Using web 2.0 tools
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The document discusses using web 2.0 tools to better meet the needs of students in an academic skills course. The students were postgraduates conducting research in different fields with varying needs. Introducing web 2.0 tools allowed the instructor to communicate with students outside of class and provide course materials like a wiki with the syllabus, presentations on SlideShare, and a blog for student comments and questions. This helped address the short duration of the course and students' different research stages and questions.
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- Students became more motivated and took initiative in their learning by asking questions, commenting, and teaching each other skills they learned online.
- Both teachers and students developed new digital literacy skills through their collaborative exploration of web resources and technology integration in learning.
- While challenging, blogging helped blur boundaries between formal and informal learning and allowed learning to extend beyond the classroom.
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Welcome![1]
This document provides an introduction and agenda for an educational technology course. It includes:
- An introduction of the professor and their experience teaching and with technology.
- A request for students to complete a survey to gather background knowledge and explore educational websites.
- An overview of the syllabus including course schedule, assignments, and expectations.
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1) Technical - be familiar with communication systems and software to help students with issues
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3) Managerial - define goals, roles, and participation expectations to keep discussions efficient and on track
4) Pedagogical - use questions to develop student thinking and understanding of course material
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2) Goals for using the blog were to generate online and in-class discussion, make real-world connections, and reach students online where they spend time.
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- The blog provided students additional practice materials and a space to communicate with other English learners around the world.
- Students became more motivated and took initiative in their learning by asking questions, commenting, and teaching each other skills they learned online.
- Both teachers and students developed new digital literacy skills through their collaborative exploration of web resources and technology integration in learning.
- While challenging, blogging helped blur boundaries between formal and informal learning and allowed learning to extend beyond the classroom.
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This document discusses using blogs in English language learning. It defines a blog as an online journal that individuals can continuously update themselves. It provides tips for running a successful classroom blog, such as making the class blog viewable by all students and giving each student their own private blog for assignments. Blogs offer advantages for ESL classes by allowing students to edit their own writing and receive teacher comments. Overall, combining classroom discussion with student blogging can maximize student access to materials and teacher feedback in learning English.
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The document summarizes Victoria Stringer's presentation on e-learning tools and technologies from the student perspective. It discusses various tools she has used to support her learning, including PowerPoint, lecture recordings, Twitter, Facebook, blogs, and Google Docs. It emphasizes making course materials accessible early, providing transcript for recordings, and using multiple communication channels that students prefer like Facebook, email, and Google Chat. The presentation aims to provide suggestions from a student viewpoint to improve e-learning implementation and design.
Multimedia portfolio 1
This portfolio was created by Lorena Aguagüiña, a student in the English Language Teaching program at the Universidad Técnica de Ambato in Ecuador. The portfolio contains evidence that addresses five elements: (1) analyzing websites for reliability, (2) creating a Diigo account to bookmark websites, (3) preparing an English language lesson plan, (4) exploring Web 2.0 tools for language teaching, and (5) creating a virtual learning environment using Edmodo. Through completing these elements, Aguagüiña aims to develop skills in using technology and online resources to research and teach English. Self-reflections indicate the portfolio experience helped her learn to evaluate online information and identify
Final Paper UGB 2014
This document contains a student's final paper for a module on using technology in education. It includes charts comparing the advantages and disadvantages of blended learning, Education 2.0, Web 2.0, and IT. It also explains how the student would design an online lesson plan using WebQuest and how they would deal with teaching in a classroom without technology. The student provides examples of digital resources they would use to improve their personal learning environment and professional learning network, including Facebook, Twitter, LinkedIn, YouTube, Skype, Gmail, Blogger, Zunal, VocabSuchi and BBC Learning English.
Digital Portfolio Reflection
Vi Harrington's reflections on her digital portfolio; changes and thoughts about the challenges of technology for an older teacher.
711 Mooc reports
The document contains reports from a MOOC on educational technology. MOOC Report 1 provides details about a course on the edX platform called "Design and Development of Educational Technology" from MIT. It examines theories influencing educational technologies. MOOC Report 2 describes activities a learner completed in Week 0 and 1, including introductions, videos on the history of edtech, and the Logo programming language. MOOC Report 3 discusses activities from Week 2 focused on learning theories. Reports continue with summaries of videos, readings and activities completed each week of the course.
