CERLIS 2011: Students doing popular science: Visual communication in an emerg...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Nanyang Technological University: Researching Language Educationcahafner
The document summarizes research on a university project analyzing how students develop academic literacy skills through creating multimodal scientific documentaries. It describes three cases of student documentaries that investigate a startling fact, social issue, or personal problem. The document analyzes how students draw on techniques like visuals, sound, and narrative persona to engage audiences. It discusses how remixing existing materials affects originality and student voice. Creating documentaries helps students learn to communicate science concepts to various audiences and bridges skills to academic writing.
CERLIS 2011: Creativity in a hybrid genre: The case of the multimedia scienti...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
Code switching between peers in a project-based English for science course at...cahafner
This is a presentation that was given at The 18th Annual Conference of the International Association for World Englishes, held in Hong Kong and Guangzhou, China.
Digital literacies: The future of course design in English for Science and Te...cahafner
This is a presentation that was given at the joint conference held at Polytechnic University, Hong Kong in December 2012: The 1st International Conference of the Chinese Association for ESP & The 4th International Conference on ESP in Asia.
AILA Creating spaces for autonomous learning in an EST coursecahafner
A presentation given at the 17th World Congress of the International Association of Applied Linguistics. The presentation describes a project-based course design for a course in English for Science and Technology at a university in Hong Kong. In particular, it examines some of the opportunities for autonomous learning created through this design.
Hong Kong University: Structure and Agency in Learning Spacescahafner
This document summarizes a study on the design of an English for Science and Technology (ESP) course. It discusses how principles of constructionist learning environments (CLEs) were applied to the course design. Specifically, the ESP course project provided (1) an interesting problem-based project space, (2) exposure to related cases, (3) information resources for research, and (4) cognitive tools for project development. Students also had opportunities for (5) collaboration and conversation through group work, blogging, and sharing their work on YouTube. The study found that providing these elements in a CLE framework helped students invest in language learning for real-life purposes relevant to their disciplinary communities.
CERLIS 2011: Students doing popular science: Visual communication in an emerg...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Nanyang Technological University: Researching Language Educationcahafner
The document summarizes research on a university project analyzing how students develop academic literacy skills through creating multimodal scientific documentaries. It describes three cases of student documentaries that investigate a startling fact, social issue, or personal problem. The document analyzes how students draw on techniques like visuals, sound, and narrative persona to engage audiences. It discusses how remixing existing materials affects originality and student voice. Creating documentaries helps students learn to communicate science concepts to various audiences and bridges skills to academic writing.
CERLIS 2011: Creativity in a hybrid genre: The case of the multimedia scienti...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Scientific documentaries as a bridge to academic writingcahafner
This is a presentation given at the HKUST Language Centre Retreat on Dec 21, 2011. It describes a project-based course in English for Academic Purposes, in which students create both scientific documentaries (using digital video) and more traditional lab reports.
Code switching between peers in a project-based English for science course at...cahafner
This is a presentation that was given at The 18th Annual Conference of the International Association for World Englishes, held in Hong Kong and Guangzhou, China.
Digital literacies: The future of course design in English for Science and Te...cahafner
This is a presentation that was given at the joint conference held at Polytechnic University, Hong Kong in December 2012: The 1st International Conference of the Chinese Association for ESP & The 4th International Conference on ESP in Asia.
AILA Creating spaces for autonomous learning in an EST coursecahafner
A presentation given at the 17th World Congress of the International Association of Applied Linguistics. The presentation describes a project-based course design for a course in English for Science and Technology at a university in Hong Kong. In particular, it examines some of the opportunities for autonomous learning created through this design.
Hong Kong University: Structure and Agency in Learning Spacescahafner
This document summarizes a study on the design of an English for Science and Technology (ESP) course. It discusses how principles of constructionist learning environments (CLEs) were applied to the course design. Specifically, the ESP course project provided (1) an interesting problem-based project space, (2) exposure to related cases, (3) information resources for research, and (4) cognitive tools for project development. Students also had opportunities for (5) collaboration and conversation through group work, blogging, and sharing their work on YouTube. The study found that providing these elements in a CLE framework helped students invest in language learning for real-life purposes relevant to their disciplinary communities.
