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l0zeng01

Tech Tool of the Month: Adobe Spark Video Part 1 - 2 views

teachersfirst.com/...month-adobe-spark-video-part-1

#carlatech20 blog post by Melissa Henning on TeachersFirst

shared by l0zeng01 on 24 Jul 20 - No Cached
  • l0zeng01 on 24 Jul 20
     
    This tool can create and add beautiful videos with photos, text and music for presentational or other communicative activities. The user can begin with a template and ready made images or start from scratch with their own images.
  • leahmyott on 24 Jul 20
     
    I tried this tech tool but I couldn't figure out how to make a video that is beyond basic.
  • l0zeng01 on 25 Jul 20
     
    There's a Part 2 that gives further introduction and directions to the tool and its features (see the link attached). Hope it be of help for your further exploration of the tool. https://teachersfirst.com/blog/2020/03/tech-tool-of-the-month-adobe-spark-video-part-2/
papolochan56

Day Five: Synchronous Learning Activities: Online Pedagogy - 2 views

learn.canvas.net/...ynchronous-learning-activities

carlatech2020

shared by papolochan56 on 29 Jul 20 - No Cached
  • Students collaborate with guests on projects to gain diverse expertise.
  • If a participant has a comment or question, he/she should type "!" for a comment or "?" for a question.
  • f a participant wishes to change the topic of conversation, this is signaled by typing "new?" or "new!". If no one objects by typing "!" or "?" and proceeding with the present topic
  • elizabethverano on 29 Jul 20
     
    It's good to see the list of types of "interaction". It's something I'll want to go back to to guide not just what I want students to do... but, what I want us to do TOGETHER. The "Educause" links don't work for me.
Francisco Dumanig

How to Use Media to Enhance Teaching and Learning - 2 views

serc.carleton.edu/...how.html

shared by Francisco Dumanig on 14 Jul 20 - No Cached
  • social media can also be used to enhance teaching and learning and it includes varied online technology tools that allow people to communicate easily via the internet to share information and resources.
  • demonstrations focused on contrasting cases help students achieve expert-like differentiation
  • Start small. Find one movie, song, or news source and incorporate it into your class. Expand once you are comfortable. Provide a clear link between what you want your students to learn and the media. Care must be taken provide the proper learning context. It takes time to integrate media effectively into a course. This is not edutainment, it is the conscious use of media to enable students to learn more. Use the subtitles feature for visual media. This is especially useful in focusing student attention on the words being said. Be prepared. Technology does not work 100% of the time so have a back up plan. If the media equipment does not work, go to plan B and continue on with your class without missing a beat. Evaluate student understanding. Students respond to incentives. If you require them to write a reaction paper, take a quiz, or place questions on your exams that relate to the media content they will pay more attention and learn more in the process. Stay legal. View the copyright information on the cautions page.
  • ...1 more annotation...
  • Tips if you are new to this method:
marispi

The Elephant in the Language Classroom | Edutopia - 3 views

www.edutopia.org/...language-classroom-peter-smith

carlatech15 asessment language

shared by marispi on 03 Aug 15 - No Cached
  • Studies
  • have concluded that collaborative and cooperative learning methods improve students' time on tasks and motivation to learn. Language teachers are finding that group activities and conversational pairing have distinct advantages over individualised tasks. Students enjoy interacting with each other, particularly in speaking activities, and opportunities to do so are relished. The prospect of school exchanges, making new social links abroad, and exploring new cultures is another powerful motivator. The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
  • Assessment is more difficult
  • ...2 more annotations...
  • The evidence to show individual progression achieved directly from paired or group interactions is hard to quantify. Monitoring, recording, and properly assessing individuals' performances in collaborative tasks is more difficult to achieve than the correction and grading of individual tests.
  • The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.
    • danielhkarvonen
      danielhkarvonen on 03 Aug 15
       
      I am very interested in getting my students paired up with native speakers, but haven't been successful in doing so yet.
    • marispi
      marispi on 07 Aug 15
       
      I'm going to make a more concerted effort, I think.
  • Shereen Elgamal on 03 Aug 15
     
    The article highlights the effectiveness of collaborative and cooperative language learning activities such as school exchanges and pairing students with counterparts abroad. It also bring up the issue of difficult assessment gets in the way and brings to the front solo performances and summative examinations.
  • Michelle Burnside on 04 Aug 15
     
