WEB - Worldwide Educational Buzz

The internet offers hundreds... thousands... millions of sites focused on "educative games", "easy learning" and "fun at school". Which of them do you know?
How can you work with them effectively - as a student and as a teacher?

Explore the suggested sites (currently popular in the CR), try out, and think. Do they support learning? Are they just a silly loss of time? What is your opinion?
____________________________________________________

https://quizizz.com/

individual speed

jumbled questions

https://quizizz.com/admin/quiz/5c11009ba768f2001abb3a9f

TASK 1: let's play a game.

Instructions:

open join.quizizz.com

Enter game code 335822

Wait for the tutor to start the game. Have fun.

 ______________________________

https://getkahoot.com/

classroom games

https://play.kahoot.it/#/k/a710ad11-a153-48a3-8c47-4a848c682bee

TASK 2: Go to https://kahoot.it/ and enter game pin 365925

______________________________ 

https://www.mentimeter.com/

fast real-time online polls

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http://www.ted.com/

online lectures

TASK 3: find a lecture useful for your studies. Consider the language, speed, the density of information and their reliability.

______________________________

https://www.emaze.com/

presentations

ppt upload enabled

______________________________

https://padlet.com/

collaborative learning and materials sharing

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https://timeline.knightlab.com/

making simple timelines

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https://www.edmodo.com/

"facebook" for teachers , students, parents

moodle type e-learning

worldwide communication platform

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https://quizlet.com/

flash cards

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https://animoto.com/

online videos

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TASK 4:

Create a short game in quizziz or kahoot. Make groups of 4 and play the 4 games together.
For registration use your mail - no other personal data should be required!
Register as a TEACHER to be able to create courses.
Do not forget to confirm your email before being able to create activities.

TASK 5:

Write your findings and opinions about the various URLs to the comments. 

webquests links

Do not forget:
Specify the target group
comment on each suggested link (and make the links ACTIVE)
always add more than one link to each task/activity/problem - support analysis, comparing of resources and ideas.

__________________

Veselý, Klasna, Šebek
Climate change
https://www.bookwidgets.com/play/LF2X4K?teacher_id=6608791468507136
add descriptions to the links
include some hoax resources as well
specify the frame of the final debate - organisation, time limits, results?


Lukešová, Vávrová
PC Games evaluation and age limits 
https://www.bookwidgets.com/play/VF24CV?teacher_id=5675588759060480 
under construction
activate the links, add descriptions
specify the target group
add some graphics/illustrations - e.g. the game covers


Phamová, Hanzlíková, Kavanová 
Plastic Pollution
http://zunal.com/webquest.php?w=395283
product - presentation or teaching/educating material? saying is not doing :)
more links to topics 3+4 - should we add some controversial ones?


Saidlová, Fichtnerová, Tetemondová
Post-Apocalyptic World Survival
http://zunal.com/webquest.php?w=395478
a good general frame + excellent resources, clearly defined result (survival equipment)
logic? very different level of isolated tasks - the logical background is missing
(e.g. why to grow crystals? what crystals? why salt? what are they used for? money - ores - crystals - what is the post-ap. currency? How far is the storm xx how fast it moves??)
imagine the whole task as a movie script. give life to the heroes, connect the tasks, create a story.


Markéta Váchalová
Totality
https://sites.google.com/site/thepowerofmasses/
final product: to evaluate (in)activity in a debate objectively is almost impossible
systematic, structured, clear instructions
very specific, limited tasks - is it a benefit or not?
add more general links and reliable eye-witness materials on real totalitarian regimes
time schedule?
Intro - "stand against or not" question - is it answered somewhere? should be an emphasized part of the debate?


Scharf, Gärtner
Movie Makers
https://sites.google.com/site/movieshooting101/
inactive links
this is a nice project, but not a webquest.
review the WQ description again.


Barbora Zadinová, Kateřina Ihnatolová, Jiří Vácha
Are you a better playwright than Shakespeare?:
https://sites.google.com/site/playwrightquest/home
the whole play? or 1 act? or.... ? pls specify
offer more links, think of what is needed
creativity - modifying the story?
Process - text formatting troubles
a German site? why?
a great evaluation chart


Horáková
Time Machine
https://www.bookwidgets.com/play/JFTLCX?teacher_id=6106120978432000
a great idea - background story
check the language again, a few slips or illogical spots may appear
++ different types of tasks (e.g. visual contact only)
give the scientists names, age and realistic profiles (1+2 sent. is enough)
URLs missing?

Testing in Moodle

Do not forget:
Most often, e-learning tests work as practice and self-evaluation, not only for evaluation or assessment. Therefore, sufficient feedback is vital!

TASK:
Create a moodle test with 10 different questions.
Target group: your classmates
Field of study: Morphology OR Literature - preparing for a real test/exam
Enter your real name and surname into the name of the quiz.

Organisation:
Row 1 - insert your quiz to Topic 1
Row 2 - insert your quiz to Topic 2
etc.

You have 50 minutes! In the remaining ten minutes before the reset, try out the quizzes made by your colleagues. Who of them made a better quiz?
Explore the setting possibilities!

INSTRUCTIONS
Go to
https://moodle.org/demo/
Choose Moodle Sandbox
register as teacher/sandbox

Use My First Course
Turn editing on (a button on the upper right)

Choose Add an activity or resource
in a Topic
Choose Quiz and read all info available.
Add the quiz and explore the settings.

