WebQuest presentations

TASK: Please insert the link to your WebQuest + the names of hte team to the comments!

VideoGames
Vilacky - presented ✔
http://zunal.com/webquest.php?w=423554

Survivor: Always prepared
Dufková, Lehocká, Sluková - presented ✔
https://www.bookwidgets.com/play/7KS5MD?teacher_id=5746139149107200


BIOMES AND ECOSYSTEMS presented ✔
Vrabcová, Máchová, Vránek

https://www.bookwidgets.com/play/9KYC5E?teacher_id=4754093374439424
T's notes:
"put a little bit effort into it" does not prevent ^c^v
presentation + test
what are the characteristics of a webQuest? which of them are covered?
could it be identified as a languageQuest?
lots of ideas and material

In the Footsteps of Viktor E. Frankl
Bártová, Engeová, Uhlířová

http://zunal.com/webquest.php?w=424181&fbclid=IwAR2g4qgD4h9UH24js7fH6DpHUjvhmM02ZSAvE2hzNp2yiLFxyxtPHa0vEqc
"write as many things about WW2 as you know"
wide range of tasks
age group?
links?
"Present your notes and all you know" - time limit?
no evaluation criteria/rubric
they will be able to write essays
SUM: unspecific tasks and product, lots of possibilities - PLEASE IMPROVE

Vaccination presented ✔
Homolková, Plívová
www.zunal.com//webquest.php?w=422849

Clear problem/question to solve/answer in a specific situation (roles)
fine description of tasks and final outcome
evaluation rubric - criteria identified  + described


Planet Colonisation
https://sites.google.com/site/geroheidapiko/home

Heid,Čerkasov
*devided
Task - should describe the outcome
erratic choice of links - blog, phd article... PLEASE IMPROVE.
what is the current status of solving these problems? which institutions deal with them?
what are the conditions on the planet?
evaluation - cooperation/individual activity


The Circle of Life  presented ✔
http://zunal.com/webquest.php?w=422848

Kučerová, Bónová
be careful about lower age groups - lack of analytical abilities
a good idea for the chosen target group
a nice story with the E.T.
definition of various team roles?
unfinished chart - are these all criteria? the relevance of the content + the body language and rhetoric style?

Horror Movies  presented ✔
http://zunal.com/webquest.php?w=419485
Kraus, Radil, Doan

a creative product - a script/plot/scenario
links or at least titles of movies of the chosen eras would be helpful
a fine evaluation rubric
simple, creative, open-ended, fun


Journalistic article presented ✔
http://zunal.com/webquest.php?w=424225

Svačina, Šebor, Dyrynk
investigative journalism + actual topic; how would you modify it in2 years?
how do you know that the Chinese ref. is propaganda?
"You are prohibited to use any mainland-China-owned media as sources."
few resources, please add.
a clearly specified outcome, clear evaluation criteria


Edison and His Discoveries  presented ✔
Svobodová
LINK

list of inventions, choose one + descrive  - ^c^v task
future evolution - not ^c^v! a good idea
any references of the general directions in technology development?
7th-9th grade - more like Pre-webquest, training field
form of presentation? lecture? poster session?


The Secret of Machu Picchu
http://zunal.com/webquest.php?w=423787

Fojtíková
from Copy-Paste to real-time itinerary
any online theories???
e.g. HERE

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...

______________________________________________________

TASK 1 
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.

_____________________________________

PROBLEM 1 - 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.

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

Example of a simple course

More links:
Moodle home 
General features
Sandbox
PF UJEP
______________________________________________________

PROBLEM 2 - 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 2: 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.
___________________________________________________________

E-learning Principles

Do you agree?
"Ultimately, e-learning saves teachers a lot of time. It may have some negative attributes such as students becoming lazy due to lack of constant supervision, but in the end, it is a tool that if used well, is beneficial to both the teacher and the students."

REF: https://www.theeducator.com/blog/e-learning-impact/

!!!! https://jamanetwork.com/journals/jamapediatrics/article-abstract/2754101
https://www.ceskatelevize.cz/ivysilani/10441294653-hyde-park-civilizace/216411058090213
____________________________
E-LEARNING PRINCIPLES

1. Focus on the learner
responsibility, engagement, personalisation
lower level of formality
different approaches to choose from
transparent environment, easy to use
2. Organising the content
linear, cyclic, tree
segmenting
3. Redundancy
learners can choose whether they want to listen to audio or read the text
4. Coherence
if words, audio, or images can be omitted without affecting the information transfer, omit them.
5. Tools
choosing the technology fitting the purpose
6. Feedback
clear goals
formative - reflection, peer assessment, support learning
summative - achievement levels; valid, reliable
7. Efficiency

____________________

https://oeb.global/oeb-insights/wp-content/uploads/2011/09/10-Principles-for-Successful-E-learning.pdf
https://elearningindustry.com/principles-of-elearning-demystified-applied
https://www.talentlms.com/blog/elearning-simulations-101/
http://pascapbi-3a.blogspot.com/2017/01/the-role-of-e-learning-in-elt.html

Interactive Board Advanced

Task
1. Answer the following questions.
How can we use IWB in teaching English?
What advantages does it offer as compared with a dataprojector?

