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TESOL CALL-IS

ClassroomQ: A Better Way to Ask and Manage Questions - Nick's Picks For Educational Tec... - 2 views

edtechpicks.org/...lassroomq-ask-manage-questions

classroom-management tools adult-learners VSL

shared by TESOL CALL-IS on 28 Jan 19 - No Cached
  • Teachers see an ordered list of student requests along with any optional comments that students may have provided. Simply clicking on a student’s name removes them from the list. A Better Workflow ClassroomQ can play an important role in the workflow of the student-centered classroom. Students requesting help no longer have to sit with their hands up, doing nothing for extended periods of time. Teachers can give their full attention to the student(s) they are working with, knowing that other students have been acknowledged. ClassroomQ Accounts Free accounts are limited to a maximum of five students in the queue at one time (which should be plenty for most classrooms). Paid accounts ($19.99/yr.) are unlimited and also offer the ability to view who has checked in to a class along, and the option to download data from each class session. Copyright secured by DigiproveSome Rights ReservedOriginal content here is published under these license terms: X License Type:Non-commercial, Attribution, Share AlikeLicense Summary:You may copy this content, create derivative work from it, and re-publish it for non-commercial purposes, provided you include an overt attribution to the author(s) and the re-publication must itself be under the terms of this license or similar.License URL:http://creativecommons.org/licenses/by-nc-sa/3.0/Don't Miss a Pick - Follow Us http://edtechpicks.org/wp-content/plugins/social-media-feather/synved-social
  • TESOL CALL-IS on 28 Jan 19
     
    "The ease of use and simplicity of design are what really make ClassroomQ stand out. After creating an account, teachers can start a class session with one click. "Students join the session by going to classroomq.com/students, enter their teacher's name and class code. They can then ask for assistance and will be added to the teacher's queue with the push of a button. They can also see how many students are ahead of them at any time."ClassroomQ Assistance Button "Teachers see an ordered list of student requests along with any optional comments that students may have provided. Simply clicking on a student's name removes them from the list." Looks like a cool solution -- but wouldn't working in groups be a help? T/h to Nick LaFave
TESOL CALL-IS

Weblog portfolios in an intensive English program - 0 views

www.siu.edu/...wp.html

e-portfolio multimedia mobile_tech blogs wikis VSL

shared by TESOL CALL-IS on 22 Apr 09 - Cached
  • A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Online, portfolios allow wide latitude in individual expression, and can contain a wide variety of kinds of work: research papers, essays, weblog entries, paragraphs, journal entries, summaries or creative work. There is a kind of dynamic tension at all moments with weblog portfolios: on the one hand, they should have visible, from the first screen, all the best of the student's work, properly formatted, edited, looking crisp and nice (defined more carefully below) and properly linked. On the other, the weblog is a dynamic thing, receiving the latest of the student's work, and pushing older stuff down and out of sight.
  • A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Online, portfolios allow wide latitude in individual expression, and can contain a wide variety of kinds of work: research papers, essays, weblog entries, paragraphs, journal entries, summaries or creative work. There is a kind of dynamic tension at all moments with weblog portfolios: on the one hand, they should have visible, from the first screen, all the best of the student's work, properly formatted, edited, looking crisp and nice (defined more carefully below) and properly linked. On the other, the weblog is a dynamic thing, receiving the latest of the student's work, and pushing older stuff down and out of sight.
  • Elizabeth Hanson-Smith on 22 Apr 09
     
    The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. ... The idea of "portfolio" implies that the sum of the parts is greater than its individual parts, that there is some benefit to seeing the whole work longitudinally or from start to finish. A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time.
  • TESOL CALL-IS on 15 May 12
     