    I certainly agree with this as being an effective way to language learning. We in the military community use the group/pair work approach for many reasons. Pair work keeps them interested and motivated to learn. It also makes better use of class time. I also think that when the students are ready for the OPI, they generally do better than if they were in a traditional classroom. As for assessment, yes it is more difficult, but it is up to us as instructors to find ways to measure the students' performance based on the interaction. Once the student is in country, it will be up to him/her to communicate with others. That will be the true test.
elenistef7

Música {and music videos} in the language classroom | Teaching a World Language - 10 views

srtanrodriguez.wordpress.com/...deos-in-the-language-classroom

carlatech15 week3 twitter eduCanon interpretive

shared by elenistef7 on 24 Jul 15 - No Cached
marispi liked it
    • ncsargo
      ncsargo on 24 Jul 15
       
      Using eduCanon to embed questions into music videos is far more convenient than answering questions with simple pen and paper. If you aren't an eduCanon fan at the very least these sites are great resources for Spanish language music for interpretive activities.
  • Next, my recent favorite, eduCanon.
    • ncsargo
      ncsargo on 24 Jul 15
       
      Silent videos can be used to create an interpretive activity for any language. Simon's cat is a good resource for silent videos, the following link also has many great silent videos that work with developing emotional intelligence and creative writing: http://ineverycrea.net/comunidad/ineverycrea/recurso/10-cortometrajes-para-trabajar-la-educacion-emocio/0f46341c-920e-48da-8147-0656407da4f1
  • ...5 more annotations...
    • ncsargo
      ncsargo on 24 Jul 15
       
      Here is a great interpretive activity; having students use Twitter to convey how a song makes them feel or to write a ministory in 140 characters or less!
    • ncsargo
      ncsargo on 24 Jul 15
       
      I found this idea particularly insightful because I feel students must understand the main idea of the video fairly well to condense the theme into 140 characters!
  • For #authres: Bilblioteca Musical: http://musicaenespanol.weebly.com/ LyricsTraining: http://lyricstraining.com/ Zambombazo {Cancionero}: http://zachary-jones.com/zambombazo/tag/cancionero/ TodoELE {Canciones}: http://www.todoele.net/canciones/Cancion_list.asp El Mundo Birch: http://elmundodebirch.wordpress.com/2014/03/30/spanish-music-database-updated/ Youtube {different channels}: https://www.youtube.com/ MTVTres: http://www.tr3s.com/ Los40: http://los40.com/ For non-natives/ELE: Rockalingua: http://www.rockalingua.com/ Senor Wooly: http://www.senorwooly.com/ Realidades I, II y III {Canciones de HipHop}
  • First, let’s talk resources; here are some of my “go-to” music websites for Spanish. Feel free to add your own comments with additional sources that you like to use.
  • This tool can be used in any discipline, with any grade. What a neat way to begin class, end class or assign as an independent practice activity. By embedding music videos into eduCanon, the teacher can pose questions about the actual video or the music lyrics that may appear. Here is a sample video I created in English using a great silent film source: Simon’s Cat
    • annalisaandre
      annalisaandre on 25 Jul 15
       
      I find this idea very interesting. I might use a collection of music videos in eduCanon to work with students about vocabulary related to emotional states.
    • elenistef7
      elenistef7 on 25 Jul 15
       
      I like the idea about using silent films like Simon Cat. Another source for silent films could be Charlie Chaplin.
  • -Have students describe how they feel when listening to the music, in #140charactersorless: write a mini story to go with the music & emotions, post to Twitter or a learning management site used {Edmodo, Schoology, Canvas, etc}, share their stories in small groups, collaborate using Google Docs to create a unique tale based on the music they hear, present their stories to the class {act it out, swap stories with another group, re-enact silently: have classmates reinvent the original story}
  • ncsargo on 24 Jul 15
     
    Great resource for using Spanish language music videos and silent videos for interpretive activities, check out my sticky notes for more resources!
  • annalisaandre on 25 Jul 15
     
    Great resource for using Spanish language music videos and silent videos in the classroom for interpretive activities with Twitter and eduCanon.
  • elenistef7 on 25 Jul 15
     
    I like the idea of using Simon Cat videos. Another option: Charlie Chaplin films
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