SpeakApps: resources and applications for developing oral skills onlineSpeakApps Project
Delivered at 2014 International Workshop on Technological Innovation for Specialized Linguistic Domains (TISLID'14), University of Salamanca, Ávila, Spain (May 2014)
Digital Language Lab - Self Access CenterDilip Barad
This presentation is about a very brief history of Language Laboratory, some handy tips about its installation and some important ideas to convert it into Self Access Centers.
SpeakApps: resources and applications for developing oral skills onlineSpeakApps Project
Delivered at 2014 International Workshop on Technological Innovation for Specialized Linguistic Domains (TISLID'14), University of Salamanca, Ávila, Spain (May 2014)
Digital Language Lab - Self Access CenterDilip Barad
This presentation is about a very brief history of Language Laboratory, some handy tips about its installation and some important ideas to convert it into Self Access Centers.
This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.
Robotel Inc. is a global leader in educational technology. We develop, manufacture, and market digital language lab software platforms that are used in K-12 schools, colleges, and universities. Our SmartClass+ digital language lab software is used in foreign language labs, modern language labs, world language labs, and second language labs around the globe.
This project examined the impact of different multimedia designs in instructional videos. An eye-tracking machine recorded learners while they were shown a slide presentation alongside a video of the instructor. Learners frequently switched between the video and slides, on average every 2.4 seconds. Speakers who gestured, repeated keywords, or began new points often sparked these switches. The switch patterns were evaluated using Multimedia Learning Theory to determine what they might reveal about the cognitive load of the presentation on the learner. The switches appear to show synchronization attempts (or failures) between the speaker and the multimedia, and yield insight for managing optimal cognitive load. Interviews clarified these eye-tracking results, and together they confirm and expand several helpful guidelines for multimedia use in instructional videos.
Robotel Inc. is a global leader in educational technology. We develop, manufacture, and market digital language lab software platforms that are used in K-12 schools, colleges, and universities. Our SmartClass+ digital language lab software is used in foreign language labs, modern language labs, world language labs, and second language labs around the globe.
Paul Gruhn Faculty-Research-Day Student-Poster Program EvalutionPaul Gruhn
On March 24, 2017, I submit this poster at the University of Bridgeport, Faculty Research Day poster presentations. This is a summary of a program evaluation project I completed in Dr. Linda Paslov's EDLD 808 Program Evaluation Course.
07 Asia TEFL: Web-based video self-analysis of conversation and presentationsgetchan
Outline of a project during 2005 -2007 when students in an EFL conversation class videotaped conversations and presentations, analysed them, and practiced points in order to improve.
Formative EvaluationFormative evaluation gives real results as t.docxhanneloremccaffery
Formative Evaluation
Formative evaluation gives real results as the extent of the validity of the project submitted. Where it is in the development stage as it gives specific guidance on the kinks at each stage of the design stages. This gives us a good opportunity for the development and improvement before starting the execution, which helps to reach the desired goal.
"Formative evaluation is conducted during the process of designing and development the materials while there's still time to make changes. Summative evaluation measures the effectiveness of instruction after it has been finalized.” (Lecture Note).
During the first phase of the project design (analysis phase) and found several recipes
characteristics of participants
During the first phase of the project design (analysis phase) and found several recipes they are involved, including:
1- All of the targeted are teachers of elementary schools.
2- Thy did not use iMovie before.
. 3- They have the basics of computer use
. 4- Thy have a desire to use technology in education
. 5- All of them have experience of not less than five years in education
. 6- all-male sex
This helps us a lot in choosing the right tools to deliver the project in proportion to their
characteristics. Also it helps in building the content according to the quality of our targets and what should we say and what we must not say.
The materials and instruments used in the evaluation
Due to the value of our project is submitted, the first steps to success is the involvement of experts and some of the target in the evaluation process. This helps a lot in the detection of defects that may be unclear to us. Can not build any project according to a personal opinion because it certainly would lose a lot of elements that make it an integrated and comprehensive.
"A fourth class of strategies is termed participant-oriented models. As the term suggests, they emphasize the central importance of the evaluation participants, especially clients and users of the program or technology. Client-centered and stakeholder approaches are examples of participant-oriented models, as are consumer-oriented evaluation systems. “(William M.K 2006).
The preparation of questions of the most important matters to reveal the strengths and weaknesses of the project, and I have been chosen two people from the experts. The first one in curriculum design and the other in training program design ,and questions were as follows:
1. Are the objectives clear and been achieved?
2. Is the content sequential and interdependent makes the learning process more effective?
3. What is your assessment of the stimuli provided in the project?
4-Any other observations you see that we need them to raise the level of the project .