Click on the new test name. Choose Edit test - then click on  Add (on the right side!) - a new question  - and explore the available formats.


Good luck :)

Moodle for beginners

E-learning is a popular and worldwide form of supporting students, especially in distance programs.
E-learning materials reflect the content and form of a textbook, and add the necessary feedback which in a real class would be provided by the teacher.
E-learning can offer resources in any format, from text and images up to online videos and interactive test. Neverthless, all these can always be found somewhere... what remains REALLY important is not the material, but the supportive STRUCTURE of the course.
Langmaster
Langmaster languages choice
Lingea

When creating an e-learning course, we usually use one of the free platforms available; during the years, Moodle became probably the best known and most used platform. The platform enables the user to create a course in the same way we create textbooks or worksheets: adding information, resources, references, tasks, tests...

PROBLEM 1 - WHAT IS E-LEARNING?
______________________________________________________
A quotation from the discussion forum:

The difference between online learning and classroom based computer generated material
francis charters
Neděle, 25. říjen 2015, 02.37

I am a newcomer to Moodle and I am confused.

I have been teaching, and using computer generated materials in the classroom for many years.  Since looking at the Moodle sites of various colleges I have seen a lot of tutors putting exactly the same online as they used in the classroom.  Is this common practice?

Surely a powerpoint, for example, that has me in front of it talking about it, eliciting discussion about it, verbally picking out specific parts of it, should be a largely different design to a powerpoint that is meant to be accessed by a student with no tutor input?

How much can the tutors be asked to produce/edit material so that the students are progressing online efficiently?

Any thoughts?
___________________________________________________________
TASK 1: What should be the difference between e-learning course based on Moodle, and the materials prepared for face-to-face lessons?

Please publish your ideas in the comments to this blog entry.
___________________________________________________________

PROBLEM 2 - THE SOFTWARE

When creating the material, we consider (apart form the learner, aims, teaching situation and other features of the real life) the FORM and CONTENT.

The FORM includes the logical organisation, navigation, graphics, icons, images...
The CONTENT includes the topic, the information we present, and the ways they are processed.

TASKS: 
1. Find out more about Moodle at moodle.org.  Explore the site. You might try this page first: https://docs.moodle.org/33/en/Features

2. Explore the site ; read the discussion at https://moodle.org/mod/forum/discuss.php?d=322107.
Then go to http://school.demo.moodle.net/ - Mount Orange School - and explore how Moodle works; view the courses from several different roles!

Example of a simple course

4. Use the Mount Orange site as sandbox.
Experiment with the courses, tests and various settings. READ the available comments!
https://moodlecloud.com/en/

5. What did you learn about Moodle?
What features surprise you?
What new aspects apear in e-learning, comapred to your experience and expectation?
Write your answers into the comments to this blog entry.


More links:
Moodle home 
General features
Sandbox
PF UJEP

Interactive Board Advanced

What is interaction?
How can we use IWB in teaching English?
What advantages does it offer as compared with a dataprojector?

Task 1
Browse the site veskole.cz. Try to identify some material demonstrating good practice. Insert the link into the comments to this blog entry.

Task 2
Using the links offered below, learn how to create hidden feedback of various types.


________________________________________

Interactive = offering immediate feedback

A  What should the teacher do?

- present text, images, sound, animations, video, links
- give the class a chance to think
- support creativity
- use the time wisely
- motivate the students


B What should we include?
- a functional combination of text, visual support and audio
- variability of all sorts
- empty space
- motivating activities (games)
- feedback

C Technical skills to be mastered:
- inserting text
- inserting images
- inserting audio
- inserting links

- locking
- grouping
- using layers - covering one object with another
- containing
- magical window


Youtube tutorials
How to use Containers
Multiple Containers
How to make a magic box
Creating Action Objects
Magic revealer window



TIPS AND TRICKS:

Hidden content
How it works: if you click on object1, object2 (dis)appears
Go to Actions - find command Hidden/Skryté
Identify the target
Save the changes

Detailed instructions here:
https://www.youtube.com/watch?v=iGIVaZ4ScWs

USING CONTAINERS
1. Text to be moved:
Identification: Name = Panda
Contain: Return if not contained = True

2. Image or a space where to put the text/answer:
Can Contain = Specific object
Contain Object = (Select Object) Panda
Contain Rule = Completely contained

Česká verze:
1. Text (objekt), s nímž se bude pohybovat:
Identifikace: Název = Panda
Kontejner: Vrátit, pokud není obsaženo = Pravda

2. Objekt (obrázek), kam se text/odpověď přesouvá:
Může obsahovat = Konkrétní objekt
Obsažený objekt = (Vybrat objekt) Panda
Pravidlo pro obsah = Úplně obsaženo



Hiding objects in SMART: online help

To animate object in SMART:

• Select the object.
• If the Properties tab isn’t visible, press Properties .
• Press Object Animation.
• Select options in the Type, Direction, Speed, Occurs and Repeats drop-down lists.

Hiding objects using magic ink in Activ: youtube tutorial

Magic revealer window (Activ)
http://www.youtube.com/watch?v=fNYwDJ0ghkc
http://www.prometheanplanet.com/en/Download.aspx?ContentId=76847

1.    Insert two images
2.    Put one of them to the Top layer
3.    Create a rectangle. Settings:
           a.    Margin (ohraničení) – cca 20
           b.    Výplň – Nic
4.    Activate the magic ink. Fill in the rectangle.
5.    Set the order of the resulting two objects (rectangle will be above the magic ink to make the margins smooth)
6.    Group them together.