Inclusive learning design for Online Learners
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
ELI 2010 Presentation
This document summarizes a study on using different web technologies to engage students' critical thinking abilities in a required writing course. The study found that blogging and a traditional argument essay were most effective, while wikis and in-class writing were least effective. Students enjoyed open-ended projects that allowed choosing genres like videos or blogs. Facebook groups constrained critical thinking due to its structure. Reflective writing provided insights into students' experiences. Technologies that restricted text or were unfamiliar presented barriers to critical thinking.
Building Teaching Skills Through the Interactive Web Plan Report_Harun
1) The document outlines a plan to address writing skills issues through the use of technology in a Bangladeshi English Language Teaching (ELT) course.
2) The plan identifies weak academic writing skills, such as poor paragraph structure, as an issue and proposes using Padlet and Nicenet to provide exercises and feedback opportunities to help students improve their paragraph writing.
3) Exercises and assessments will be provided through Padlet, students will write paragraphs and provide peer feedback through Nicenet, and progress will be measured by comparing paragraphs written at the start and end of the course housed in an online portfolio.
Distant Learning
The document discusses challenges in teaching and learning, including developing 21st century literacies among students and faculty, reaching today's learners, encouraging faculty adoption of new teaching technologies, and advancing innovation with technology during budget cuts. It also compares student test scores, participation, and outcomes between online and lecture classes, finding little difference in test scores but more participation in lectures, possibly because online students find communicating via technology more difficult. Finally, it discusses the effective use of podcasts to prompt discussion rather than replace lectures.
Edu624 Final Project: eLearning for Diverse Learners
This eLearning module is designed for instructors to address diverse learners in their classrooms. It contains 7 days of activities to help instructors understand their own learning styles and how to teach in a way that addresses different styles. The first activity involves learning profiles surveys for instructors to assess their own learning style and how to identify styles in their classrooms. The second activity provides resources on assistive technologies and includes a case study to have instructors evaluate technologies for online courses. Formative and summative assessments include discussion posts and analyzing case studies. The goal is for instructors to learn how to teach in a way that addresses all learners, not just their own style.
School on the Cloud, D3.2
The document describes an online catalogue being developed by the School on the Cloud network working group to share recommended cloud-based platforms, tools, and apps for teachers. It provides details on the catalogue, including that it is an ongoing deliverable being updated by working group members with new recommendations. It also outlines the process undertaken to gather lesson ideas from partners to include in the catalogue, including a pre-assignment where partners submitted lesson plans and ideas for tools in the catalogue.
ASAHP poster, Web 2.0 for Faculty
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
Showcasing Ontario Can Moot09
The document discusses various ways that Moodle is being used in different educational sectors, including elementary, secondary, post-secondary, and not-for-profit adult education. Some key uses of Moodle mentioned include providing resources and forums for collaboration between teachers and students; creating personalized learning spaces; facilitating feedback and assessment; and addressing diverse learning styles. Moodle allows for sharing of files, videos, and other multimedia; group projects; and online testing and evaluation. Overall, Moodle provides opportunities for communication, resource sharing, and interactive learning activities across different subject areas and grade levels.
Final paper
This document contains a chart describing the advantages and disadvantages of using different technologies for education, including blended learning, Education 2.0, Web 2.0, and IT. For each technology, the chart lists advantages such as increased flexibility and interaction for students, as well as disadvantages like reliance on technical resources and potential distraction. The document also includes responses to prompts about designing an online lesson plan using WebQuest and addressing the lack of classroom technology.
Final paper
This document discusses using digital resources to improve personal learning environments and personal learning networks. It defines a personal learning environment as the environment in which one learns efficiently using technology. Key aspects of a PLE include setting one's own learning goals and actively participating in a personal learning network to exchange information through digital objects like blogs and presentations. The document recommends curating an abundant flow of information from new media sources and providing products to one's network to actively nurture it. Maintaining a PLE involves lifelong learning and enrichment over time using powerful tools on the internet.