This document discusses remix culture and its implications for student voice in digital multimodal compositions. It defines remix as combining existing materials to create something new. While remix allows creative appropriation, it also risks students copying content without transforming it. The document examines student projects in an English for science course involving digital videos. It finds that effective remix uses resources in hybrid, layered, and intercultural ways to construct new meanings consistent with students' messages. However, remix may compromise student voice if it lacks original sourcing, hybridity, or creative labor. Educators must guide how students leverage remix to promote, not limit, their voices.
The document summarizes a presentation about using authentic materials in world language curriculum. It discusses defining authentic materials, advantages of using them, challenges in finding and integrating them, and provides examples of different types of authentic materials like videos, songs, newspapers and their use. The presentation emphasizes engaging students with various technologies and scaffolding authentic materials for different proficiency levels.
This document summarizes a presentation about finding and using authentic French language resources for AP French Language and Culture courses. It discusses how the AP exam has changed to incorporate more authentic materials from the French-speaking world. It then provides examples of online audio and written resources that can be used, such as podcasts, interviews, articles, advertisements and songs. The presentation also demonstrates different ways teachers can incorporate these materials into their curriculum using technologies like Voicethread, Prezi, Glogster and websites.
The document discusses different tools that can be used to facilitate foreign language learning, including visual aids, audio resources, audiovisual materials, and digital technologies. It outlines several basic principles for using these tools, such as making them instructional, experiential, elicitative, and exploratory. There are four main categories of resources: visuals and visualization techniques, audiovisual means and video production, audio resources and audio production, and information and communication technologies. The document then provides detailed explanations of activities and processes for using each type of resource receptively, actively, and for follow-up work. It also discusses using video feedback and roleplays to improve language skills.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key points about the redesigned Advanced Placement French exam, including that students will work with a greater variety of authentic materials from the French-speaking world, both print and audio. It recommends teachers select resources that can differentiate instruction, integrate other communication modes and culture, and vary in type, level, and authenticity. Sample exam questions and timing are outlined, and achievement levels are described to allow more detailed reporting of student performance. Examples of classroom activities integrating various skills and themes are also provided.
Teaching chinese to international exchange students a case sharingtangweizhiillie
This document shares a case study of teaching foundational Chinese to international exchange students in Hong Kong. It discusses using a project-based learning approach with a profile creation project. While students were engaged, challenges included varying language abilities, inconsistent attendance, and not completing homework. The teacher analyzed tasks and made improvements, but covering more material in the short course remained difficult. Overall, the case study aimed to discuss effective teaching methods for diverse short-term language learners.
TPCK: Using IT to develop/improve reading skillspaula hodgson
1. The document discusses using technology to improve reading skills, including developing oral reading fluency through assisted reading techniques like paired reading.
2. It also explores using literacy circles and other classroom activities to improve reading comprehension, and suggests post-reading activities like creating digital stories.
3. Technology-mediated activities are recommended such as digital literacy circles or online forums to discuss readings, as well as independent reading programs and creating digital stories to share on YouTube.
This document describes Mary C. Schaffer's 3-2-1 in-class assignment technique. At the end of each class, students write down 3 things they learned, 2 things they still have questions about, and 1 thing they would change. Their responses provide feedback to help Schaffer understand what students comprehended and improve future lessons. Examples from student responses are included to illustrate how Schaffer addressed gaps in understanding and expanded on certain topics in subsequent classes based on 3-2-1 feedback.
Introduction
My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context.
Theoretical background
Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts.
Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system.
So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT).
CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners’ needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process.
I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom.
Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey.
As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students.
This document discusses audio-visual materials for teaching English as a second language. It defines audio-visual aids as educational materials that present information through sight and sound rather than exclusively through reading. Some examples of audio-visual tools mentioned are films, film strips, overhead projectors, and opaque projectors. The document outlines guidelines for effective audio-visual preparation, such as ensuring visuals highlight key points and aid understanding rather than simply repeating information. Tips include choosing the right equipment and ensuring the presenter remains the main focus while demonstrating visual aids.
