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Paul Beaufait

What is Listening Skill? - EnglishCentral: The Official Blog - 0 views

blog.englishcentral.com/...what-is-listening-skill

communication language learning language skills listening skills wink_students

shared by Paul Beaufait on 28 Nov 14 - No Cached
  • What is Listening Skill?
  • Paul Beaufait on 28 Nov 14
     
    "Developing strong listening skills in a second language can be difficult for students. In fact, teaching listening skills is a challenge for teachers, too. One reason for this is that the actual process of listening, or what we mean by "listening skill" is not very well understood. "
Paul Beaufait

Monster.ie: Are You Cut Out for Teamwork? (Quiz) - 0 views

content.monster.ie/...teamplayer

teamwork teams quizzes skills

shared by Paul Beaufait on 25 Sep 09 - Cached
  • Paul Beaufait on 25 Sep 09
     
    Try this little test to see how suited you are to being an effective team member. If the feedback you get is disappointing and being the next Lone Ranger is not your idea of a good career track, remember to visit our online experts for some guidance on how to improve your teaming skills. You're gonna need them for the Millennium.
Paul Beaufait

Framework for Success in Postsecondary Writing | Council of Writing Program Administrators - 0 views

wpacouncil.org/framework

composition critical thinking education frameworks habits of mind learning metacognition teaching writing

shared by Paul Beaufait on 11 Mar 14 - No Cached
  • Paul Beaufait on 11 Mar 14
     
    "This Framework describes the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success" (Executive Summary, ¶2).
Paul Beaufait

10 Reasons Why I Want My Students to Blog - Getting Smart by Susan Lucille Davis - DigL... - 0 views

gettingsmart.com/...ns-why-i-want-my-students-blog

authenticity change civil discourse discourse education engagement feedback learning media passions practices processes student voices teaching transparency wink_students writing writing practice

shared by Paul Beaufait on 11 Mar 14 - No Cached
  • Paul Beaufait on 11 Mar 14
     
    "First of all, blogging is writing, 21st-century style, plain and simple. Blogging constitutes a massive genre.  It comes in many forms, addresses myriad topics, and can certainly range in quality. For my money (which usually means free), blogging provides the best venue for teaching student writing. As bloggers, young people develop crucial skills with language, tone their critical thinking muscles, and come to understand their relationship to the world" (¶1, 2014.03.11).
Paul Beaufait

Learn to Type | Keyboarding | Free Typing Tutor and Typing Lessons - 0 views

www.typingweb.com/

education keyboarding learning tutorials typing tests wink_students

shared by Paul Beaufait on 13 Jun 14 - Cached
  • Paul Beaufait on 13 Jun 14
     
    "TypingWeb is a free online typing tutor & keyboarding tutorial for typists of all skill levels. TypingWeb includes entertaining typing games, typing tests, and free official typing certification" (deck, 2014.06.13).
Paul Beaufait

How Blogging Makes You A Better Writer « The Dish - 0 views

dish.andrewsullivan.com/...ging-makes-you-a-better-writer

blogging skills writing

shared by Paul Beaufait on 05 Oct 13 - No Cached
  • Paul Beaufait on 05 Oct 13
     
    In this post, the author (Andrew Sullivan?) quotes Clive Thompson (Globe and Mail, 2013.09.13) suggesting "academic studies have found that whenever students write for other actual, live people, they throw their back into the work - producing stuff with better organization and content, and nearly 40 per cent longer than when they write for just their instructor."
Paul Beaufait

ESL Video :: Free ESL/EFL Video Activities for English Students - 0 views

eslvideo.com/index.php

activities free listening quizzes skills viewing wink_students

shared by Paul Beaufait on 21 Jun 10 - Cached
  • Paul Beaufait on 21 Jun 10
     
    "Learn English with free videos" (tagline, 2010.06.21).
Paul Beaufait

Vocabulary Games - SAT/GRE words, Vocabulary Context Skills, Medical Jargon and more - 0 views