There will come a comment on the results of the questionnaire later. After this phase of the evaluation moved into a one to one, where it reflects the value that is gained from the educational situation and skills gained from the impact o ...
Google UX Design Certificate - Sabonotes App Design Case Study Slide DeckSloane Kuo
An app for tracking and visualizing student progress in Kid's Taekwondo class. Features links to a functional excel prototype, low-fidelity prototype, high-fidelity prototype. #googleuxdesign
G273 Okada, Y., Sawaumi, T., & Ito, T. (2017, September). Effect of model vid...Takehiko Ito
Learners in foreign language classrooms can benefit from viewing model videos featuring other non-native speakers, which helps to develop their public speaking performance. The present study attempts to replicate Okada, Sawaumi, and Ito (in press), who demonstrated how the viewing order of different model speakers affected learners’ public speaking performance. The participants were Japanese freshmen (N = 24) enrolled English communication courses. In the classroom-oriented study, one group was shown more- and less-proficient speaker models prior to delivering the second and Okadathird presentations, respectively; the other group was shown the same models in the opposite order. To determine whether the models impacted learners in any meaningful way, self- and peer evaluations were obtained from participants following each speaking performance and analyzed in conjunction with responses to reflection papers. Results from two-way ANOVAs indicated that video-based observational learning in the viewing order of less-proficient speakers first and more-proficient ones next resulted in improved peer evaluation in subsequent performances, which was consistent with the findings of Okada et al. (in press). Responses to reflection papers revealed that either more-proficient or less-proficient speaker models helped enhance learners’ awareness of self/others and improve their own public speaking skills in the EFL classroom.
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
Exploring Ways on e-Marketing and e-Feedback by Dr Catherine Xiang & Ms Lourdes Hernandez-Martin
1. Exploring Ways on
e-marking and e-feedback
Catherine Xiang, Language Coordinator (Mandarin, Japanese & Korean)
Lourdes Hernandez-Martin, Language Coordinator (Arabic and Spanish Projects)
7 January 2016， Cardiff
2. Summary of the e-marking and
e-feedback project at LC
PPT and video/Presentation at LSE Language Centre Project Day
Stage 1: Workshop Stage 2: Applying Stage 3: Evaluating
Participants: 16 teachers MFL
Presentation of tools
1. Moodle tools
2. iPad and iAnnotate
to mark essays
3. Snagit
Identifying participants for
Stage 2
Participants: 13 teachers MFL
PHASE 1. Getting familiar with the
three different tools
PHASE 2. Carrying out real marking
on students’ work with the
suggested three tools
Reflective diaries written in both
phases
Participants: 36 Mandarin + 26
Spanish students
Questionnaires
3. 1. Marking with Snagit
2. Marking with iPads + practice
3. Conclusion
Overview for today’ s session
7. Process with iPad and iAnnotate
Student
submission in
Moodle:
word/PDF
Teachers’
download in
Dropbox
Marking/
Feedback
Open Moodle
Upload from
Dropbox to
Moodle
Open
iAnnotate in
iPads
Open
Dropbox
PDF details, p.9
8. Comments of teachers on the use of iPad and Snagit
“I started to re-think my marking style. To what extent should I correct? To what
extend, should I add suggestion instead of giving straight answers?”
“Snagit - I think this would be great for giving feedback on oral presentations”
• Rethinking the marking process
• Type of feedback
• Assessing and using different tools depending on type of assignment
9. Students’ evaluation
“I prefer the video version. It is very helpful having the teacher guide me through the corrections as its
more personal and can allow me to see not just what is wrong but why it is wrong. It also adds a
personal touch to it and helps understanding pronunciation.”
“I like the video file because it talks you through the teacher’s assessment process. It is clearer, easier to
follow and much more detailed.”
“The video feedback is very helpful especially for language courses because often ‘word’ feedback is not
enough to understand grammatical mistakes. Besides, you can replay it for revision”.
“Video – it’s much better to hear something directly
rather than having to try and work things out from
comments or notes written down. Also allows things
to be explained much more easily – you can learn
from home, rather than having to come in
for office hours.”
Per level:
Advanced
video 45
written 13
not valid 1
both 3
10. Final reflection and conclusion
Opportunities
Challenges
Recommendations
Keep an eye : JISC - updating the online electronic management of assessment
(EMA) toolkit . The latest guide, “Transforming assessment and feedback with
technology “