This document describes using a podcast channel to enhance a university module called Innovative Multimedia. The podcast allowed students to connect with real world expertise, reflect on their own and peers' work, and receive feedback. It included audio summaries, revision notes, student podcasts, feedback, and contributions from tutors, peers, experts, and the public. The podcast was a flexible learning tool that extended learning across space and time, complemented classroom activities, and highlighted key points. It demonstrated that audio enhancement can structure learning or opportunistically respond to events, and it is an easy way to capture ideas and conversations.
Developing Listening and Speaking Skills with TechnologyFer De Vega
The internet provides many examples of spoken language and opportunities for practicing L2 speaking and listening skills.
Here's a presentation of sites that exploit these skills
Audacity and Gabcast for Course and Learner Generated Audio ContentLisa Johnson, PhD
The document discusses using audio tools like Audacity and Gabcast to incorporate audio content in online courses. It provides reasons for using audio like engaging different learning styles and reducing monotony. Gabcast allows recording audio over the phone while Audacity is a free multi-platform audio editor. Considerations for using audio include providing transcripts for accessibility and managing file sizes. Examples from a history course demonstrate using instructor-generated and student-generated audio content.
The document discusses project-based learning (PBI) and how it can be used in language classrooms. It defines PBI as long-term, hands-on activities that involve research, data collection, and reporting. Benefits include developing communities of inquiry, authentic communication, and problem-solving skills. Characteristics include a focus on authentic content and tasks, and student-centered cooperative learning. The document provides examples of structured, unstructured, and semi-structured projects and discusses integrating technology into PBI.
Use of innovative technique in english language 2015 2016Koppula Sheryl
This document provides details about a project submitted for a BA degree course. It includes an introduction, acknowledgements, preface, declaration, contents, and chapters outlining the statement of topic, scope of study, aims and objectives, methodology, techniques used, analysis and findings. The project examines the use of innovative techniques for teaching English language at the middle school level in Eluru, Andhra Pradesh, India. Data was collected through library research, textbooks, and observation. Techniques analyzed include role plays, games, presentations, and developing listening, speaking, reading and writing skills. The project aims to improve English language learning for students.
Teaching listening in secondary schools (a survey in Morocco)Mohamed Benhima
This presentation is about the teaching and learning of listening in Moroccan Public Secondary schools. It is based the recommendations of the pedagogical guidelines of teaching English in Morocco, and the presentation of the statistical findings of a questionnaire administered to some secondary school teachers.
APacLSP: Disciplinary perspectives on English for Science cahafner
This is a presentation given at the Second Conference of the Asia-Pacific Association of LSP and Professional Communication, held in Kuala Lumpur, July 15-17, 2010.
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
This document discusses remix culture and its implications for student voice in digital multimodal compositions. It defines remix as combining existing materials to create something new. While remix allows creative appropriation, it also risks students copying content without transforming it. The document examines student projects in an English for science course involving digital videos. It finds that effective remix uses resources in hybrid, layered, and intercultural ways to construct new meanings consistent with students' messages. However, remix may compromise student voice if it lacks original sourcing, hybridity, or creative labor. Educators must guide how students leverage remix to promote, not limit, their voices.
The document summarizes a presentation about using authentic materials in world language curriculum. It discusses defining authentic materials, advantages of using them, challenges in finding and integrating them, and provides examples of different types of authentic materials like videos, songs, newspapers and their use. The presentation emphasizes engaging students with various technologies and scaffolding authentic materials for different proficiency levels.
This document summarizes a presentation about finding and using authentic French language resources for AP French Language and Culture courses. It discusses how the AP exam has changed to incorporate more authentic materials from the French-speaking world. It then provides examples of online audio and written resources that can be used, such as podcasts, interviews, articles, advertisements and songs. The presentation also demonstrates different ways teachers can incorporate these materials into their curriculum using technologies like Voicethread, Prezi, Glogster and websites.
The document discusses different tools that can be used to facilitate foreign language learning, including visual aids, audio resources, audiovisual materials, and digital technologies. It outlines several basic principles for using these tools, such as making them instructional, experiential, elicitative, and exploratory. There are four main categories of resources: visuals and visualization techniques, audiovisual means and video production, audio resources and audio production, and information and communication technologies. The document then provides detailed explanations of activities and processes for using each type of resource receptively, actively, and for follow-up work. It also discusses using video feedback and roleplays to improve language skills.