www.sheppardsoftware.com/web_games_vocab.htm

games vocabulary wink_students

shared by Paul Beaufait on 15 Mar 10 - Cached
  • Paul Beaufait on 15 Mar 10
     
    "Named 'Outstanding Resource' by WebEnglishTeacher.com" (sidebar)
Paul Beaufait

SLWIS Newsletter - March 2011 - 0 views

newsmanager.commpartners.com/...2.html

assessment automation ESL essays evaluation machine scoring writing

shared by Paul Beaufait on 15 Mar 11 - No Cached
  • several problems are inherent in machine scoring. First, though Ferris (2003) claimed that students will improve over time if they are given appropriate error correction and that students use teacher-generated feedback to revise things other than surface errors, students rarely use programs like MY Access! to revise anything other than surface errors (Warschauer & Grimes, 2008); paragraph elements, information structure, and register-specific stylistics are largely ignored. Second, although teachers can create their own prompts for use with the program (more than 900 prompts are built into MY Access! to which students can write and receive instantaneous feedback.), MY Access! will score only those prompts included in the program. Third, regarding essay length, in many cases, MY Access! seems to reward longer essays with higher scores; consequently, it appears that MY Access! assumes that length is a proxy for fluency.
  • Overall, students’ opinions regarding MY Access! were mixed; students found useful aspects as well as aspects they termed less helpful.
  • Some students found working with the program very helpful in discipline, encouraging multiple revision. Others liked working with the many tools provided, finding them very helpful in the revision process. On the other hand, some students, lacking basic computer skills, found the program stressful and unusable. Others were discouraged by the seeming overabundance of feedback; in some cases, writers found it overwhelming, so they tended to disregard it. Our most disheartening finding: When some of the students were unhappy with their scores, they found ways to raise them by simply inserting unrelated text to their essays.
  • ...2 more annotations...
  • They appreciated the help MY Access! offered in finding grammar errors, but they were not always sure how to fix them. Further, the program offered no positive comments about what students were doing well, which could negatively impact student motivation. In addition, after working on a prompt once or twice, many became bored and wanted to switch to another prompt. Many of the student writers used MY Access! for surface editing only and rarely used it for revision. In general, students in this study did not use features in MY Access! (e.g. My Portfolio, My Editor), possibly because their teachers did not explicitly assign them.
  • Locally controlled assessment is important; when assessments are created from within, they are specific to one context―they are developed with a very specific group of students in mind, considering what those students have learned in their classes and what they are expected to be able to do as a result of what they have learned in that context. Standardized tools such as the many machine-grading programs available today cannot address this specificity.
  • Paul Beaufait on 15 Mar 11
     
    "Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers' attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
Paul Beaufait

Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663

cognitive-behaviouris community of inquiry connectivism content context distance education education expectations learning learning design pedagogy social constructivist technology typologies

shared by Paul Beaufait on 28 Aug 11 - No Cached
  • Some technologies may embody pedagogies, thereby hardening them, and it is at that point that they, of necessity, become far more influential in a learning design, the leaders of the dance rather than the partners. For example, a learning management system that sees the world in terms of courses and content will strongly encourage pedagogies that fit that model and constrain those that lack content and do not fit a content-driven course model. The availability of technologies to support different models of learning strongly influences what kinds of model can be developed
  • 30 years of research has yet to show differences in learning outcomes between learning designs with high or low levels of social presence, that is if one confines the definition of learning to the CB notions of acquisition of pre-specified facts and concepts.
  • Social-constructivist pedagogies, perhaps not coincidently, developed in conjunction with the development of two-way communication technologies. At this time, rather than transmitting information, technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers. Michael Moore’s famous theory of transactional distance (1989) noted the capacity for flexible interaction to substitute for structure in distance education development and delivery models.
  • ...19 more annotations...
  • It is notable that social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies. While such models had been waiting in the wings for distance education since Dewey or earlier, their widespread use and adoption was dependent on the widespread availability of workable supporting technologies.
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding.
  • Teaching presence extends beyond facilitation of learning to choosing and constructing educational interventions and to providing direct instruction when required.
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Ironically, constructivist models of distance education began to share many of the affordances and liabilities of campus-based education, with potential for teacher domination, passive lecture delivery, and restrictions on geographic and temporal access.
  • Connectivist learning focuses on building and maintaining networked connections that are current and flexible enough to be applied to existing and emergent problems. Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed. Connectivism assumes that much mental processing and problem solving can and should be off-loaded to machines
  • Connectivist cognitive presence begins with the assumption that learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks. Thus, the first task of connectivist education involves exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence.
  • The artifacts of connectivist learning are usually open, accessible, and persistent. Thus, distance education interaction moves beyond individual consultations with faculty (CB pedagogy) and beyond the group interactions and constraints of the learning management systems associated with constructivist distance-education pedagogy.  Cognitive presence is enriched by peripheral and emergent interactions on networks, in which alumni, practicing professionals, and other teachers are able to observe, comment upon, and contribute to connectivist learning.
  • Connectivist pedagogy stresses the development of social presence and social capital through the creation and sustenance of networks of current and past learners and of those with knowledge relevant to the learning goals. Unlike group learning, in which social presence is often created by expectation and marking for participation in activities confined to institutional time frames, social presence on networks tends to be busy as topics rise and fall in interest.
  • Connectivist learning is also enhanced by the stigmergic knowledge of others and the signs that they leave as they navigate through learning activities. The activities, choices, and artifacts left by previous users are mined through network analytics and presented as guideposts and paths to knowledge that new users can follow (Dron, 2006). In this way, the combination of traces of people’s actions and activities generate an emergent collective, which may be seen as a distinctive individual in itself, both greater and lesser than the sum of its parts: it is a socially constituted entity that is, despite this, soulless, a reflection of the group mind that influences but does not engage in dialogue (Dron & Anderson, 2009).
  • As in constructivist learning, teaching presence is created by the building of learning paths and by design and support of interactions, such that learners make connections with existing and new knowledge resources. Unlike earlier pedagogies, the teacher is not solely responsible for defining, generating, or assigning content. Rather, learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others. Assessment in connectivist pedagogy combines self-reflection with teacher assessment of the contributions to the current and future courses.
  • Teaching presence in connectivist learning environments also focuses on teaching by example.
  • A final stress to teaching presence is the challenge presented by rapidly changing technologies. No one is current on all learning and communications applications, but teachers are often less competent and have less self-efficacy; thus, connectivist learning includes learners teaching teachers and each other, in conjunction with teachers aiding the connectivist learning of all.
  • Learning in connectivist space is, paradoxically, plagued by a lack of connection.
  • In connectivist space, structure is unevenly distributed and often emergent, with that emergence seldom leading to structure that is optimally efficient for achieving learning goals.
  • Cognitive-behaviourist models are most notably theories of teaching and social–constructivist models are more notably theories of learning, but both still translate well into methods and processes for teaching. Connectivist models are more distinctly theories of knowledge, which makes them hard to translate into ways to learn and harder still to translate into ways to teach. Indeed, the notion of a teacher is almost foreign to the connectivist worldview, except perhaps as a role model and fellow node (perhaps one more heavily weighted or connected) in a network.
  • As concerns about privacy mount and we come to adopt a more nuanced approach to connections and trust, our networks are bound to become more variegated and specialized. It is already becoming clear that connectivist approaches must become more intelligent in enabling people to connect to and discover sources of knowledge.
  • Although the prime actors in all three generations remain the same—teacher, student, and content—the development of relationships among these three increases from the critical role of student–student interaction in constructivism to the student–content  interrelationship celebrated in connectivist pedagogies, with their focus on persistent networks and user-generated content. The popular community-of-inquiry model, with its focus on building and sustaining cognitive, social, and teaching presence, can be a useful heuristic in selecting appropriate pedagogies.
  • It is clear that whether the learner is at the centre or part of a learning community or learning network, learning effectiveness can be greatly enhanced by applying, at a detailed level, an understanding of how people can learn more effectively: Cognitivist, behaviourist, constructivist, and connectivist theories each play an important role.
  • Paul Beaufait on 28 Aug 11
     
    Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review Of Research In Open And Distance Learning, 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Paul Beaufait

Nellie's resources for students - how to's - 0 views

www.nelliemuller.com/student_resources.htm

computers EAL EFL ESL essays graphic organizers Internet search engines study skills time management writing wink_students

shared by Paul Beaufait on 22 Apr 11 - No Cached
  • Paul Beaufait on 22 Apr 11
     
    Resources in this directory include: + How to use graphic organizers,  + How to write an essay, and  + How to summarize.
Paul Beaufait

Learning Without Pressure: English Writing MOOCs for an International Audience | The Ev... - 0 views

www.evolllution.com/...g-moocs-international-audience

academic writing active learning college courses grammar online wink_students writing

shared by Paul Beaufait on 10 Nov 14 - No Cached
  • Perfecting English grammar can be a long process; this fact should not prevent students from diving into writing, regardless of their level of grammatical proficiency. Requiring students to focus constantly on grammar, and not on writing, is like requiring the novice home cook to focus constantly on knife skills, never allowing him or her to cook a meal.
  • Paul Beaufait on 10 Nov 14
     
    For a writing class with initial enrollment in the tens of thousands, as well as for a class with enrollment in the teens, Sokolik advocated "approaching writing as a method of inquiry, discovery and expression" (Acitve Learning, ¶1), and said she had identical goals, namely for students "to write well, to engage with ideas in meaningful ways and to write in a way to attract a wider audience" (Active Learning, ¶4).
Paul Beaufait

Helping Students Develop Voice While Blogging - Work in Progress - Education Week Teacher - 0 views

blogs.edweek.org/...ng_students_develop_voice.html

blogging mistakes skills wink_students writing

shared by Paul Beaufait on 21 Oct 14 - No Cached
  • Paul Beaufait on 21 Oct 14
     
    "Revision isn't a suggestion, it's a necessity - sometimes writing the same thing three different ways or more offers perspective, this perspective provides choice to the writer later for what best suits the finished piece."
Paul Beaufait

Duolingo - 0 views

www.tesl-ej.org/...ej73m1

digital game based learning DGBL Duolingo languages learning online technology translation

shared by Paul Beaufait on 04 Apr 16 - No Cached
  • Target users of the app would be autonomous users with some existing level of motivation or curiosity for language study who are seeking to refresh basic skills
    • Paul Beaufait
      Paul Beaufait on 04 Apr 16
       
      Target Use, ¶1: Spot on!
  • The Duolingo app is probably best used as a supplement to other language learning materials that offer more contextualized authentic language use
    • Paul Beaufait
      Paul Beaufait on 04 Apr 16
       
      Target Use, ¶2: Positive spin!
  • Paul Beaufait on 04 Apr 16
     
    "[T]his review will focus on the iOS iPad version of Duolingo, Apple's 2013 App of the year (Duolingo, 2014) in English (L1) with French as the target language (L2)" (Overview, ¶2)."
  • Paul Beaufait on 04 Apr 16
     
    "[T]his review will focus on the iOS iPad version of Duolingo, Apple's 2013 App of the year (Duolingo, 2014) in English (L1) with French as the target language (L2)" (Overview, ¶2)."
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