    "A portfolio, here, is a collection of written work, related or not, presented as well as it can be, by a student for the purposes of showing, well, the best that the student can do at a given time. Online, portfolios allow wide latitude in individual expression, and can contain a wide variety of kinds of work: research papers, essays, weblog entries, paragraphs, journal entries, summaries or creative work. There is a kind of dynamic tension at all moments with weblog portfolios: on the one hand, they should have visible, from the first screen, all the best of the student's work, properly formatted, edited, looking crisp and nice (defined more carefully below) and properly linked. On the other, the weblog is a dynamic thing, receiving the latest of the student's work, and pushing older stuff down and out of sight." article by Steve McCarty
TESOL CALL-IS

Tayloring it… | Doing it my way, which isn't always the same as your way, or ... - 1 views

tayloringit.com

mobile_tech pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 05 Jun 12 - No Cached
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • ...3 more annotations...
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of ‘mobile learning’, which actually translated as the “shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device“. Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner ‘learning‘ something from it, as opposed to the worker ‘enhancing‘ their performance from it (Hell, who needs to learn the London Underground routes if you’ve got the app in your pocket?) And this is where I think we have got it wrong again!
  • TESOL CALL-IS on 05 Jun 12
     
    "During a recent meeting with some colleagues, I reflected upon the conversations that I have had with potential clients over the past 6 months with regards to the use of mobile technologies. With a very small exception (probably 2-3 out of approx 60 conversations) those conversations have revolved around the creation of 'mobile learning', which actually translated as the "shrinking down of desktop content to allow it to be viewed and interacted with on a mobile device". Very little, if any mention, of creating performance support resources… No consideration of using the devices native functions I.e. camera, keyboard, GPS, voice recorder, to enhance the experience…. A heavy focus on the learner 'learning' something from it, as opposed to the worker 'enhancing' their performance from it (Hell, who needs to learn the London Underground routes if you've got the app in your pocket?) And this is where I think we have got it wrong again!" Great thoughts on where we are and where we might go with mobile technologies for education
TESOL CALL-IS