7. Check the order of the layers: Object (the rectangle),  Pen (the magic ink) nad the upper image are in the upper layer in the mentioned order, the remaining image is in the middle layer.

Interactive Board - Basics

No matter what IWB software you use, some basics remain identical - both from the points of view of technology and methodology.

IN THE CLASS:
Explore Activ Inspire and Smart Notebook, try the basic functions, get the feeling of both softwares.
Follow the list of compulstory items below and practice these basic skills both in Activ and Smart.

HOMEWORK:
Explore the site http://www.veskole.cz/, try to identify high-quality materials, and recognise the faulty ones.


What can we use the Interactive Board Material for?

1. To identify the purpose of the material:
Intro – topic, aim, target group
Source – textbook
Credits

2. To identify the resources:
References – texts, audio, images resources (last page)
create your own images!

3. To suggest how to use the material:
– create a Teacher’s book (could be in side notes, or in the last page, or hidden within each page)
– instructions to tasks (focus on organization, variability)

4. To enable easy navigation: Insert links
In Activ Inspire - use commands "Another page" and "Open a website"
In Smart - right click at the object, use "Odkaz"

5. To use visual and auditory input: insert images, audio and video
In Active Inspire: go to Resource Browser (the symbol of 2 music notes)
In Smart: go to Gallery (the symbol of a picture)
In both: download an image, and drag it to the chosen page

6. To integrate games and animations into a lesson:
Explore the resourcepacks
Modify Flash animations (Smart)


Interactive Board Project compulsory items:
- teacher book with target group, objectives and instructions on the use of your material
- enough functional and effective visual support (images, graphics, illustrations)
- a listening task (+ audio with tapescript)
- a speaking task
- feedback to all tasks
- links to T's Book from all pages (and links back!)
- active URLs (with tasks)
- a link to a youtube video - focused on the topic, with tasks!
- enough space for the students'work
- a page with all references


You can find examples and instructional files online, and also at http://prekladani.capsa.cz
/

WebQuest

A WebQuest is an effective tool for USING English. In the following weeks, you will find out how it works, and we will discuss the design of your first WebQuest.


REMEMBER: A good WebQuest
- uses Internet resources (written in good authentic English)
- requires independent thinking, not mechanic copying from references
- is based on information processing: the students search for facts, evaluate, and come to their your own conclusions



Task 1:

which of these topics can be developed into a good webquest?
1. product: a tourist guide through Bohemian and Saxon Switzerland
2. product: an itinerary for a group travel to Prague
3. product: an essay on the political causes of the Great War
4. product: a list of reasons why UFO does not exist

Task 2:
Define the topic and product of your webquest.
__________

WebQuest Home Page

TASK A
1. Identify an example of good practice - a WebQuest which you consider to be of a high quality - and enter its URL to tne comments of this blog.

Example: Greece or China?

A tool for making and publishing presentations online


WebQuest characteristic:
• information search
• information processing (THINKING, evaluating, comparing, choosing, combining, analysis, synthesis…)
• creativity
• autonomy
• fun

What is necessary:
• clear instructions
• clear description of the final product
• adequate choice of internet sources, with comments

WebQuest from the T’s point of view:
• choosing topic and task
• TIME – web search, detailing the process, clear and logical instructions
• focus on information processing – prevent plagiarism
• focus on authentic English resources

WebQuest from the Ss point of view:
• TASK
• instructions
• tips + web URLs
• final product
• autonomy + freedom of choice
• creativity

TASK B 
Work in the set groups. Start designing your project Webquest.
First, think about the outcomes of your WebQuest - describe the final product.
Paralelly search for suitable online resources, Remember to set a task wich does not enable copy-paste solution.

Look at the WebQuest template to learn more about its structure.

Inspiration:
WebQuest 1 - Buliding the Stonehenge
WebQuest 2 - Animals
WebQuest 3 - A Trip to Egypt
WebQuest 4 - A Diary of the Survivor
WebQuest 5 - Pirates!

Working on a Scenario

FAQ:

1. Specifying target groups: 
for each project, you should describe the target group in terms of age and proficiency.
Suggested limits:
scenario - 11+, with enough reading skills
IWB - almost any age + proficiency, though with young learners it would be a pretty hard work to prepare enough material on practicing e.g. basic colours
WebQuest - 15+, to apply enough analytical and evaluational skills

_________________________________________________

While writing the scenario, define the following:
1. Target group - age, proficiency
2. Task - what the class should do, identifying the final outcome and product
3. Aims and objectives: what the class will learn in these fields:
factual knowledge
language (vocabulary, reading skills...)
communicative skills
social skills

Make a list of keywords to help the class read and understand.

Computers skills and specifics:
create a correct, logical text
write the whole scenario into a single text file first
add illustrations and graphics to support reading with undestanding


Evaluation criteria:
Creativity
The applied reading skills
Ethical and informational dimensions
Aesthetics

____________________________________

TWINE FAQ (ref from Twine Guide - see the link below) :
Creating links:
Most of the time, you'll be linking from one passage to another. The easiest way to do this is to put the name of the passage you're linking to in between two square brackets, [[like this]]. This will turn the passage name into a clickable link.