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More from Hala Nur
Webquest
A webquest is an inquiry-oriented lesson that uses mostly online resources. It has five key characteristics: it is classroom-based, emphasizes higher-order thinking, preselects sources to emphasize use over gathering of information, and is often group work with roles. Webquests are compelling for teachers because they easily incorporate the internet, encourage collaboration and sharing, can be interdisciplinary, develop critical thinking skills, and motivate students with authentic tasks. A webquest has six essential parts: introduction, task, process, resources, evaluation, and conclusion.
Searching the Internet (The good, the bad and the ugly)
This document discusses search techniques for research. It begins with an activity where participants brainstorm terms related to global warming. They then compare terms in groups and generate a combined list. The document instructs searching online articles using the brainstormed terms. It also explains how to use truncated keywords in searches, giving the example of using "child*" to find results including child, children, childhood, etc. The overall purpose is to provide guidance on effectively defining search terms and keywords to maximize results.
Internet and Sudan
The document provides background information on technology and the history of the Internet. It discusses key terms like digital natives/immigrants and digital literacy. It then provides facts about Internet usage in Sudan, noting it has grown from 30,000 users in 2000 to over 6 million users in 2012, though penetration is still only 19% of the population. Examples of international projects that aim to expand access are described, including the Hole in the Wall experiment and One Laptop Per Child initiative.
Computer Assisted Language Learning
This is lecture 1 in the SUST master course entitled 'Technology for the Teaching of English Language'
Motivation, Methods and Materials for Young Learners of English
Workshop organized by Hala Nun and run by Josephine O'Brien at the English Language Institute /University of Khartoum in December 2014
Learning styles and multiple intelligence
Howard Gardner first developed the theory of multiple intelligences which divides human intelligence into 7 domains: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. David Kolb also developed a learning styles model that categorizes learners into four styles based on a four stage learning cycle: diverging, assimilating, converging, and accommodating. The document then provides descriptions of Gardner's multiple intelligence domains and Kolb's four learning styles.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
English Language Teaching Methods
This document discusses various methods and approaches that have been used in English language teaching over time. It begins by defining methodology, approach, curriculum/syllabus, and techniques. It then outlines several historical approaches including the grammar translation method, direct approach, reading approach, and audio-lingual approach. More recent communicative and task-based approaches are also discussed. The document stresses the importance of considering students' needs, instructional constraints, and individual learner differences when selecting an approach.
English Language Teaching: Introduction
This lecture introduces a module on core issues in English language teaching. It discusses the history of English and Arabic in Sudan, from their introduction during colonial times to current language policies. It notes the linguistic diversity in Sudan, with over 170 languages spoken. English was the lingua franca in Southern Sudan under British rule but Arabicization policies in the 1960s-1990s marginalized English. Two civil wars were partly due to imposing Arabic in the South. The 2005 peace agreement made Arabic, English and indigenous languages official, with no discrimination on language use. The future of English after South Sudan's independence is uncertain.
Web 2.0
Web 2.0 aims to enhance creativity, information sharing, and collaboration on the World Wide Web through more dynamic and user-generated content. It emphasizes social communication, individual creativity, and allowing users to both read and write content online rather than just download information like earlier versions of the internet. Key differences between Web 1.0 and 2.0 include moving from simply reading content to actively uploading and sharing, and focusing more on social interaction than individual domains.
Why not use ict in sudan
This document discusses using information and communication technologies (ICT) in education in Sudan. It begins with an outline of the session topics, including definitions of technology and important ICT terms. It then discusses why ICT is not widely used in Sudan, providing facts about limited Internet access. The document reviews reasons for using ICT in education, including international standards and examples of successful projects like Hole in the Wall and One Laptop Per Child. It concludes with challenges to teaching English in Sudan like large class sizes and limited instruction time.
Blending Web 2.0 tools in the English language classroom
This document summarizes a presentation on blending web 2.0 tools in the English language classroom. It discusses challenges in teaching English, benefits students saw from using the internet to learn English, and preferences for group work. It then defines blended learning as a mix of online and in-class instruction and outlines advantages like accommodating learning styles. Khan's Octagonal Framework for blended learning is presented. The presentation shows how a learning management system and other tools were used, and characteristics of project-based learning. Results observed from a student project are shared, concluding that technology-assisted learning can empower students for life.