10 Things I've Learned (So Far) from Making a Meta-MOOC - 0 views

www.hybridpedagogy.com/...earned-from-making-a-meta-mooc

MOOC cMOOC online-learning pedagogy VSL

shared by TESOL CALL-IS on 09 Aug 15 - No Cached
  • Technology has a way of making people lose their marbles — both the hype and the hysteria we saw a year ago were ridiculous.  It is good that society in general is hitting the pause button. Is there a need for online education? Absolutely. Are MOOCs the best way? Probably not in most situations, but possibly in some, and, potentially, in a future iteration, massive learning possibilities well might offer something to those otherwise excluded from higher education (by reasons of cost, time, location, disability, or other impediments).
  • Also, in the flipped classroom model, there is no cost saving; in fact, there is more individual attention. The MOOC video doesn’t save money since, we know, it requires all the human and technological apparatus beyond the video in order to be effective. A professor has many functions in a university beyond giving a lecture — including research, training future graduate students, advising, and running the university, teaching specialized advance courses, and moving fields of knowledge forward.
  • My face-to-face students will learn about the history and future of higher education partly by serving as “community wranglers” each week in the MOOC, their main effort being to transform the static videos into participatory conversations.  
  • ...6 more annotations...
  • I’ve been humbled all over again by the innovation, ingenuity, and dedication of teachers — to their field, to their subject matter, and to anonymous students worldwide. My favorite is Professor Al Filreis of the University of Pennsylvania who teaches ModPo (Modern and Contemporary American Poetry) as a seminar.  Each week students, onsite and online, discuss a poem in real time. There are abundant office hours, discussion leaders, and even a phone number you can call to discuss your interpretations of the week’s poem. ModPo students are so loyal that, when Al gave a talk at Duke, several of his students drove in from two and three states away to be able to testify to how much they cherished the opportunity to talk about poetry together online. Difficult contemporary poets who had maybe 200 readers before now have thousands of passionate fans worldwide.
  • Interestingly, MOOCs turn out to be a great advertisement for the humanities too. There was a time when people assumed MOOC participants would only be interested in technical or vocational training. Surprise! It turns out people want to learn about culture, history, philosophy, social issues of all kinds. Even in those non-US countries where there is no tradition of liberal arts or general education, people are clamoring to both general and highly specialized liberal arts courses.
  • First let’s talk about the MOOC makers, the professors. Once the glamor goes away, why would anyone make a MOOC? I cannot speak for anyone else — since it is clear that there is wide variation in how profs are paid to design MOOCs — so let me just tell you my arrangement. I was offered $10,000 to create and teach a MOOC. Given the amount of time I’ve spent over the last seven months and that I anticipate once the MOOC begins, that’s less than minimum wage. I do this as an overload; it in no way changes my Duke salary or job requirement. More to the point, I will not be seeing a penny of that stipend. It’s in a special account that goes to the TAs for salary, to travel for the assistants to go to conferences for their own professional development, for travel to make parts of the MOOC that we’ve filmed at other locations, for equipment, and so forth. If I weren’t learning so much and enjoying it so much or if it weren’t entirely voluntary (no one put me up to this!), it would be a rip off. I have control over whether my course is run again or whether anyone else could use it.
  • Interestingly, since MOOCs, I have heard more faculty members — senior and junior — talking about the quality of teaching and learning than I have ever heard before in my career.
  • 9. The best use of MOOCs may not be to deliver uniform content massively but to create communities and networks of passionate learners galvanized around a particular topic of shared interest. To my mind, the potential for thousands of people to work together in local and distributed learning communities is very exciting. In a world where news has devolved into grandstanding, badgering, hyperbole, accusation, and sometimes even falsehood, I love the greater public good of intelligent, thoughtful, accurate, reliable content on deep and important subjects — whether algebra, genomics, Buddhist scripture, ethics, cryptography, classical music composition, or parallel programming (to list just a few offerings coming up on the Coursera platform). It is a huge public good when millions and millions of people worldwide want to be more informed, educated, trained, or simply inspired.
  • The “In our meta-MOOC” seems to me to be an over complication, and is in fact describing the original MOOC (now referred to as cMOOC) based around concepts of Connectivism (Downes & Siemens) itself drawing on Communities of Practice theory of learning (Wenger). This work was underway in 2008 http://halfanhour.blogspot.co.uk/2013/05/mooc-resurgence-of-community-in-online.html
TESOL CALL-IS