However, you may also want to have the text shown on the page be different from the passage name. For example, you might have two ways to reach a passage, or you may not want to give away the name of the destination. In these cases, you can write this:

• [[Open the cage door->Devoured by Lions]]
• [[Devoured by Lions<-open cage="" div="" door="" the="">
• [[Open the cage door|Devoured by Lions]]

In these examples, the clickable text will say “Open the cage door,” but the link will lead to a passage named Devoured by Lions. Any of these formats will work; use whichever is the easiest to remember.

Inserting html:
If you'd like to add HTML to your story – for example, some text you have customized, or you have some code to embed a resource like a YouTube video – you can add it directly to your passage's text. It will displayed exactly as you've entered it.

Inserting images:

Once you know what your image's URL is, having it display in your story is as simple as entering the correct HTML code to show up:

<img src="the URL of your image" width="500" height="300" alt="Two foxes">

The width and height part of the code control the size of your image on the page. If you leave them off, then it will display the image in the dimensions as you saved it.

If you are using relative links for your multimedia, you will need to publish your story to the correct location on your computer so that the references point to the right place. If you have an image tag whose source property is “myimage.jpeg”, for example, then your published file must be placed in the same folder as the file myimage.jpeg.

Publishing:
you'll need to publish your story using the Publish to File option in the story menu, and then post the resulting file to a web site. 

_____________________________

See this link for basic info about scenarios, and Cathy Moore's blog to find out about the practical use of scenarios.


Examples of scenarios:
http://sunil-rao.com/wp-content/uploads/Inner-Vision.swf
http://www.worldwarfighter.com/hajikamal/activity/
Twine to download
HELP for TWINE
Twine2Guide

easy start with twine

More at
http://blog.cathy-moore.com/2011/07/sample-branching-scenario-cool-tool/
http://blog.cathy-moore.com/2010/05/elearning-example-branching-scenario/

The Second Level

Credit requirements
1. E-learning material: a scenario to be created individually or in pairs – deadline November 15
2. WebQuest: to be created in groups of three and presented to the class – deadline December 5
3. Material for interactive board – deadline December 16

Finalised projects shall be submitted before given deadlines; please publish your project in your personal website and send me an email (jana.pavlikova@ujep.cz) with the URL.

HOMEWORK:

1. Choose, discuss and register topic for your scenario (enter the topic + your name into the comments to this blog entry). Start writing a mindmap.

2. Check the relevant textbooks for topics.Choose and register the topic for your interactive board materials (ITBM), and list the keywords you want to teach. Into the comments to this blog entry, please include:
1. topic
2. target group - age, grade
3. the textbook you are using
4. the list of 10-12 keywords.

3. Install the  ActivInspire (registration needed) and Smart Notebook software, and explore the qualitites and opportuninties of IWB material.

IMPORTANT:
1. Download the actual version of Activ Inspire form the Promethean site. Copy the key from the sticker on the activboard in the class.
2. For SMART NOTEBOOK, use the installation files in iso format saved in capsa: Folder IWB Materials, file SW_interactiv.iso. Use the key presented there. Disable actualisation processes.
Both installations are fully legal.


4. Register your WebQuest topic  - enter the topic + your names into the comments to this blog entry.

____________________________________________

EXAM
written, 120min in a computer lab (CS226); the task will be to publish electronic learning material on a given  topic, and with the requested format and content details.
____________________________________________

TASKS DETAILS

Scenario
See this link for basic info about scenarios, and Cathy Moore's blog to find out about the practical use of scenarios.


Examples of scenarios:
http://sunil-rao.com/wp-content/uploads/Inner-Vision.swf
http://www.worldwarfighter.com/hajikamal/activity/

TWINE engine can be installed, or works online at https://twinery.org/
A guide for using Twine
HELP for TWINE

More at
http://blog.cathy-moore.com/2011/07/sample-branching-scenario-cool-tool/
http://blog.cathy-moore.com/2010/05/elearning-example-branching-scenario/

While writing the scenario, define the following:
1. Target group - age, proficiency
2. Task - what the class should do, identifying the final outcome and product
3. Aims and objectives: what the class will learn in these fields:
factual knowledge
language (vocabulary, reading skills...)
communicative skills
social skills

Make a list of keywords to help the class read and understand.

Computers skills and specifics:
create a correct, logical text
write the whole scenario into a single text file first
add illustrations and graphics to support reading with undestanding

For brainstorming, you may want to use this software: http://www.mindmeister.com/

Examples of scenarios:
http://www.77.wz.cz/ReptileIsland.html
http://memorypalace.wz.cz/lost01.html
https://tholec.php5.cz/scenario/
http://whatismylife.webz.cz/Post-Apocalypse%20Survival.html

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Interactive Board Project  
Choose a textbook and a topic as a basis (primary or lower secondary levels – basic school)
1. the aim: teaching vocabulary; choose 10-12 vocabulary items
2. choose and design various activities
3. inspiration: www.veskole.cz

At first, you should choose the topic for your interactive board materials (ITBM), and list the keywords you want to teach. Into the comments to this blog entry, please include:
1. topic
2. target group - age, grade
3. the textbook you are using
4. the list of 10-12 keywords.

 The finalised ITB Projectwill be published online in one of the available formats (Activ or Smart)

The project must include:
• Introductory page – Topic, Target group, Objectives, Author’s name, date
• All references
• Active URLs
• Listening task + tapescript
• Lots of interactivity
• Inner links among pages whenever necessary
• Feedback and keys to ALL tasks
• Teacher’s Book  - instructions


 Most frequent mistakes:
• Vague tasks, not defined objectives
• Too many visual effects without purpose
• Missing keys and feedback, or missing multiple correct answers
• The pages are too long – cannot be seen in one screen
• strange combinations of colours
• misspelled words, slips, grammatical mistakes

Examples of materials - http://www.veskole.cz/, Promethean planet home site, youtube...