This document provides guidance for teachers on developing students' interpretive communication skills in French. It summarizes key points about the redesigned Advanced Placement French exam, including that students will work with a greater variety of authentic materials from the French-speaking world, both print and audio. It recommends teachers select resources that can differentiate instruction, integrate other communication modes and culture, and vary in type, level, and authenticity. Sample exam questions and timing are outlined, and achievement levels are described to allow more detailed reporting of student performance. Examples of classroom activities integrating various skills and themes are also provided.
Teaching chinese to international exchange students a case sharingtangweizhiillie
This document shares a case study of teaching foundational Chinese to international exchange students in Hong Kong. It discusses using a project-based learning approach with a profile creation project. While students were engaged, challenges included varying language abilities, inconsistent attendance, and not completing homework. The teacher analyzed tasks and made improvements, but covering more material in the short course remained difficult. Overall, the case study aimed to discuss effective teaching methods for diverse short-term language learners.
TPCK: Using IT to develop/improve reading skillspaula hodgson
1. The document discusses using technology to improve reading skills, including developing oral reading fluency through assisted reading techniques like paired reading.
2. It also explores using literacy circles and other classroom activities to improve reading comprehension, and suggests post-reading activities like creating digital stories.
3. Technology-mediated activities are recommended such as digital literacy circles or online forums to discuss readings, as well as independent reading programs and creating digital stories to share on YouTube.
This document describes Mary C. Schaffer's 3-2-1 in-class assignment technique. At the end of each class, students write down 3 things they learned, 2 things they still have questions about, and 1 thing they would change. Their responses provide feedback to help Schaffer understand what students comprehended and improve future lessons. Examples from student responses are included to illustrate how Schaffer addressed gaps in understanding and expanded on certain topics in subsequent classes based on 3-2-1 feedback.
Introduction
My presentation is about using ICT in ELT and more precisely about using videos in EFL context. Let's start with a theoretical background to put this presentation in context.
Theoretical background
Every teacher has his/her own way of teaching a foreign language according to how he/she views language systems and therefore foreign language learning. In other words, he/she sets his/her own objectives according to the theory of language and the theory of learning he/she adopts.
Views of language and language learning have undergone a tremendous change over the last decades. First, language has been seen as structural systems then as notional/topical then as functional, transactional, and recently as an interactional system.
So, Language is no longer seen as a set of structural rules. It is rather viewed as a tool of interaction and communication. This shift in language views has resulted in change in how language learning is viewed, which gives birth to the Communicative Language Teaching (CLT).
CLT has emerged as a reaction to other methods that are far away from empowering students with skills that enable them to communicate using the language studied. According to CLT, language is a system for expressing meaning. It is primary function is establishing interaction and communication. Therefore, foreign language teaching consists of bringing to FL classrooms activities that involve real communication and that aims at teaching meaningful language to FL learners, which gives rise to learner-centered learning. Accordingly , learning should be personalized regarding learners’ needs, learning styles and characteristics. Additionally, teachers are no longer viewed as the solo holders of information as learners are perceived as contributors to the learning process.
I will not spend much more time elaborating on this theoretical side as the main focus of this presentation is to provide an example of how these notions are brought into practice i.e. are implemented in the classroom.
Accordingly, this presentation aims at presenting an example of a lesson delivered to my Turkish pupils in Turkey.
As I said earlier, each teacher sets his/her own objectives according to the theory of language/theory of language learning he/she adopts. However, the teacher's objective can differ from the curriculum developers' objectives, which was my case while teaching my Turkish eight grade students.
This document discusses audio-visual materials for teaching English as a second language. It defines audio-visual aids as educational materials that present information through sight and sound rather than exclusively through reading. Some examples of audio-visual tools mentioned are films, film strips, overhead projectors, and opaque projectors. The document outlines guidelines for effective audio-visual preparation, such as ensuring visuals highlight key points and aid understanding rather than simply repeating information. Tips include choosing the right equipment and ensuring the presenter remains the main focus while demonstrating visual aids.
