The document outlines the mission, vision, and course overview for the "Internet and Multimedia Resources" class at the Universidad Técnica de Ambato in Ecuador, including the competencies, learning outcomes, and level to be achieved in the course which utilizes internet resources and multimedia tools to develop English language teaching skills. It provides elements on citing sources to avoid plagiarism, bookmarking websites, applying the ABC method in lesson plans, using blogs for assessment, and creating a virtual learning environment using tools like Voki.
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
An introductory chapter from the textbook, Communication Skills, developed by the Language Communication for Development Department at Bunda College of Agriculture, University of Malawi
Method of Reporting
Three broad sets of information of a normally degree-oriented research reports:
Prelims/ Preliminary Information
Main body of the research report, and
The reference materials
Fundamental Facts
Title Page
Supervisor’s Certificate
Acknowledgements
Table of Contents
List of Tables (if any) and,
List of Figures (if any).
Esto es un trabajo realizado para mi clase de Topics in Linguistics de la carrera de Lingüística Aplicada. Se trata de un portafolio donde yo y mi grupo respondemos preguntas sacadas de un libro sobre la enseñanza de lenguas y la tecnología.
An introductory chapter from the textbook, Communication Skills, developed by the Language Communication for Development Department at Bunda College of Agriculture, University of Malawi
Method of Reporting
Three broad sets of information of a normally degree-oriented research reports:
Prelims/ Preliminary Information
Main body of the research report, and
The reference materials
Fundamental Facts
Title Page
Supervisor’s Certificate
Acknowledgements
Table of Contents
List of Tables (if any) and,
List of Figures (if any).
Here is a presentation that will help you think about the format of your professional portfolio. Although targeted at midwives, the format can be used for any of the health professions
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
This is a limited-version of my public administration portfolio. All hyperlinks are disabled because of file space but may be requested for full-viewing, if needed.
Action Learning is more that just learning by doing, though it is certainly that. This presentation introduces the underlying theory behind Action Learning and suggests ways this approach to learning might be used in a higher education environment.
This portfolio has everithing that I have learnt during all this year. For me it is education because I can learn more about the use of technology in education.
e learning presentaion help ful for every student who want to study by this slide ....these slides helpful for you and no doubt it helpful for ur class presentaion and as well as for paper preparations ....thank you do comment if u need any change about any slide
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODALIDAD PRESENCIAL
PORTFOLIO
“INTERNET AND MULTIMEDIA RESOURCES”
Quinto Semestre
Estudiante: Cristina Egüez
AMBATO - ECUADOR
Marzo-Agosto 2012
2. FACULTAD DE CIENCIAS
HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MISIÓN
Formar profesionales líderes
competentes, con visión humanista y
pensamiento crítico a través de la
Docencia, la Investigación y la
Vinculación, que apliquen, promuevan y
difundan el conocimiento respondiendo a
las necesidades del país.
VISIÓN
La Carrera de Idiomas de la Facultad de
Ciencias Humanas y de la Educación de
la Universidad Técnica de Ambato por
sus niveles de excelencia se constituirá
como un centro de formación superior
con liderazgo y proyección nacional e
internacional
3. COURSE OVERVIEW
INTERNET AND MULTIMEDIA
RESOURCES
COMPETENCE TO BE DEVELOPED IN THIS MODULE.
Use the Internet and multimedia resources to research
and update knowledge for learning and teaching
English.
LEARNING OUTCOMES:
1. Describe evaluation criteria used to critically analyze the
content of Web pages.
2. Identify and bookmark free online journals and Web
sites about language skills, grammar, functions,
pronunciation and other linguistic and methodological
aspects of English language learning and teaching.
3. Develop technology enhanced lesson plans using
Internet resources to promote authentic language
learning and assessment of the EFL learner’s
communicative competence.
4. Experiment the use of different Web 2.0 tools to teach
and assess the English communicative competence
using collaborative, problem -and project- based
learning approaches.
5. Create effective teaching and assessment materials as
well as online virtual environments for their EFL
classroom.
LEVEL TO BE ACHIEVED.
This module takes into account the ICT Competency
Standards for Teachers developed by UNESCO.
4. STATEMENT OF PERSONAL
LEARNING GOALS.
There are many reasons of why I
wanted to study the English Program, but
the most important one was that I want to
learn about the language, because
communication is very important in a
language and we as students and future
professionals have to learn how to
communicate in different situations
In this semester I would like to
achieve some goals such as:
pronunciation improvements, ability to
participate in class discussions, how to
make lesson plans, make projects, etc.
This will a kind of hard to achieve these
goals, so I will put more effort studying,
cooperating in class all the time.
My compromise as student will be
working hard every day to achieve the
most important goal in my life that is to be
a good professional, and also in the
future be the best teacher in the English
field.
5. Syllabus
INTERNET AND MULTIMEDIA
RESOURCES
Technical University of Ambato
English Teacher Training Program
Fifth Semester.
Instructor: Dra. Mg. Wilma Suárez
Telephone: 099229183
Email: wilmaesuarezm@uta.edu.ec teacherwilma7@gmail.com
Office Hours: Monday 16h00 – 18h15
Wednesday 09h15-11h00
Class Days/Time:Tuesdays 16h00-17h30
Thursdays 14h30 -16h00
Course Description:
Internet and Multimedia Resources is course that is designed
to train future English teachers in the use of Information and
Communication Technology tools to learn and teach English
as a foreign language. In this course students will have the
opportunity to apply their skills and knowledge in theoretical
and practical aspects of using web resources to teach and
assess the four language skills: listening, speaking, reading
and writing. This is a blended learning course which will
develop face-to-face and online using Moodle Learning
Management System and some Web 2.0 tools such as blogs,
wikis, web-based file hosting accounts, among others.