Technology in Schools Faces Questions on Value - NYTimes.com - 0 views

www.nytimes.com/...-faces-questions-on-value.html

pedagogy teachers VSL

shared by TESOL CALL-IS on 13 Feb 13 - No Cached
  • “The data is pretty weak. It’s very difficult when we’re pressed to come up with convincing data,”
  • he said change of a historic magnitude is inevitably coming to classrooms this decade: “It’s one of the three or four biggest things happening in the world today.”
  • schools are being motivated by a blind faith in technology and an overemphasis on digital skills — like using PowerPoint and multimedia tools — at the expense of math, reading and writing fundamentals. They say the technology advocates have it backward
  • ...25 more annotations...
  • tough financial choices. In Kyrene, for example, even as technology spending has grown, the rest of the district’s budget has shrunk, leading to bigger classes and fewer periods of music, art and physical education.
  • The district leaders’ position is that technology has inspired students and helped them grow, but that there is no good way to quantify those achievements — putting them in a tough spot with voters deciding whether to bankroll this approach again. “My gut is telling me we’ve had growth,” said David K. Schauer, the superintendent here. “But we have to have some measure that is valid, and we don’t have that.”
  • Since then, the ambitions of those who champion educational technology have grown — from merely equipping schools with computers and instructional software, to putting technology at the center of the classroom and building the teaching around it.
  • . The district’s pitch was based not on the idea that test scores would rise, but that technology represented the future.
  • For instance, in the Maine math study, it is hard to separate the effect of the laptops from the effect of the teacher training.
  • “Rather than being a cure-all or silver bullet, one-to-one laptop programs may simply amplify what’s already occurring — for better or worse,” wrote Bryan Goodwin, spokesman for Mid-continent Research for Education and Learning, a nonpartisan group that did the study, in an essay. Good teachers, he said, can make good use of computers, while bad teachers won’t, and they and their students could wind up becoming distracted by the technology.
  • Larry Cuban, an education professor emeritus at Stanford University, said the research did not justify big investments by districts. “There is insufficient evidence to spend that kind of money. Period, period, period,” he said. “There is no body of evidence that shows a trend line.”
  • “In places where we’ve had a large implementing of technology and scores are flat, I see that as great,” she said. “Test scores are the same, but look at all the other things students are doing: learning to use the Internet to research, learning to organize their work, learning to use professional writing tools, learning to collaborate with others.”
  • It was something Ms. Furman doubted would have happened if the students had been using computers. “There is a connection between the physical hand on the paper and the words on the page,” she said. “It’s intimate.” But, she said, computers play an important role in helping students get their ideas down more easily, edit their work so they can see instant improvement, and share it with the class. She uses a document camera to display a student’s paper at the front of the room for others to dissect. Ms. Furman said the creative and editing tools, by inspiring students to make quick improvements to their writing, pay dividends in the form of higher-quality work. Last year, 14 of her students were chosen as finalists in a statewide essay contest that asked them how literature had affected their lives. “I was running down the hall, weeping, saying, ‘Get these students together. We need to tell them they’ve won!’ ”
  • For him, the best educational uses of computers are those that have no good digital equivalent. As examples, he suggests using digital sensors in a science class to help students observe chemical or physical changes, or using multimedia tools to reach disabled children.
  • engagement is a “fluffy term” that can slide past critical analysis. And Professor Cuban at Stanford argues that keeping children engaged requires an environment of constant novelty,
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      Engagement can also mean sustained interest over a long term, e.g., Tiny Zoo.
  • “There is very little valid and reliable research that shows the engagement causes or leads to higher academic achievement,” he said.
  • computers can distract and not instruct.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      Student learns the game, not the concept. But this is "skills-based," not a thinking game. Technology mis-applied?
  • t Xavier is just shooting every target in sight. Over and over. Periodically, the game gives him a message: “Try again.” He tries again. “Even if he doesn’t get it right, it’s getting him to think quicker,” says the teacher, Ms. Asta. She leans down next to him: “Six plus one is seven. Click here.” She helps him shoot the right target. “See, you shot him.”
  • building a blog to write about Shakespeare’
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      These are activities tat can't be measured with a standardized test. Can standardized tests encompass thinking skills beyond the most modest level?
  • classmates used a video camera to film a skit about Woodrow Wilson’s 14-point speech during World War I
  • Professor Cuban at Stanford said research showed that student performance did not improve significantly until classes fell under roughly 15 students, and did not get much worse unless they rose above 30. At the same time, he says bigger classes can frustrate teachers, making it hard to attract and retain talented ones.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      How much incremental improvement is made by having one student more or less? Ed research can't determine that, but it can be felt palpably in a classroom.
  • he resisted getting the interactive whiteboards sold as Smart Boards until, one day in 2008, he saw a teacher trying to mimic the product with a jury-rigged projector setup. “It was an ‘Aha!’ moment,” he said, leading him to buy Smart Boards, made by a company called Smart Technologies.
    • TESOL CALL-IS
      TESOL CALL-IS on 13 Feb 13
       
      So it has to be teachers who find the creative uses.
  • . Sales of computer software to schools for classroom use were $1.89 billion in 2010. Spending on hardware is more difficult to measure, researchers say, but some put the figure at five times that amount.
  • “Do we really need technology to learn?”
TESOL CALL-IS