This document describes using a podcast channel to enhance a university module called Innovative Multimedia. The podcast allowed students to connect with real world expertise, reflect on their own and peers' work, and receive feedback. It included audio summaries, revision notes, student podcasts, feedback, and contributions from tutors, peers, experts, and the public. The podcast was a flexible learning tool that extended learning across space and time, complemented classroom activities, and highlighted key points. It demonstrated that audio enhancement can structure learning or opportunistically respond to events, and it is an easy way to capture ideas and conversations.
Developing Listening and Speaking Skills with TechnologyFer De Vega
The internet provides many examples of spoken language and opportunities for practicing L2 speaking and listening skills.
Here's a presentation of sites that exploit these skills
Audacity and Gabcast for Course and Learner Generated Audio ContentLisa Johnson, PhD
The document discusses using audio tools like Audacity and Gabcast to incorporate audio content in online courses. It provides reasons for using audio like engaging different learning styles and reducing monotony. Gabcast allows recording audio over the phone while Audacity is a free multi-platform audio editor. Considerations for using audio include providing transcripts for accessibility and managing file sizes. Examples from a history course demonstrate using instructor-generated and student-generated audio content.
The document discusses project-based learning (PBI) and how it can be used in language classrooms. It defines PBI as long-term, hands-on activities that involve research, data collection, and reporting. Benefits include developing communities of inquiry, authentic communication, and problem-solving skills. Characteristics include a focus on authentic content and tasks, and student-centered cooperative learning. The document provides examples of structured, unstructured, and semi-structured projects and discusses integrating technology into PBI.
Use of innovative technique in english language 2015 2016Koppula Sheryl
This document provides details about a project submitted for a BA degree course. It includes an introduction, acknowledgements, preface, declaration, contents, and chapters outlining the statement of topic, scope of study, aims and objectives, methodology, techniques used, analysis and findings. The project examines the use of innovative techniques for teaching English language at the middle school level in Eluru, Andhra Pradesh, India. Data was collected through library research, textbooks, and observation. Techniques analyzed include role plays, games, presentations, and developing listening, speaking, reading and writing skills. The project aims to improve English language learning for students.
Teaching listening in secondary schools (a survey in Morocco)Mohamed Benhima
This presentation is about the teaching and learning of listening in Moroccan Public Secondary schools. It is based the recommendations of the pedagogical guidelines of teaching English in Morocco, and the presentation of the statistical findings of a questionnaire administered to some secondary school teachers.
APacLSP: Disciplinary perspectives on English for Science cahafner
This is a presentation given at the Second Conference of the Asia-Pacific Association of LSP and Professional Communication, held in Kuala Lumpur, July 15-17, 2010.
HASALD: Learner autonomy and the role of technologycahafner
This is a presentation given to the Hong Kong Association of Self-Access and Learner Development. It describes an implementation of project-based learning using digital video in a course in English for Science at a Hong Kong university. More details of the project can be found at: http://www1.english.cityu.edu.hk/acadlit
The document provides an overview of a digital storytelling project for teachers. It describes the stages of the project which include preparation and content development, asset gathering and storyboarding, and presentation and reflection. Key aspects of each stage are outlined, such as developing a script, organizing assets, and using video editing software in a workshop setting. Benefits of the project for both teachers and students are highlighted, such as exploring new modes of learning. Essential questions for students to consider are also presented.
This research project aims to bridge the traditional approach to language teaching with a more technology-focused approach. Student researchers will work in groups of 3 to develop a proposal for teaching English as a foreign language using one of four technological applications: blogs, webquests, learner podcasts, or virtual learning through Second Life. The final project will involve presenting an APA-style research paper reporting their findings and discussing future areas of research.
Doing digital multimodal composing on English for specific purposes coursescahafner
The document discusses doing digital multimodal composing in English for specific purposes courses. It provides an overview of emerging needs of ESP learners, digital multimodal composing, and research findings and evaluation. It defines digital multimodal composing as going beyond traditional writing forms to include other modes made available by digital media like videos, infographics, posters and brochures. Benefits of digital multimodal composing include meeting real-world learner needs, enhancing language teaching strategies, engaging students with authentic audiences, and increasing learner autonomy.