-----------------------------------------------------------------------------------------------------

WebQuest
For the final design and publishing, you may:
EITHER use questgarden or zunal.
Read the registration and free use conditions first.

Or use any free Wequest generator you like, e.g.
https://sites.google.com/site/studentwebquesttemplate/
https://www.bookwidgets.com/blog/2016/09/the-ultimate-webquest-creator


The final product shall be uploaded to your personal web; if it is published elsewhere, you will include active link.

WebQuest characteristic:
information search
information processing (THINKING, evaluating, comparing, choosing, combining, analysis, synthesis…)
creativity
autonomy
fun

What is necessary:
clear instructions
clear description of the final product
adequate choice of internet sources, with comments

WebQuest from the T’s point of view:
choosing topic and task
TIME – web search, detailing the process, clear and logical instructions
focus on information processing – prevent plagiarism
focus on authentic English resources

WebQuest from the Ss point of view:
task
instructions
tips + web URLs
final product
autonomy + freedom of choice
creativity

WEBQUEST EXAMPLES:
http://zunal.com/webquest.php?w=178524
http://questgarden.com/197/19/4/171119060403/

Scenario

Scenarios are decision-making games, stories or simulations, which can be used both for fun or for professional traning - e.g. for doctors, nurses, military personnel, drivers, social workers...

The branching enables the reader to decide - and to live through the consequences of his decisions immediately.

In the world of fiction, you might have read a series of fighting-fantasy books by Steve Jackson - for example Khare, Cityport of Traps.

Task 1
Play the following scenarios. Which of them would you choose for:
A military personel
B the final year of a vocational school
C 2nd grade of "osmilete gymnazium"

Enter your suggestions into the comments to this blog entry. Include the reasoning!

Examples of scenarios:
http://www.worldwarfighter.com/hajikamal/activity/
Reptile Island
Inside the Pyramid
Driving Home
Samurai
Post-Apocalyptic Survival
http://sunil-rao.com/wp-content/uploads/Inner-Vision.swf

While writing the scenario, syou should always define the following:
1. Target group - age, proficiency
2. Task - what the class should do, identifying the final outcome and product
3. Aims and objectives: what the class will learn in these fields:
factual knowledge
language (vocabulary, reading skills...)
communicative skills
social skills

__________________________

TWINE engine bor making scenarios to download: http://www.gimcrackd.com/etc/src/

HELP for TWINE

easy start with twine

More at
http://blog.cathy-moore.com/2011/07/sample-branching-scenario-cool-tool/
http://blog.cathy-moore.com/2010/05/elearning-example-branching-scenario/
http://blog.cathy-moore.com/2018/04/3-ways-to-help-people-learn-from-mistakes-in-branching-scenarios/

Survey presentation - instructions

Prepare a presentation of your results in PREZI and share the link in the comments below.
Compulsory items:

1. Topic, questions and hypotheses
• the aim of the survey
• expected outcomes
• the importance of the results
2. Survey methods
• mostly questionnaire
• multiple choice, open questions... why and when?
3. Methods of dissemination
• email, web sharing, direct contact with the respondents
• electronic or printed
4. Target group, the final number of respondents
• group age, profession, other important characteristics
5. Summative results (in %)  (illustrated through graphs)
• it is not necessary to sum up every question - think, combine, search for most important results, decide about the most illustrative and informative graph formats
6. Correlations
• if possible
7. Conclusions
• sum up the most important, most surprising, most expected findings
• consider possibilities to use the findings further - who can benefit from the gained knowledge? how?

WebQuest Intro

A WebQuest is an effective tool for USING English. In the following term, you will find out how it works and how to design a good WebQuest. Today we will focus on the main characteristics and criteria.


REMEMBER: A good WebQuest
- uses Internet resources (written in good authentic English)
- requires independent thinking, not mechanic copying from references
- is based on information processing: the students search for facts, evaluate, and come to their your own conclusions



WebQuest Home Page

WebQuest characteristic:
• information search
• information processing (THINKING, evaluating, comparing, choosing, combining, analysis, synthesis…)
• creativity
• autonomy
• fun

What is necessary:
• clear instructions
• clear description of the final product
• adequate choice of internet sources, with comments


Look at the WebQuest template to learn more about its structure.

TASK:
Read the following WebQuests. Which of them would you prefer as a student? Why?
Write your opinions and decisions into the comment to this blog entry. Do not forget to mention the reasons for your decision, identify your preferences!

WebQuest 1 - Animals
WebQuest 2 - A Trip to Egypt
WebQuest 3 - A Diary of the Survivor
WebQuest4 - Building Stonehenge
WebQuest5 - Conspiracy Theories
WebQuest6 - Gun Violence + Race



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Excel and Statistical Functions for Teachers

Problem 1 : How should a teacher use excel for class evaluation and statistics?

Download two files (excel_start and excel_1) from http://prekladani.capsa.cz/, Folder PCSkills.
The "start" file shows erratic notes on Ss results, saved in WORD.

Task 1 - Editing
Follow the instructions in the word file - your task is to create a highly practical list of students ond their results in Excel format.