21st Century Icebreakers: 10 Ways To Get To Know Your Students with Technology - Teache... - 3 views

teacherswithapps.com/-your-students-with-technology

pedagogy online-lessons adult-learners young-learners VSL

shared by TESOL CALL-IS on 18 Mar 14 - No Cached
  • TESOL CALL-IS on 18 Mar 14
     
    "Have students create a Pinterest board with 10 pins that summarizes them. Ask students to create a 30 second podcast that introduces themselves. Then allow students to present them or play them on separate devices as an audio gallery. Create a classroom blog and ask each student to write a blog post introducing themselves to the rest of the classroom. Have students create a quick comic strip to describe themselves or to recreate a recent funny moment in their lives. Use PollEverywhere to ask students interesting questions and get to know them as a class, like their favorite subjects, bands or TV shows. Use GoogleForms or SurveyMonkey to survey students about their interests, academic inclinations, and background info - a 21st century alternative to the "Getting to Know You" info sheet! Have students create word clouds to describe themselves and share with the rest of the class. Have students go on a QR code scavenger hunt in teams to get to know each other and learn about your classroom rules in a fun, engaging way. Ask students to create their own Voki avatars that introduce themselves to the class. Encourage them to be creative with the backgrounds, characters and details of the avatar to reflect their own personalities and preferences. Have students create graffiti online that speaks to their interests and personalities and share with the class." A nice set of ready-made lessons using readily available apps on the computer.
TESOL CALL-IS

DropTask - Visual Task Management for Individuals and Groups - 3 views

www.freetech4teachers.com/...isual-task-management-for.html

project-based tools digital-storytelling young-learners adult-learners VSL

shared by TESOL CALL-IS on 15 Jul 13 - No Cached
  • TESOL CALL-IS on 15 Jul 13
     
    "DropTask is a task management service that has a neat user interface. To create a task in DropTask you drag a "task bubble" onto a blank canvas where you. Each task bubble can be dragged and dropped into a task group bubble. Each of your tasks can have a due date assigned to, files attached to it, and be given a priority status. "DropTask can be used individually or with a group. Group members can sign into DropTask to check on the status of a task and to assign new tasks to the group." This blog entry has an embedded insturctional video, too. This might be a good way to help students organize their tasks.
TESOL CALL-IS

3 Steps for Building a Professional Learning Network - Education Week Teacher - 2 views

www.edweek.org/...g-a-professional-learning.html

PLN CoPs teacher-training pedagogy professional-development VSL

shared by TESOL CALL-IS on 04 Jan 15 - No Cached
  • TESOL CALL-IS on 04 Jan 15
     
    "A professional learning network is a vibrant, ever-changing group of connections to which teachers go to both share and learn. These groups reflect our values, passions, and areas of expertise. "Teachers build PLNs the same way they build any network: by investing time to find and connect with people they trust, who have shared interests and passions. To me, a PLN includes the organizations, communities, and individuals who help me learn and grow as a professional. My PLN also provides me with a broader perspective on education-beyond my classroom, school building, state, and even nation. It is a blend of face-to-face and digital interactions with professional buddies, mentors, and rockstars. "Although technology is often the vehicle to build connections, a PLN is about relationships. To conceptualize a PLN, envision three layers like the ever-widening rings formed when a rock is dropped into still water. The smallest inner circle represents buddies and mentors; a middle ring holds niche passion groups; and the outer layer comprises professionals and rockstars. The smaller the ring, the closer that group is connected to you in your PLN." This article shows how to create your own PLN.
TESOL CALL-IS

blubbr - Play & create video trivia games - 0 views

www.blubbr.tv/index.php

YouTube Blubbr video tools tests assessment VSL

shared by TESOL CALL-IS on 29 Nov 14 - No Cached
  • TESOL CALL-IS on 29 Nov 14
     
    You can insert your own quizzes into YouTube videos. This might be a fun way to test students. "Using Blubbr you can create interactive quizzes that are based on YouTube clips. Your quizzes can be about anything of your choosing. The structure of the quizzes has a viewer watch a short clip then answer a multiple choice question about the clip. Viewers know right away if they chose the correct answer or not. To create a quiz on Blubbr start by entering a topic for your quiz. After entering your topic enter a search for a video about that topic. Blubbr will generate a list of videos that you can select from to use in your quiz. When you find a video that works for you, trim the clip to a length that you like then write out your question and answer choices." T/H R. Byrnes
TESOL CALL-IS