Multimodality and digital literacies in ESP coursescahafner
This document discusses embedding multimodality and digital literacies in ESP courses. It begins by outlining the emerging needs of ESP learners in a digitally mediated world. It then defines digital multimodal composing as going beyond traditional writing to include modes made available by digital media like videos and infographics. A process-oriented genre approach is proposed where authentic genres and practices are identified, the role of multimodality is examined, and projects are designed. An example course embeds a digital video documentary project alongside a written scientific report to develop students' digital literacies.
How can digital technologies engage a Year 7 class in creative writing?DEFToer3
This resource was part of assessment for Secondary English PGCE course at Sheffield Hallam University and is being released with permission of its author. It accompanies the case studies produced as part of the "Digital Futures in Teacher Education"; for more information see www.digitalfutures.org
This document presents a study on using documentary videos to develop content for ESL writing. The study had three objectives: 1) understand students' views on using videos for writing, 2) determine if videos help develop writing content, and 3) compare writing scores before and after watching videos. Students watched a documentary video then completed a pre-test and post-test essay. Interviews asked students about their writing process and using videos. Results from student writing tests and interviews were analyzed to understand how videos impact ESL writing development.
The document summarizes a workshop presentation about the Network English language teaching series and the benefits of incorporating technology and social media. It discusses how Network uses social networking themes to provide authentic contexts for language learning through classroom and online activities. It also outlines the key components of the Network series, including the student book, workbook, online practice activities, and teacher resources like tests and digital materials. Finally, it emphasizes that technology should be used to enhance pedagogy and language learning rather than as an end in itself.
The document discusses considerations for using video in the classroom and provides a structured approach. It recommends first determining the learning goals and audience. Key factors to consider include what students should learn, the learning environment, and any technical issues. The document then suggests choosing an approach that best suits the learning goals, such as showing actions, providing descriptions or instruction. It lists the top 10 types of educational videos as talking head lectures, archive footage, instructional videos, interviews, video blogs, case studies, student-created videos and more. Lastly, it addresses delivery methods like integrating video into other learning methods or streaming videos for flexible access.
Digital Tools for their English Levels 2017 Teachers Workshopedna goff
The document discusses a final project for a digital design class that focuses on using digital tools to teach English levels. The main problem identified is that university students do not have experience with digital tools in their English classes as there are no computer labs and many students do not own devices. The purpose of the project is to help students improve their English skills and learn how to use digital tools. It proposes workshops and training to teach students how to use tools like Google apps, GoConqr for mind maps, E-Mazed for presentations, Animoto for videos, and Kahoot for quizzes. A survey will also be used to collect feedback from students.
demonstration method in teaching and technologyBibi Fatima
This document provides information on demonstration as a teaching method. It begins with an introduction that defines demonstration as relying on showing learners model performances to imitate. It then lists tips for an effective demonstration, such as knowing your audience and objectives, planning, being prepared, and being organized. The document outlines the steps of a demonstration, including planning, introduction, presentation of content, and using a blackboard. It discusses using stories, experiments, and illustrations to engage students. Finally, it notes some limitations, such as costs and preparation required, and emphasizes that an effective demonstration is an audiovisual presentation that helps students understand new information.
The document outlines an ICT-based pedagogical proposal for an English as a foreign language class. The proposal aims to use tools like blogs, wikis and YouTube videos to encourage students' interest in learning English and reinforce new education strategies. Over multiple classes, students will learn about and use different ICT tools to create and share content like videos and reports in English. The goal is to enhance students' English skills through interactive virtual learning environments that promote self-esteem and confidence.
This document discusses issues with online entry-level Japanese courses. It outlines greetings and self-introduction projects assigned to students. Students created puppet show videos and wrote reflections for the greetings project. They made self-introduction videos and reflections for the second project. The presenters note how the students improved communication skills and cultural understanding. They reflect on changes for future assignments, like limiting tasks and adding sample projects. The document advocates for a social networking approach to language learning.
This document discusses issues with online entry-level Japanese courses. It describes a presentation given by Machiko Romaine and Reiko Aya on developing such courses. The presentation covered using social networking approaches and tools like VoiceThread to facilitate feedback between students and teachers. It also proposed creating an open learning community on Facebook to continue discussions. Romaine and Aya welcomed feedback on community building and discussed lessons learned regarding communicative and social networking language teaching approaches.
