental and empirical
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This document provides an introduction to computer-assisted language learning (CALL). It defines CALL as the use of computers in language teaching and learning. The document outlines the history of CALL from the 1960s to present, including the development of multimedia, the internet, and web 2.0 technologies. It also discusses the different components of CALL including materials, applications, pedagogical theories, and modes of instruction. Examples are provided of different CALL applications like drills and practice, tutorials, simulations, problem solving, and games. Related disciplines like educational technology, computational linguistics, and applied linguistics are also mentioned.
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This document discusses principles of e-learning design such as information presentation, visual design, and navigation. It emphasizes organizing information logically and in digestible chunks, using consistent interfaces, and establishing visual hierarchy, balance, and unity. Examples are provided of both good and bad design with annotations explaining the effective and ineffective aspects. The document concludes that considering these design principles can enhance the user experience and learning outcomes.
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This document discusses principles of visual literacy and design for educational purposes. It defines visual literacy as the ability to interpret and create visual messages. There are two routes to visual literacy: input strategies to decode visuals and output strategies to encode visuals. The document also discusses theories of how visuals support learning and memory, such as dual coding theory. It provides examples of different types of visuals that can be used in classrooms like diagrams, graphs and charts. Guidelines are given for effective visual design including selecting elements, establishing patterns, and arranging elements according to principles like alignment, balance and consistency.
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Flowchart 2
This flowchart outlines the structure of an online learning course, beginning with a cover page and introduction. The main menu includes lessons on various topics that contain tutorials, notes, videos, practice questions, and exercises. Students can take tests of increasing difficulty after each lesson to assess their understanding. The course also includes elements like a title bar, buttons to navigate between screens, and multimedia content to enhance the learning experience.
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This document outlines the structure and components of an educational flowchart, including a cover page, introduction with objectives, main menu with lessons that have tutorials, notes, videos, practice questions and exercises. It also includes tests of increasing difficulty and summaries. The flowchart recommends deciding on colors, fonts, layout, and including up to 3 fonts as well as start, next, previous, mute and quit buttons and incorporating graphics, animations or audio.
Tsl641 Lecture 1
Computer-assisted language learning (CALL) involves using computers to support and enhance language teaching and learning. CALL encompasses issues related to materials design, technologies, pedagogical theories, and modes of instruction. CALL materials can be either generic software adapted for language learning, or software designed specifically for language learning. The history of CALL began in the 1960s with mainframe computers used for drill-and-practice activities. CALL expanded in the 1980s with the rise of microcomputers and word processing. Today, CALL utilizes various technologies like the Internet, blogs, podcasts, and more. Related disciplines include human-computer interaction, instructional technology, psychology, and applied linguistics.
Ad & Dis Lect 2
The document discusses the advantages and disadvantages of computer-assisted language learning (CALL). Some key advantages include: students can learn through experiential learning by doing activities and simulations; multimedia resources keep students motivated; and students can learn at their own pace. However, disadvantages include potential poor quality of software, high costs, and the inability of computers to replace aspects of human teaching like non-verbal communication and handling unexpected situations. Overall, the document provides a balanced overview of the pros and cons of incorporating technology into language education.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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