Sudanese people lifestyle
Sudanese people lifestyle\n About Sudan\n- Sudan is a diverse country that symbolizes how different cultures can blend together in harmony, as described by the author.
- Sudanese food is eaten communally and includes dishes like meat, vegetables and sauces eaten with flatbread. Strong sweet coffee and herbal teas are also popular.
- Popular music has a rich history though some artists have been exiled for political reasons. Traditional instruments include drums, string instruments and lutes.
- Young people represent the majority in Sudan and enjoy activities like sports, reading, television and hanging out with friends in cafes, parks and along the Nile.
Education in sudan
Education in Sudan consists of 11 years of schooling in three stages: primary, middle, and secondary education. Primary education is from ages 6-13 and is compulsory. The education system has undergone reforms, changing from a 6+3+3 system to an 8+3 system. Some of Sudan's major universities include the University of Khartoum, the oldest and largest university, as well as Sudan University of Science and Technology, Ahfad University for Women, and Blue Nile University. Girls' education has expanded since the early 20th century but was historically limited.
Sudanese Costumes
Sudanese clothing varies regionally. The traditional outfit for men is the jalabiya, a loose, ankle-length robe, while women wear the tobe, a long dress. In northern Sudan, both men and women cover most of their bodies due to the hot climate, with women wearing a full-body tobe and headscarf. In western Sudan, men may wear skirts and horns for ceremonies, while southern Sudanese wear shorter lawo cloths that allow for freer movement. Traditional Sudanese wedding outfits include the bride wearing a colorful tobe and the groom a white jalabiya.
Customs and Traditions 2
Sudanese people are known for their hospitality. They welcome guests with food and drinks, even if they are experiencing hardship themselves. It is considered polite by Sudanese culture to smile and make guests feel comfortable. Community engagement is also important, with neighbors volunteering together on construction projects and providing financial support during times of sadness or celebration. Traditional Sudanese costumes vary by region but include the galabia for men and toab for married women.
Culture in Sudan
Part of the project carried by first year students at the Faculty of Architecture/ University of Khartoum
Customs and Traditions of Sudan
Part of the project carried by first year students at the Faculty of Architecture/ University of Khartoum
English Language Teaching
The document discusses the teaching of English language in Sudan. It covers the course content for English language teaching, key terms related to English teaching, and the changing status and policies around English in Sudan over time. Specifically, it notes that under British rule in northern Sudan, some primary and intermediate schools taught English, while education was left to missionaries in southern Sudan. It also describes the linguistic diversity in Sudan and how civil wars impacted language policies and the priority given to English teaching between northern and southern regions of the country.
The Changing Status of English Language in Sudan
Sudan has experienced linguistic diversity throughout its history due to factors like migration, population movement, and civil war. While Arabic became dominant in northern Sudan, over 44 languages were spoken in southern Sudan where education was left to missionaries. Two civil wars erupted over imposition of Arabic language and Islamic curriculum in the south. Currently, the Comprehensive Peace Treaty recognizes all indigenous languages as national languages and designates Arabic and English as official working languages of government and for higher education.
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Using web 2.0 tools
- 1. Using web 2.0 tools to meet students’ needs Web 2.0 for ESP Session (EVO 2008) Prepared by Hala Salih SUDAN
- 2. One of the important things I have been asking my self is when and how to introduce web 2.0 tools in the classroom. In one of the first live session this issue was raised. Should we introduce it as a tool or as technology? The obvious answer I reached by listening to discussion in that live session was that we should not throw web 2.0 tools at our student out of context. So I asked my self how can I introduce these tools in my class. As a beginner I just wanted to use the tools in simplest way I can mange .
- 3. I decided to introduce web2.0 tools in a very simple way which was to communicate with my students outside the classroom. So let’s look at my students’ profile. My students are postgraduates doing research in different specializations (Animal resources, renewable energy, diplomatic studies, and so on). The title of the course was Academic Skills. The duration of the course was 10 hours. Number of students per group 20-30.