Add your answers into the comment to this blog.

2. Learn how to create hidden and automatic feedback in Activ + Smart.
Follow the tips and links below.

________________________________________

The organisation is your choice only.

Decide if you want to work
A absolutely independently1
B independently with occasional support of the tutor
C starting with the tutor's presentation

________________________________________

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? Why? What key features might be missing?

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!

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

_________________________________________________

Why to use branchig scenarios?
_________________________________________________

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

____________________________________

Creating scenarios in gomo (cloud-based elearning authoring tool, paid, 21days free trial)

Creating scenarios in Twine (free)
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.

IMPORTANT - SAVING:
https://twinery.org/wiki/twine2:where_your_stories_are_saved
The best thing to do to avoid these problems is to regularly archive your work with the Archive link on the right sidebar of the story list. This saves all of your stories to a file on your computer that can then be restored with the Import link on the same page.

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. 

_____________________________

Live examples of scenarios used in elearning:
https://elearningindustry.com/branching-scenario-elearning-5-killer-examples
https://www.elucidat.com/blog/branching-elearning-examples/


Scenario structure - Simulation map use (youtube)

See 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/
https://community.articulate.com/e-learning-examples/storyline-what-to-do-when-workplace-violence-happens


Twine to download
HELP for TWINE
Twine2Guide




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 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:


https://tholec.php5.cz/scenario/
http://cucnakladevcokolade.kvalitne.cz/Crash.html
http://fitrazdva.webzdarma.cz/Lost%20in%20the%20Woods%20%287%29.html
http://beautyofbeasts.wz.cz/decisions.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/

A Scientific Report

Compulsory parts of the survey project presentation:

• Introduction (why, describing the situation you want to explore)
• Hypothesis or problem description
• Survey design - respondents, questionnaire format and content, dissemnination, data collection
• Survey results, correlations (with graphs) 
• Conclusions - what is valid
• Discussion - considerations, opening possibilities
• References (when applicable)

TASK 1
Which chapters/items/information should/must a standard scientific report/article/thesis contain?
Work in groups of 3. Discuss, make a list of chapters, order them appropriately and upload to the comments to this blog.

TASK 2
What is a hypothesis? In the same group of 3, choose your favourite definion and upload.

TASK 3
What is the difference between a hypothesis and a research question?
Check these references:

Difference between...

https://www.researchgate.net/post/What_is_the_difference_between_research_question_and_research_hypothesis

IMAGE

Excel and Statistics for Beginners

Summary - What should we know?

1. The meaning and method of Average, Mode, Median
2. The meaning and method of counting the Weighted Average
3. The meaning and formula for Correlation
4. The ways of recording and analysing the raw data
5. Choosing a suitable graphical representation of the survey results

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 PcSkillsZakladyStatistiky.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!

___________________________________________________

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 articles linked below. 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.

___________________________________________________

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

Online resources and references

Compulsory Task:
Find a realiable resource which can be relularly used by students of English. With a brief description, share the URL in your comment to this blog entry.


Optional Tasks:
1. Try out the EBCSO search at UJEP library web.
2.Check and explore the links listed below.
3. Continue editing your HotPot project and solve problems, ask for tutoring.


Which of these do you know/use/explore regularly?

Dictionaries
https://www.merriam-webster.com/
https://dictionary.cambridge.org/dictionary/english/
https://en.oxforddictionaries.com/
http://slovnik.cz/
https://www.urbandictionary.com/

ELT
https://www.teachingenglish.org.uk/
https://www.englishclub.com/teach/
https://www.ted.com/topics/teaching
http://www.eltpics.com/
https://www.flickr.com/photos/eltpics/


UJEP Library Fulltext search
https://knihovna.ujep.cz/cs/ebsco-discovery-service

Miscellaneous
https://www.gutenberg.org/
http://www.langmaster.cz/lmcom/com/web/cs-cz/pages/online-jazykova-skola-zdarma.aspx

http://openaccess.cz/
https://doaj.org/
https://nusl.techlib.cz/cs
https://oatd.org/

Referencing
http://www.bibme.org/
http://www.easybib.com/
http://www.citethisforme.com/
https://www.citace.com/
https://www.apastyle.org/
https://sites.google.com/site/novaiso690/schema-a-priklady

HotPot revisited

Some features of Hot Potatoes will appear in all CALL - Computer Assisted Language Leanrning materials. Let's explore them in more detail. Focus on the menu Options - Configure output.

1. Titles + prompts enable the user to improve instructions and add more info.
2. Buttons - a space for creating html links.
3. Appearance - avoid dull grey AND sharp and intensive colours. The colour combination influences the mood and concentration of the learner.
4. Timer :) use it wisely!
5. OTHER - this menu changes for each format, feel free to explore! You can use e.g.