Team work, problem -and project- based learning will be used
throughout the course. Students will develop tasks and
projects for formative and summative assessment purposes.
This module takes into account the ICT Competency
Standards for Teachers developed by UNESCO.
6. Course Goals and Student Learning
Objectives
On successful completion of this course,
student s will be able to:
1. Describe evaluation criteria used to critically
analyze the content of Web pages.
2. Identify and bookmark free online journals and
Web sites about language skills, grammar,
functions, pronunciation and other linguistic
and methodological aspects of English
language learning and teaching.
Develop technology enhanced lesson plans using
Internet resources to promote authentic
language learning and assessment of the
EFL learner’s communicative competence.
4. Experiment the use of different Web 2.0 tools
to teach and assess the English
communicative competence using
collaborative, problem -and project- based
learning approaches.
5. Create effective teaching and assessment
materials as well as online virtual
environments for their EFL classroom.
7. Classroom Protocol
In this class, we will all behave as colleagues
and teaching professionals, which means I
expect professional standards of behavior.
1. Please, respect computer lab rules:
* there are not enough computers for everyone,
so use them alternatively for each activity
every day.
* do not bring food into the lab.
* turn off your cell phones.
* do not download information or use Web sites
or programs that are not required for the
course.
8. 2. Arrive on time.
3. Participate in all face-to-face and online
activities. Attendance and online assignment
completion are mandatory to pass this course.
If you have problems completing the tasks, ask
your instructor in class or post your questions in
the Question & Answer forum in Moodle. You
must participate in Moddle at least 4 times
during the week.
4. Read the rubrics to participate in the discussion
forums and to complete the activities in this
course. Rubrics will provide guidelines to
present your tasks.
5. When writing your messages or participating in
discussion forums please use the same
courtesy that you would show when speaking
face-to-face with someone. Please remember
that capital letters are interpreted as shouting,
so avoid using them.
6. Work as a team and help each other.
7. Enjoy using technology to teach English!
9. Attendance
- 100% of attendance and participation in
face-to-face and online assignments is
required for you to succeed in this module.
Only valid certificates will be accepted to
justify absences. (Please refer to Official
Documents of the Universidad Técnica de
Ambato.)
Required Materials/Readings
Please refer to the course module in Moodle
to check all the readings you will use during
this course.
http://educacionvirtual.uta.edu.ec/elearning/
Other equipment / material requirements
Computers and Internet access.
Web resources.
E-mail.
Assignments and Grading Policy
Your grades will be based on the “Reglamento
del Sistema de Evaluación, Acreditación y
Calificación por Competencias para la
Promoción en Ciclos Semestrales y
Créditos de la Universidad Técnica de
Ambato.” www.uta.edu.ec
7
10.
11. ELEMENT 1
CITING TO AVOID PLAGARISM.
CITING TO AVOID
PLAGARISM
cite something that
no to commit other people say
plagiarism. in order words
13. ELEMENT 2
to add as many
to keep information
websites
how to bookmark
how to use Diigo
some sites
Bookmarking
account with at
least 30 web sites
to learn or teach
English
15. ELEMENT 3
.
Micro
how to apply
teaching
the ABC
presentations
method in the
using Web
lesson plans
resources
using
how to make
resources
lesson plans
from the web
16. Evidence for Element 4
Blogs in education.
Name: Cristina Egüez
Question 1: How would you define the term "blog"?
I would define the term “blog” as a web site where people
write regularly about any topic, and also share ideas,
experiences, thoughts and knowledge.
Question 2: What types of blogs have you heard
about?
I have heard about three types of blogs, that are:
Tutor blog.- This is run by the tutor for the learners.
Class blog.- where teachers and learners can share topics
for discussion.
Learner blog.- where students can constantly inform with
his or her own words,I deas or thoughts.
Question 3: What is one example of how YOU would
use blogs in your EFL classroom? for this question
you need to explain three things: the objective(s) of
your blog (use the ABCD Method), the students'
level, and how you expect to evaluate the
effectiveness of your blog.
I would use blogs with my students to express their ideas
and knowledge about something that they have
learned.
17. Objective:
Students from sixteen years old would be
able to infer information about poverty in
Africa. Also, they would be able to make a
self reflection about they have understood.
Please check the information about the ABCD
method to write lesson objectives.
Evaluation:
I would evaluate my students by giving
them comments about the things they have
wrote and correct mistakes if they have.
This is not a good answer since it does not
provide clear information of the way in
which you will evaluate your students. It
would be a good idea to use rubrics!!
In general, your assignment needs
improvement. There is not enough
information and you have not followed the
instructions to complete the task.
Work harder next time!
18. ELEMENT 4
Blogs
Assessment
examples can
be applied in what a blog is
a EFL class
types
20. ELEMENT 5
Project integrating ICT tools for EFL
teaching
how to create a
virtual learning
environment
creating my own
virtual class
develop Ss. skills
and to improve
their knowledge
21.
22. ELEMENT 5
Voki
to develop oral to hear the
skills mistakes
tool to record how to make a
your voice voki and its
using an avatar purpose
Voki