Learning Google Apps | Learning how to use Drive, Sheets, Forms, Docs & Slides - 3 views

bazroberts.wordpress.com

online-tutorial Google teacher-training academic adult-learners K-12 VSL

shared by TESOL CALL-IS on 30 Nov 16 - No Cached
  • TESOL CALL-IS on 30 Nov 16
     
    " I'm building up a collection of instructional posts to help you to use the apps." Instructional guide to using the many different elements in Google Apps (GSuite), such as Sheets, Drive, Docs, and Slides. Good for teachers and upper level students.
  • printing111 on 19 Dec 16
     
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TESOL CALL-IS

Tour Creator - 0 views

vr.google.com/tourcreator

geography project-based tools VSL

shared by TESOL CALL-IS on 12 Jan 19 - No Cached
  • TESOL CALL-IS on 12 Jan 19
     
    3. Google Tour Creator "A lot of teachers are already familiar with Google Expeditions, a virtual reality platform that lets users experience hundreds of places in the world in 3D. But what you might not know is that you can now create your own tours using Tour Creator. This tool enables us to create our own tours, using imagery from Google Street View or our own 360 photos, then publish them right into Poly, Google's library of free VR and AR objects. "Students can create tours as part of a research project, use them as a way to reflect after a field trip, or even as a supplement to a creative writing project. They can be used to create tours of your school, your classroom, or your town. If your school doesn't currently have much VR technology, start with an affordable Google Cardboard-just pop a smartphone into one of these and you now have one VR headset that can be used by a small group of students." T/h to Jennifer Gonzalez
TESOL CALL-IS

Techlearning > > Think Outside the Blog > January 15, 2006 - 1 views

www.techlearning.com/...JSE4LLB4MTOQSNDBCCKHSCJUMEKJVN

blogs tools wikis pedagogy teachers teacher-training VSL

shared by TESOL CALL-IS on 16 May 12 - Cached
  • Wikis at School Educators at all levels are finding ways to incorporate wikis into their teaching. For every assignment that asks students to research a particular topic, there is a possible application for a wiki. Take, for example, a collaborative writing project. With a simple wiki, students from one class, multiple classes, or even multiple schools can post their writing samples for comment (see "High School Online Collaborative Writing"). The wiki structure makes it possible for several students to work on an assignment concurrently. Most wiki software packages track changes to a page so students and their teachers can see when and by whom the writing was edited. Or consider a different scenario: Students who are studying a complex topic such as the U.S. Constitution are broken into teams to research and present information about different aspects of the document and its history. In the past, this kind of student work might be shared with the rest of the class. With a wiki, it can be shared on the Web for anyone to read and use. Perhaps more exciting, parents, students in different classes or schools, and invited guests can add details, correct errors, and comment on what's been posted, making learning a truly collaborative process. Outside of the classroom, teachers and administrators are using wikis as tools for school planning and interaction with parents. The traditional printed newsletter, for example, can be replaced by a wiki that continuously provides announcements and other key information to parents. Some schools have chosen to use wiki software to build their entire Web sites.
  • TESOL CALL-IS on 16 May 12
     
    Educational uses of wikis - "Wikis at School Educators at all levels are finding ways to incorporate wikis into their teaching. For every assignment that asks students to research a particular topic, there is a possible application for a wiki."
TESOL CALL-IS

Netflix Template - Engage Your Students in Any Subject Area - Nick's Picks For Educatio... - 4 views

edtechpicks.org/...netflix-template

multimedia Google-slides Powerpoint digital-literacy visual-literacy reading young-learners VSL

shared by TESOL CALL-IS on 10 Nov 19 - No Cached
  • TESOL CALL-IS on 10 Nov 19
     
    "A little while back I saw a Netflix Template for Google Slides. It's essentially a template to replicate the screens you view when looking at episodes for a Netflix series. I immediately loved the idea of creating a Netflix series for a novel (displaying an understanding of plot, setting, characters, etc.). " T/h N LaFave
TESOL CALL-IS

