Archive for the “ICT” Category

I’m just back from the IATEFL conference in Exeter where, with Todd Cooper from Japan as co-presenter, we gave a paper with this title.

Todd and Valentina IATEFL

Before the conference Todd and I had never met in the flesh, only online, and the paper was entirely prepared within the Google platform. It was an amazing experience, made possible by Google tools. No wonder I want to share some of my ideas on googling.

Google

Google is so much more than a simple search engine. Many EFL teachers are already dipping into its store of resources, to help bring learners together, connect schools, reduce software licensing costs, and manage user-generated content. From the outset, Google has been a successful yet accessible corner of the Web. I have always reveled in this important creation.

Google

At the Google home page, click on the Sign up for new account link http://mail.google.com

User name, password etc. are asked for as usual. The customary questions are posed and you must sign the conditions. You use your current email address, where in the blink of an eye you will receive confirmation that you are accepted (all free!).

Now for starting to network documents and spreadsheets. You are ready to initiate a document or, alone or along with colleagues or learners, become a “collaborator” on it. The program works by lodging your files centrally – in fact on the Web, not on your computer. When you want to send something electronically, Google simply sticks an email address on it (like when your electronic newspaper asks you if you want it to copy something you’re reading to a friend.) Once your file has been uploaded to Google Docs, you can then recruit “collaborators” (by adding their email addresses – any one, not necessarily a Gmail account).

They will get that email and later see everything you modify. A huge benefit is at once obvious: multiple copies, changing frequently, are no longer generated. Drafting joint documents is easy and quick.

The process is safe; only you can decide who will “collaborate” i.e. be given access to your documents – which can be “read only”, if you choose. You can give sharers permission to go further, for example to call on other collaborators. You are now a powerful person, publishing documents on the web for all the world to see!

The program is easy to use, as the interface is similar to word-processing. It is flexible, spawning new ideas continually. Its chief advantage is that subsequent revisions come up at once on all the sharers’ sites.

Another specific feature of the Google Docs homepage is the Google Spreadsheets. These are a way of sharing XLS files in a closed or open group of learners. Once created, a spreadsheet can be inserted on a website, blog or wiki and used for a range of activities.

Join our group Exeter 2008 group:

http://groups.google.com/group/exeter-2008

We will be happy to discuss any issues and follow on any comments or ideas after the talk.

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Well I’ve enrolled for another great EVO session called SMIELT and it’s been one of those fortnights where I’ve needed glue to piece parts of my personal life together so I’m way behind on “tasks” and “cooperation” but it’s good to get back into action with a fantastic slide show by Alexander Hayes

 

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I’ll be working my way through the links, reading and comments so far and reflecting soon I promise.

 

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A nice video from Leigh Blackall on how to insert videos onto your blog. I found that my edublogs format bar has a simple and easy insert/mebed mp3/mov. or other media file button (so by simply clicking the the yellow circle with an A on the post toolbar I could paste in the YouTube video)

Check out his http://screencasting.blogspot.com blog for more “screen grabs and audio explanations – demonstrating ways of using
information and communication technologies for teaching and learning
online”

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Well how can I not blog about this???

This is a super summary of a hard week’s work of analysing. Week 8 of the ICT I tutor on is about chatware tools and chat projects. The group have spent a week viewing some webhead projects like and using some shared applications together first-hand. Here is a wonderful summary from one of the super ICT colleagues ;-) on the course.

Check out Seth’s Podomatic podcast to hear the group’s collective feedback.

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WiAOC 2007: Webheads in Action Online Convergence
May 18-20, 2007

It is great to see the list of wonderful presentations lined up
for the next few days of
CONNECT!! Conversations
on Networking, Education, Communities, and Technology You can register here http://webheadsinaction.org/user/register
and see the schedule here http://www.webheadsinaction.org/wiaoc2007/Presentations

Looking forward to speaking to you all again!

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Well the big even in April was the IATELF conference in Aberdeen.

IATEFL Aberdeen

Sheila Vine and I presented “Blended Books- taking the companion website one click further”

Conference blurb: We offer web-based activities blending seamlessly with course-books, and developing the website companion concept that leading publishing houses have
launched in recent years. This presentation will introduce you to webquests
for Business English courses and offer practical, international, and modernizing elements that can be easily combined with any EFL course book.

All companion websites (CWS) referred
to in this speech can be found at our social bookmarking space
: http://del.icio.us/vale24/CWS

Power point presentation available
at:
www.worldwide-webquests.com

And of course to catch up on all the other action check out: http://www.iatefl.org/content/conferences/2007/index.php

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The ICT in the classroom online course I have been tutoring on for the past year won the ELTONS (Innovation Awards) 2007
Here’s Nicky and Gavin with the little Oscar statue (they’re saving a leg for me ;-) !!!)