The document outlines ideas for multimedia projects that go beyond traditional PowerPoint presentations. It discusses key elements of successful projects like learning objectives and feedback. It also provides tips for infusing technology like recording student responses and posting drawings. Examples of project types are given, such as creating an online concept map or historical timeline. Copyright considerations for using online images and audio in student projects are also addressed.
The document contains evaluations from 4 students of a project involving the creation of a website and dictionary about parapsychology terms. The students note their roles in creating the website and dictionary, including correcting materials, formatting presentations, and changing file formats, and express satisfaction with the final products despite facing some technical issues during development. In general, the students felt they learned new skills and vocabulary through their work on the project.
Ut teaching symposium project based learning and technology 2012David Harms
Project-based learning engages students through hands-on exploration of real-world problems. It asks an open-ended question and allows students to investigate potential solutions. Students research the topic using various materials and technologies. Examples of projects include creating claymation movies, traditional movies, podcasts, wikis, and online discussions. Technologies like Edmodo, Quizzes, Wikis, and Glogster can support project-based learning. While technology enables many possibilities, inconsistent access and buy-in can complicate implementation.
Similar to PolyU: Integrating new literacies with ESP course design (20)
Digital multimodal composing: How to address multimodal communication forms i...cahafner
This document discusses digital multimodal composing (DMC) in English language teaching. It begins by outlining how digital tools have changed communication and the skills needed for language learning. DMC is then defined as going beyond traditional writing to include other modes made possible by digital media, like videos and infographics. The benefits of DMC are that it meets real-world communication needs, engages students, and increases autonomy. However, some argue it could distract from language learning. A case study from a Hong Kong university is presented where students produced scientific videos and reports. The project was scaffolded over several weeks and assessed composition and language use. Analyzing model documentaries helped address multimodality and rhetorical strategies.
'Powerful' and 'powerless' language in oral advocacy at law schoolcahafner
A presentation given at IPra 2019 - the biennial meeting of the International Pragmatics Association - held at the Polytechnic University of Hong Kong.
On analyzing specialized discourse in the age of digital mediacahafner
This document summarizes a seminar on analyzing specialized discourse in the digital age. It discusses how digital media has impacted discourse analysis by creating more innovation, multimodality, intertextuality, and diversity. It also notes challenges like less generic stability and rapid developments. The document examines issues for discourse analysis like context, text, interaction and ethics. It provides an example analysis of video methods articles from the journal JoVE, exploring questions about data collection and emerging practices.
Learning the Language of the Law, 2016: The art and science of advocacycahafner
A conference presentation given at the 'Legal English in Hong Kong' Symposium: 'Learning the language of the law: An interdisciplinary symposium for legal and language practioners' held on Dec 2, 2016
Learning the Language of the Law, 2016: Promoting effective legal communicationcahafner
A conference presentation given at the 'Legal English in Hong Kong' Symposium: 'Learning the language of the law: An interdisciplinary symposium for legal and language practioners' held on Dec 2, 2016
CUHK 2016 An interdisciplinary project to develop a digital multimedia resour...cahafner
This is a presentation given at the Conference on Teaching and Learning in Law held at the Chinese University of Hong Kong's Faculty of Law in June 2016
CRILL 2016: Spoken interaction in an academic legal context: The discourse of...cahafner
This is a presentation given at the Law, Language and Communication conference organized by the Centre for Research in Language and Law (Naples 2) and held in Caserta in May 2016.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
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These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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PolyU: Integrating new literacies with ESP course design
1. Integrating new literacies with ESP course design: A digital video project Christoph Hafner, Lindsay Miller, Connie Ng http://www1.english.cityu.edu.hk/acadlit
15. Student perceptions: Relevance and usefulness AVG SD D N A SA Q10. The skills I learned by doing the video project are useful for my studies 3.49 0% 10% 41% 39% 10% Q11. The skills I learned by doing the video project are useful to my career 3.36 0% 14% 44% 36% 7% Q12. The skills I learned by doing the video project are useful to me personally 3.78 0% 5% 20% 66% 8% Q13. The skills I learned by doing the video project are relevant to my major subject 2.88 3% 25% 51% 20% 0%
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19. Students ’ perceptions: Skills learned AVG SD D N A SA Q18. As a result of doing the video project I have improved my English language skills 3.34 0% 10% 47% 41% 2% Q19. As a result of doing the video project I have improved my English research skills 3.66 0% 8% 19% 71% 2% Q20. As a result of doing the video project I have improved my English reading skills 3.31 2% 10% 44% 44% 0% Q21. As a result of doing the video project I have improved my English writing skills 3.41 0% 7% 49% 41% 3% Q22. As a result of doing the video project I have improved my English presentation skills 3.81 0% 2% 25% 63% 10% Q23. As a result of doing the video project I have improved my English listening skills 3.44 0% 14% 36% 44% 7%
CH This aim of this project was to engage science students in the making of scientific documentaries as part of a digital video project.