Decoding Digital Pedagogy, pt. 1: Beyond the LMS | Digital Pedagogy | HYBRID PEDAGOGY - 0 views

www.hybridpedagogy.com/...Beyond_the_LMS.html

web2.0 pedagogy teacher-training VSL

shared by TESOL CALL-IS on 26 Mar 13 - No Cached
  • TESOL CALL-IS on 26 Mar 13
     
    "The invention of the LMS (Learning Management System) was a mistake. And here I'm not going to make the same frustrated argument made numerous times before now that LMSs are limiting structures, that their interface and functionalities control how teachers teach online (although those things are true). The LMS was a mistake because it was premature. In a world that was just waking up to the Internet and the possibility of widely-networked culture, the LMS played to the lowest common denominator, creating a "classroom" that allowed learning -- or something like learning -- to happen behind tabs, in threaded discussions, and through automated quizzes. The LMS was not a creative decision, it was not pushing the capabilities of the Internet, it was settling for the least innovative classroom practice and repositioning that digitally. As a result classes taught within its structure generally land with a dull thud. No matter how creative and inspired the teacher or pedagogue behind the wheel, the LMS is no match for the wideness of the Internet. It was born a relic -- at its launch utterly irrelevant to its environment and its user." Very thought-provoking article on how digital pedagogy really differs from just "teaching online."
TESOL CALL-IS

Using Wikis [and Diigo] in the Classroom - YouTube - 3 views

www.youtube.com/watch

reading tools Diigo wikis young-learners pedagogy adult-learners VSL writing thinking

shared by TESOL CALL-IS on 06 Apr 13 - Cached
  • TESOL CALL-IS on 06 Apr 13
     
    "A whole course can be organized around a wiki as shown here, an excerpt from the upcoming Multimedia Kit, "Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms" which will include his book of the same name, a video, and a facilitator's guide from Corwin (corwinpress.com)." A concise (3 min) video on how to organize a course using wikis, with interviews with students. The course also uses Diigo to annotate readings. One students says it really makes her a better reader. As you read others' annotations, "It's really another way of having a discussion."
TESOL CALL-IS

Rethinking the Way College Students Are Taught - 9 views

americanradioworks.publicradio.org/...rethinking-teaching.html

teachers pedagogy teacher-training VSL

shared by TESOL CALL-IS on 15 Feb 13 - No Cached
  • "We need to educate a population to compete in this global marketplace," says Lukoff. We can't do that by relying on a few motivated people to teach themselves. "We need a much larger swath of [the] population to be able to think critically and problem-solve."
  • , Mazur told the students to discuss the question with each other. Eric Mazur teaching his class at Harvard. (Photo: Emily Hanford) "And something happened in my classroom which I had never seen before," he says. "The entire classroom erupted in chaos. They were dying to explain it to one another and to talk about it."
  • But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says. "She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it." That's the irony of becoming an expert in your field,
  • ...6 more annotations...
  • Mazur says. "It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner."
    • TESOL CALL-IS
      TESOL CALL-IS on 15 Feb 13
       
      How can this approach best be applied in teaching languages?
  • g. Students end up understanding nearly three times as much now, measured by a widely-used conceptual test.
  • You can see a video of Mazur's peer instruction approach in action here:
  • Peer instruction has proven effective in a range of subjects from psychology to philosophy.
  • "I know I'm frustrated now with some of my other classes when I go to lecture and I have to just sit there and take in information and I don't really get the opportunity to think about what I have just learned," she says. Lyne says she's learning more in this new way.
  • TESOL CALL-IS on 15 Feb 13
     
    Be sure to view the 2.21 min. video of Mazur at work in his "lecture" class. If students "end up understanding nearly three times as much..." in a flipped classroom, how can this approach best be used in a language class?
TESOL CALL-IS