TIPS:

1. Consider which headings are missing, and add them.
2. Order the students alphabetically.
3. Find out how to transfer the sheet from word to excel without too much work :)

Task 2 - Statistics

1. Prepare some statistics – AVERAGE results of each test, of each student, the best and the worst mark of each test (MAX, MIN) and of each student.
2. Find out what MODE and MEDIAN mean. Use them.
3. Use the form COUNTIF for finding how many Ss got 1 during the whole term.
4. Assign different weight to the marks and apply the weighted average to get the final mark for each student. 
5. Express some of your statistical data in graphical forms. Which types of graphs should you use?

Help: Vážený průměr
Weighted Average in Excel
Excel Help - Weighted Average
Excel Help - Descriptive Statistics

Problem 2

Analysing research data

Task 1 - Finalising the Survey
1. Insert the raw data of your survey into a spreadsheet. Remember - on cell, one piece of information, ideally a number! give each repondent an unique number, and use one line in the spreadsheet for each respondent.

You can download an example spreadsheet from capsa - go to folder PCSkills, file ExampleResearchMatrix.xls.

2. Use the sum, average, mode and median formulas to get the first results. THINK about the type of data you are using and consider you want to learn - use the predefined questions and hypotheses.

3. In some surveys it is very important to mutually relate various findings -  to prove or disprove a correlation between two facts/answers. Identify the possibilities and explore the correlation within your data.

4. Prepare a graphical presentation showing the results of your survey. Decide which types of graphs are the most suitable.

5. Choose the most revealing and interesting results and comment on them. What factors influenced the results?

6. Prepare a presentation of your results in PREZI and share the link in the comments below.
Compulsory items:

• Topic, questions and hypotheses
• Survey methods
• Methods of dissemination
• Target group, the final number of respondents
• Summative results (in %)  (illustrated through graphs)
• Correlations
• Conclusions

7. Insert the link to your online survey questionnaire and the link to the final Prezi presentation into your webpage!

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Task 2 - Supporting activities

1. Downolad the excel file KorelacePriklad.xls form capsa. Use the formula explained in this link: Korelace v excelu - příklad to find out the correlations among the given sets of data.

2. Downolad the excel file Verejny... .xls form capsa and explore the formula used for counting individual teaching loads: =DSUMA(I7:J116;"Úvazek";L1:L2). How does it work, what does it summarise?

3. Study the following articles. You should understand, and be able to explain and apply at least the descriptive statistics. Ask the tutor for help if necessary.


Tips:
Pie graphs are used only when describing the split of a limited sum of recipients or other data.
Example: Identifying the use of potatoes in the kitchen:  50% get boiled, 25% are mashed, the rest is used to make soups.

Focus on the examples - try to understand the information in the data before dealing with the methods.
Consider real-life examples,  or use the real data to experiment with descriptive statistics.

Descriptive statistics - Distribution, Central Tendency (Average, Mode, Median), Dispersion, Standard Deviation
Correlation example

Úvod do popisné statistky
Popisná statistika
Co je korelace?
Čtyřpolní a kontingenční tabulka
Měření závislosti, korelace a regrese

Research Questions and Hypotheses

1. set your hypotheses or survey question(s)
2. publish the approved questionnaire online
3. publish both the hypos and the link inthe comments to this blog entry

Facts, Fakes, Fiction, Falsifications

Bojím se hexavakcíny, poradíte?
Lidicky, je tady někdo z rodičů, kteří nenaočkovali dítě hexavakcínou, ale nechali si očkování nějak rozdělit? Mám hrozný strach z vedlejších účinků, autismu a podobně, připadá mi to šílené narvat do takového tělíčka tolik jedu…děkuji za každou reakci.
Když jsem se ptala dětské lékařky, co si myslí o hexavakcíně, řekla mi, že je o ní přesvědčena jako o šetrné. Po krátké diskuzi a výměně argumentů mi řekla, že – farmaceutické firmy říkají, že šetrná je – ale reakce na ni často bývají. Na to mi řekla, že by se ani tolik nebála hexavakcíny, ale spíš vakcíny MMR. Na které jsou reakce šílené. A dokonce se začíná – už dost nahlas proslýchat – že právě tahle vakcína je za vzestupem epidemie autismu, který se v USA nabírá dost razantně na obrátkách.


Task: You have 15 minutes to browse the internet and find some reliable info on the dangers and benefits of vaccination. Then start the online discussion in the blog comments: try to help the stressed mother, and react to other comments. Try to be as much calm, logical and facts-based as possible.
You can use Czech or English in the discussion, as you prefer.

Previous discussion

https://technet.idnes.cz/rozhovor-media-dezinformace-skolstvi-dxq-/veda.aspx?c=A180325_130244_veda_hege

Online questionnaires

Create our own questionnaire online in two minutes! It is easy, it is free... well... sometimes...

Checklist for yoru SURVEY project:
1. Formulate one or more hypotheses or research questions. What do you want to find out? Define your target group and choose the language accordingly (CZ or E).
2. Prepare the draft of the questionnaire and discuss it with the tutor.
3. Implement the suggested changes, print the questionnaire out and pilot it with one or two persons, to be sure it is understandable and brings the required data.
4. Discuss the pilot results and your hypotheses with the tutor.
5. After you get the green light from the tutor, publish the questionnaire.
6. At best, combine paper and electronic versions to get the highest possible amount of answers.
7. You will need the INDIVIDUAL answers, to be able to work on correlations. Check the possibilities with the provider you choose. Examples:


https://www.survio.com/cs/
https://app.click4survey.cz
https://www.vyplnto.cz/
Stažení jednotlivých odpovědí pro vyhodnocení ve statistických programech
Exporty surových dat do formátů XLS, XLSX, CSV, XHTML a PDF+QR jsou
k dispozici i u bezplatné licence FREE — neomezený počet odpovědí zdarma!

https://www.quanda.cz/nastroje/online-dotazniky

Fake News

Research - original pdf to download
Technet

PRAVDA MÁ KRÁTKÉ NOHY - summary

Hlavní poznatky shrnují autoři takto: „Nepravda se šířila významně rychleji, hlouběji a měla větší dosah než pravda.“ Platilo to pro všechny kategorie zpráv, nejvýraznější byl ale tento rozdíl u zpráv politických, zpráv o terorismu, katastrofách nebo o vědě.