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Franca Plastina invitied me to hold a seminar about Blogging for TESOL Cosenza

on March 1st and I was pleased to be sponsored by TRINITY Italy. Great to travel down with Raffaele Nasti himself.

Lovely audience with a some experienced bloggers too! Thanks everyone
Here’s the link to my PPT slides

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Last week on our EVO week 4 we were asked to contribute to Pod-EFL Wikispace and add our ideas to the “99 ways to use a Podcast” http://pod-efl.wikispaces.com/99waystouseapodcast

My first idea is based on QUOTATIONS

I think this kind of easy short and flexible project would help get learners familair with Podcasting and recording their voices. I would ask learners to choose a quotation they like (or find one e.g http://www.wisdomquotes.com/ ) I would start gradually with a whole class choosing their favourite quotation to start with and then one student per week could be asked to start a new discussion off. I would get others to listen and record comments. This would be a sort of voice version of the great idea I saw on http://www.quotationspage.com/weblog/ . It could also be extend to have an inter-cultural feel by translating quotes or exchanging national “sayings” and “proverbs”.

My second idea is called HowTo ….Rock,Paper and Scissors

Inspired by some of the great videojug tutorials and having to play Rock Paper and Scissors for most the afternoon today ;-) I thought this type of speech, giving instructions and describing games lends itself to prepared, scripted talking which is also a good way to get students more familiar with the sound of their public voice.

VideoJug: How To Play The Tic Tac Toe Clapping Game

So I think a “How To….Play” podcast project would work well- It seems all learners know a lot of other skills and to share this information and practice giving instructions in a foreign langauge. I would set up a podcast project where learners explain how to play a sport they like (e.g basketball), how to do something unusual (e.g make candles or juggle) This would be a good way to justify preparing text, having a script to read from and practising very clear speech.
For first time podcasters that would be reassuring!!! This could also develop into an international exchange, with learners comparing pastimes internationally. It could also have fun elements “How To…for Aliens” with learners explaining basic everyday tasks (e.g how to brush your teeth) in minute detail to a extra-terrestrial ;-) A variant, to address the point of why listen to another student’s podcast could be to get the
learners to include one mistake in their order or instuctions for others to
spot, once they’ve got the hang of things?

I’ll add the other 97 when I have time ;-)

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I tried out Chinswing and it is very simple to set up and start using.

There is a nice interface with a search feature so I immediately searched for EFL and
left a message on a discussion about using Chinswing in EFL/ESL teaching. It was nice to listen to some of the webheads there.

Main elements are learners need a reason to post, topic should be compelling, this could be a good area for practice.

It made me think that it would be excellent for EXAM practice too (aaagh!) . Some of my learners are preparing for IELTS and we could try to get some international learners
involved to share ideas on the “Speaking Topics”. They do the oral alone and
one part requires a one minute monologue following a prompt the examiner gives.

For example:

  • What makes some people sound boring?
  • Can you give examples of effective speakers, perhaps a salesperson or one of your friends?
  • How do effective speakers keep the attention of their listeners?
  • How important is non-verbal communication, such as facial expressions and gestures, when speaking?

This I think would lead to interesting points and hopefully provide them with some
useful ideas for sounding more interesting too ;-)


Chinswing is useful because you can listen on the website, by simply returning to (or bookmarking) the discussion that you wish to follow, and seeing what’s new. You
can also add any discussion to your “watch list”. This watch list is easily placed on your user page (to access user page just click on your or someone else’s icon). This
means all the discussions your interested in can be easily accessed from one
place. Useful because I can see that sending some students off to sites like
this could easily lead to disaster with them getting lost and energy might be
dispersed.

You can also Subscribe using the RSS/Podcast feed link. By using RSS reader/aggregator or podcast receiver software, you can be automatically
alerted when someone adds a message to that particular discussion. It says this method is for more advanced users!!!

I like the fact that using podcast receiver software, you can have any new messages automatically transferred to your mp3 player for listening on-the-go! iTunes/iPod users should use the one-click “Add to iTunes” link. So that makes it highly compatible.

I think it looks interesting and worth exploring in a little more depth but I’m wondering how necessary something like this is for the majority of our “audio”   projects.

I think we often find ourselves setting things up with a limited group of learners who are possibly exchange audio comments with another class and this could be better served by some of te other software we have seen.

Chinswing does allow them to listen to other discussions and you will get a wider range of topics and accents but I think in many learning contexts we would need to be careful – they might listen to something they should be and it’s difficult to know exactly how “censored” recording are. Just a thought to bear in mind.

I also noticed that some of the channels haven’t got any discussions. So when I clicked on World Travel there was nothing to listen to.

My search for two random words “Vesuvius! (I live 30kms away from this active volcano ! and “cooking” returned no audio recordings either – a teacher would need to check then which topics were appropriate and available. Maybe empty themes would motivate learners even more! And one could work on creating an audio wikipedia…

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