About E-Portfolios - Mahara ePortfolio System - 2 views

mahara.org/eportfolios

teachers pedagogy teacher-training VSL

shared by TESOL CALL-IS on 21 Sep 12 - No Cached
  • TESOL CALL-IS on 21 Sep 12
     
    "An ePorfolio allows for building in reflective activities for learners and staff, through blog functions and the creation of 'Critical incident diaries' in which users reflect on their learning and experiences over a given period or activity. For example, this could be reflections on how a student dealt with a problem, or processed some new information on a given topic. This can become a two way process with a tutor or peer providing feedback via the same diary." A very short article speaking to the notion of "reflective learning." A must-read for all teachers.
TESOL CALL-IS

Writing Prompts: Story Ideas & Starters (Free Download!) | WritersDigest.com - 1 views

www.writersdigest.com/writing-prompts

writing adult-learners young-learners VSL

shared by TESOL CALL-IS on 21 Nov 13 - No Cached
  • TESOL CALL-IS on 21 Nov 13
     
    Nice ideas, and a downloadable sheet to get a free teaching aid: "At one time or another, most of us suffer from writer's block and have a terrible time coming up with story ideas. We stare at a blank page, unable to come up with clever story starters or generate ideas for stories to write. In a way it traps us and keeps us from doing the one thing we want to do most when we sit down with a paper and pen in hand or in front of a computer: write. The more time we waste and are unable to come up with ideas for writing stories, the more we get discouraged. That's why we have something to help kick-start your muse.In this free online download, you get two weeks worth of top-notch writing prompts designed to spark your mind and help you flex your creative muscles. From fiction prompts to poem starters to short stories ideas, you'll be able to generate creative story ideas based on a sentence or two of direction."
TESOL CALL-IS

How to Create Nonreaders - 1 views

www.alfiekohn.org/...nonreaders.htm

pedagogy student-centered young-learners adult-learners motivation VSL

shared by TESOL CALL-IS on 13 Nov 13 - Cached
  • TESOL CALL-IS on 13 Nov 13
     
    A. Kohn: "it's not really possible to motivate anyone, except perhaps yourself. If you have enough power, sure, you can make people, including students, do things. That's what rewards (e.g., grades) and punishments (e.g., grades) are for. But you can't make them do those things well....The more you rely on coercion and extrinsic inducements, as a matter of fact, the less interest students are likely to have in whatever they were induced to do. "What a teacher can do - all a teacher can do - is work with students to create a classroom culture, a climate, a curriculum that will nourish and sustain the fundamental inclinations that everyone starts out with: to make sense of oneself and the world, to become increasingly competent at tasks that are regarded as consequential, to connect with (and express oneself to) other people. Motivation - at least intrinsic motivation -- is something to be supported, or if necessary revived. It's not something we can instill in students by acting on them in a certain way. You can tap their motivation, in other words, but you can't 'motivate them.'" Another take on the idea of motivation -- it's easier to kill than to foster. Kohn gives some good advice on how to create NON-readers, and then some ways to get around the traditional approaches to teaching and learning that dominate the field of education.
TESOL CALL-IS

Leveraging The Power Of Screencasting | Modern Lessons - 5 views

modernlessons.com/...ing-the-power-of-screencasting

mobile-tech tools drawing screencast adult-learners VSL teachers digital-images

shared by TESOL CALL-IS on 05 Nov 13 - No Cached
  • TESOL CALL-IS on 05 Nov 13
     
    A great explanation of how and why to use screencasting, with many examples and video tutorials. From Modern Lessons. "The fundamental advantage of screencasting is that it allows educators to provide an easily created video resource for their students that essentially acts like a private tutor. It gives students a way to explain themselves through drawing, typing, voice narration, and video, allowing you, as the educator, to demonstrate a process, concept or skill. Through published screencasts, students can access content in and out of class in order to learn at their own pace. However, we also want to think about having our students act as creators of their own screencasts to demonstrate their problem solving, tell a story, explain a sequence, diagram a concept, or illustrate a concept."
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