Ve velkém se nepravdivé informace začaly na Twitteru rozšiřovat během americké prezidentské kampaně v roce 2012. V roce 2014 zase vědci zaznamenali rekordní nárůst „smíšených zpráv“ (zpráv kombinující pravdivá a nepravdivá tvrzení) v souvislosti s anexí ukrajinského Krymu Ruskou federací. Během předvolební kampaně 2016 je pak na Twitteru vidět velký nárůst jak pravdivých, tak i nepravdivých zpráv. Ty nepravdivé se ovšem šířily snáze a dostaly se k více lidem.

PROČ??

„Zjistili jsme, že nepravdivé zprávy častěji vyvolaly emoci překvapení, což podporuje hypotézu o originalitě,“ píší vědci. Dále nepravdivé zprávy vyvolaly častěji znechucení. „To je velmi typická, velice lidská reakce, to znechucení,“ myslí si Aral. Producent nebo šiřitel nepravdivé, smyšlené zprávy, počítá s touto emocionální reakcí, která zprávě pomáhá v dalším šíření.

Nepravdivé zprávy mají totiž podle Arala opravdu hrozivý potenciál: „Důsledky mohou být dramatické a katastrofální. Pořád ale nevíme dost o tom, co se děje a co můžeme udělat pro to, abychom lidem pomohli poznat nepravdu od pravdy.“

Je docela možné, že žádné jednoduché řešení neexistuje. Filtrování zpráv bude vždy podezřelé a platforma, která je bude filtrovat, bude velmi těžko obhajovat, proč mají zrovna její správci „patent na pravdu“. A zatímco někteří doufají, že označování podezřelých a pochybných zpráv by mohlo posílit kritické myšlení příjemců, ve skutečnosti má tento přístup několik zásadních nedostatků.

Obecně je zřejmě jediným dlouhodobým řešením kultivace mediální gramotnosti a pěstovat tak schopnost lidí ověřovat si informace. To ale není jednoduché, zvláště v prostředí on-line sítí, kde je zdánlivě tak málo času na rozhodování. Podle Arala ale stojí za to nerezignovat a povzbuzovat kritické myšlení: „Bude to vždycky nekonečná bitva pravdy s nepravdou. Myslím si, že pokud dovolíme, aby byla společnost pohlcena nepravdivými informacemi, může nás to úplně paralyzovat, a to způsobem, který si zatím třeba ještě nedokážeme představit.“

Zdroj: https://technet.idnes.cz/nepravdive-zpravy-se-siri-rychleji-nez-pravdive-twitter-studie-science-mit-vosoughi-goj-/veda.aspx?c=A180312_044339_veda_pka

Audio

Audio material is regularly used when teaching speaking and listening in foreign languages. Therefore the teachers and the students should be able to edit and modify audio as well as texts.
Probably the best freeware available for editing sound is called AUDACITY.


Audacity Basics - you should be able to
- install Audacity and the lame library which enables export to mp3
- open a file in Audacity
- edit the file: cut and paste, fade in/out, change speed, delete, add silence
- create a new file
- combine two files (e.g. speech + background music)
- inserting silence (e.g. as a space for an answer)
- changing the speed or pitch (carefully!)

!!!!!!!!!!HOMEWORK!!!!!!!!!!
Upgrade your questionnaire according to the tutor's instructions. Print out two copies and do the PILOTING - try the questionnire out with two people of your target group. Bring the filled-up questionnaires for the next lesson.

TASK 1 - TEACHER'S JOB

Browse Youtube for videos suitable for the topic you chose for HotPot tasks.
View, listen and choose; consider the target level and age!
Convert the video to mp3 using an online convertor.
Cut out a part of the recording, and publish in your HotPotaoes index webpage (see the related blog entry for details).

You can use Free YouTube to MP3 Converter to get audio from youtube easily, or find online converters, eg. Convert2mp3.

TASK 2 - AN EXAMPLE OF A STUDENT TASK
You have just become a radio reporter!
Work in pairs. Choose an actual event from your real life, and prepare a 2minute talk on it.
Present main facts and your opinions.
Options: either pre-preapre the text, and record, or present the event in the form of live-talk, or an interview between you two.
Edit the recording in Audacity. Record and add appropriate sounde effects if necessary.
Finalise the file, export it and save as mp3, and add to your personal webpage.

TASK 3 - EXAMPLES OF GOOD TEACHING PRACTICE
What does the word "podcast" mean? Go to Podomatic, create an account and browse the site. How can we use it in teaching English?