LM
LM The course we focused on is an English language course for BCH and maths students, which focuses on disciplinary English in scientific contexts - e.g. how to present (both orally and in writing) a scientific report with a typical IMRD structure and what lexical and grammatical resources to draw on for different parts of such a report.
CN To serve these aims, the course was structured around an English for Science project, which engaged students in conducting a simple, quasi-scientific investigation, involving the formulation of a hypothesis, carrying out of an experimental procedure, recording of data, presentation and discussion of findings. Students worked in groups to carry out the experiment and orally present their findings, and then worked individually to write up the same experiment as a kind of scientific report.
CN In their private lives, students' experience of reading and writing is increasingly moving away from traditional conceptions of literacy, towards new literacy practices which emphasize multimedia and participation in globalized online communities. As teachers of English literacy, how do we prepare students for this multimodal and participatory world? Academic faculty in the BCH department point out that students need assistance with their spoken English, especially when giving presentations, but at the same time, the development of spoken language competence requires sustained effort. How can we motivate students to reflect on and improve their spoken language abilities? In order to respond to these questions, we extended the existing project-based learning methodology used on the course. This was done by changing the oral presentation in the course from a typical classroom oral presentation (i.e. with PPT etc) to a more innovative, and some would say, more current form: a multimedia scientific documentary, which used video to document the English for Science project and its experiment.
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CH This was supported by a number of technological tools: [Insert Figure 1 from Fostering Autonomy paper about here] For different stages of the project, students used different technological tools to carry out the project, e.g. the Internet for gathering and evaluating information, DV cameras and editing tools for shooting and editing, YouTube channel and blog for sharing their videos with the rest of the class. All of these different stages were also scaffolded by in-class activities, and we closely monitored students' progress on what was a very complex project. Thus students were given deadlines to meet (week 4 data collection done, week 5 script done), and were encouraged to think about their collaboration in terms of the different specialist roles that they could adopt (e.g. researcher, script-writer, director, editor). Importantly, all students were required to perform the role of a presenter in the video, meaning that all students were forced to practice presentation skills, the main aim of the assignment.
CN I am just going to focus on a few key findings here, from questionnaire and from focus group
LM
CH 74% of students agree that the skills learned on the project are useful to them personally. 49% agree that the skills learned are useful to their studies. 43% agree that the skills learned are useful to their career. Only 20% agree that the skills learned are relevant to their major subject. When students are asked about this they say that the skills are not relevant to their major subject because they do not do video projects. However, one student does note that the skills used can be applied to presentations.
CH Although most of the student did not see an obvious link to their major area of study, some of them did.
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LM 73% say that they have improved their English presentation skills 73% say that they have improved their research skills in English Surprisingly, over 40% also believe that they have improved reading listening and writing. The scope of the project is much bigger than we thought.
LM
LM We believe that this is one of the things that motivates students because it helps them to see the relevance and the usefulness of the English course to the skills that they need to develop in order to be an effective scientist and researcher.
CN They perceive English as an important tool for scientists to disseminate their creative work (ideas, discoveries and inventions) as members of a global scientific community.
CN
LM Note that a number of students also commented on the topic, that they felt it would be either nice to choose their own, or that the topic was too simple, too easy for a science student and not sufficiently challenging.
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LM Lecturers talked about their being more style than substance in some of the videos. It underlines their concern for the content. They wanted to see more science.