Good examples - Teacher Luke at Podomatic, Splendid Speaking for advances learners
Podcast on podcasting in ELT

More online podcasts and streams
Ted Talks on Education - free online lectures!
Paramind
Oxford University Podcasts

Free text to audio:
http://www.fromtexttospeech.com/


Sound files extensions:
wav -  Standard audio file container format used mainly in Windows PCs. Commonly used for storing uncompressed (PCM), CD-quality sound files, which means that they can be large in size—around 10 MB per minute. Wave files can also contain data encoded with a variety of (lossy) codecs to reduce the file size (for example the GSM or MP3 formats). Wav files use a RIFF structure

mp3 - compressed, MPEG Layer III Audio. Is the most common sound file format used today

flac - Free Lossless Audio Codec
ape - Monkey's Audio lossless audio compression format
ogg - A free, open source container format supporting a variety of formats, the most popular of which is the audio format Vorbis; compression similar to MP3

webm - Royalty-free format created for HTML5 video
aiff - Standard audio file format used by Apple. It could be considered the Apple equivalent of wav

ref: https://en.wikipedia.org/wiki/Audio_file_format



Sluchové pole (nebo oblast slyšitelnosti) je rozsah všech zvuků, které dokáže lidské ucho vnímat. Vnímání zvuku je u člověka omezeno slyšitelnými frekvencemi (přibližně 16–20 000 Hz). U každé frekvence je odlišný rozdíl intenzit, jež slyšíme. Lidský sluchový orgán je nejcitlivější v oblasti frekvencí 1–5 kHz.

http://www.wikiskripta.eu/index.php/Pr%C3%A1h_sluchu_a_sluchov%C3%A9_pole

Editing Images

Visual support is vital in any teaching situation. As English teachers, we use pictures of objects to teach vocabulary, photos of situations to stimulate communication, authentic visual materials to teach realia and culture...

What characteristics of an image influence its effect on remembering the vocabulary?

• context or the absence of context
• vivid colours
• contrast
• golden ratio
• the size of the target object

!!!!!!!!!! HOMEWORK !!!!!!!!!

For the next lesson, bring a PRINTED version of your finalised Survey Questionnaire.

 WHAT ARE THE KEY SKILLS IN THE FIELD OF PHOTOGRAPHY FOR THE ENGLISH TEACHER TO MASTER?

My suggestion:
1. Basic knowledge of the electronic image formats and their specifics.
2. Basic editing abilities: crop, contrast, colour adjustment
3. Basic photo-making skills and knowledge (to be able to prepare original materials, and to document school events, projects, students'activities and products).

4. Advanced editing abilities - collage (to create more original materials, and to be resistant to hoax), inserting text to the image...

https://technet.idnes.cz/fotomontaze-hoax-fake-photoshop-doo-/software.aspx?c=A090317_114241_software_pka

Typical Viral :D

Any other suggestions?

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HOMEWORK

1. Finish the collage and put it into your web.

2. Make several product photos, choose the best one, edit if necessary. Insert the photo into your Homepage (index.html) and publish online.

3. Prepare 10 images which you will use in your vocabulary teaching HotPot project. Keep them in the original size + make the same set in web version (max size 40kb per image).

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The basic skills you should master:


1. Compressing, saving in various formats (with different extensions) and size
2. Crop (ořez)
3. Changing brightness, sharpness, hue and other basic features, and applying Nick filters.
4. Making a part of the image transparent
5. Creating a collage
6. Inserting text into a picture
7. Mastering basic hotkeys in Photoshop

Tasks:
1. Open your image in Photoshop. Work with Crop first (C). Remember - the main part of the image should be taken by the main object (or idea, or situation)
2.  Use LEVELS to set the Lightning (Photoshop: Ctrl+L, or Obraz - přizpůsobení; Menu in Gimp: Enhance - Adjust Lightning - Levels)
3. Adjust sharpness. play with blur :)

4. Working with layers and masks in Photoshop:
Open the image
Duplicate the layer (Ctrl+J)
Choose the type of layers combination (Měkké světlo, závoj...)
Cover the new layer with a black mask (Alt+mask icon)
Use the white brush to "make a hole into the mask" - to uncover the needed part of the image.

CZ: Přidejte masku vrstvy (možnosti - odkrýt vše nebo skrýt vše)
Malujeme do masky!


5. Use GIMP: Find two images and combine them into one, applying transparency (e.g. Donald Duck walking through Usti nad Labem :) )
6. Advanced: Try to do the same in Photoshop: make a collage of two photos!
tutorial in Czech

7. List of  Photoshop Hotkeys - EN
List of  Photoshop Hotkeys - CZ


Ctrl+ magnify picture
Ctrl+J  Duplicate the layer
B - Brush
C - Crop
H - Hand
J - Healing brush
L - Lasso
S - Stamp
W - Wand

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TIPS
How to make images transparent in GIMP:
Layers – Transparency – Add alpha channel
Choose the background using the magic wand.
The simplest method is to use Edit → Clear

You can also test transparency in Word - add the image into text and choose Formát obrázku - pozice - před textem.

How to make images transparent in Photoshop:
New Image - Background transparent
Import the image into a new layer
Magic wand - choose parts which should be transparent
Layer - Mask - Hide the choice (Vrstvy - maska - skrýt výběr)


Want a top quality image legally?
Visit Getty.
Fotolia
FreeDigitalPhotos
AdobeStock
Pixabay

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More information on image formats (in Czech) - HERE
How to make a good photography?

Roman Pihan - a whole web on photography, including tutorials, tips and galleries
Ondřej Neff - practiacal tips for all

Jednoduše na kompozici

GIMP online help (in English)