• limiting
• shuffling
• showing lists of possible answers

6. in JQuiz only: File - Add reading text. 

________________

Task 1

Check the links among your exercises.

Task 2

Focus on feedback in your quiz. A good feedback should

• present appropriate input - high amount of correct language
• be positive! do not criticise, rather include hints and ideas (not solutions)
• bring new information outside language
• be true
• prompt and motivate

______________

Examples of inacceptable feedback:

Sorry, try again
Are you serios?
almost THEREEEEE
you should have studied mnore
No way.
You should think before you click.
This is not the right answer.

Examples of suitable feedback:

Q: What do you use for reading?
A a book
B a toy FDB: We use toys for playing. (IMAGE)
C a table FDB: We eat on a table. (IMAGE)
D a dog FDB: Dog is a friendly animal. (IMAGE)

Working with 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!)

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 free online converters. Be careful what you click on, this type of software often brings unwanted installations or even viruses!

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, 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

Working with images

HOMEWORK

1. Take some pictures at the university premises (respect GDPR!). 

2. Make a collage of two chosen photos form your set of pictures - as if creating a hoax image. Insert the final photo with a suitable comment into your Homepage (index.html) and publish online. 
_________________________________________________

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

________________________________________________

Making a hoax in Photoshop:

1. ^A^C^V inserting img2 into img1

2. ^T for transformation - shift, rotate... place img2

3. Mask  - cover all (a black mask)

4. B - brush - paint into the mask (white brush) and uncover img2

5. X - switches between black and white brush (undo)

experiment with the brush settings (krytí, hustota)

inspiration Martin Stranka

__________________________________________________

 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...

Typical Viral :D

Any other suggestions?
____________________________________________________

What shall we know?

1. How to compose a photography

The basics of compositionand more practical tips (in Czech)

Golden ratio - zlatý řez

Practical tips:

concentrate on a single idea, object, feeling

get closer, fill almost the whole field with the target object/situation

2. How to save an image

raw - full data

jpg - compressed (lossy)

tiff - for print, usually lossless; can handle CMYK

bmp - full data (bitmap)

gif - small (and animated); saves only used colours; 8bit

png - lossless, successor of gif, 8-24-48 bit

For web, an image with the longer side of 1600px is big enough, Let's say the size limit is cca 50KB - to save space.

When reducing the size, always keep the original untouched! Save the small version as a new file, say, IMG2345_Small.jpg. 

JPEGS reduce the size exponetially, so if you reduce the original at 80%, the amount of data may be reduced form 12MB to 1,5 MB. 

More in Wiki (in Czech)

and Wiki (in English)

Formaty pro ukladani fotografii

3. The basic editing 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
4. Making a part of the image transparent

Collage in Photoshop - tutorial in Czech
List of  Photoshop Hotkeys - EN
List of  Photoshop Hotkeys - CZ

Useful Photoshop Hotkeys
B - Brush
C - Crop
H - Hand
J - Healing brush
L - Lasso
S - Stamp
W - Wand

TIPS
How to make things 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)

How to make things 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.


Want a top quality image legally?
Visit Getty.
_______________________________________________

... want to know more?

http://digineff.cz/

http://www.digimanie.cz/

http://www.fotoradce.cz/

http://fotoroman.cz/

"Kreativní fotografie si neklade za cíl zobrazit realitu (takové to tam Mařenko bylo) ale zobrazit 
něco víc. Zobrazit emoce (pocity, nálady ...), které autor na místě cítil a chce vám předat.

Když se díváte na fotografie z vaší dovolené obvykle si vybavíte pocity, jaké to tam bylo (jé podívej - tady jsme byli ...). Díváte-li se ale na fotografie z cizí dovolené, vidíte jenom obyčejné pláže, hrady, zámky atp. Prostě emoce spojené s místem a zážitkem vám chybí a proto vám často tyto fotografie připadají obyčejné. Dobrá fotografie vám dokáže předat pocity a zážitky i z míst, kde jste nebyli. A o tom to je...

Když stojíte v lese, vidíte široko okolo sebe, vnímáte vítr, šumění lesa, vůni jehličí a do zad vás pálí slunce. Toto vše na fotografii však chybí. Je tam jen obrazový výsek a to ještě ve 2 rozměrech (3 rozměr prostoru / perspektivy chybí). A proto je to tak těžké. A proto je pokoušet se o to taky tak krásné!"

http://fotoroman.cz/

What's wrong with this photo?

HotPot - Feedback and much more

Task 1 - Focus on survey

• discuss the survey aim in groups of 4
• try out each other's questionnaires - ask for feedback
• get the green light from the tutor before starting the survey

Task 2 - Focus on Hot Potatoes

• make a list of 10 vocabulary items you want to teach
• define the target group
• prepare the "T's book" - html file (see below)
• create 3 different HP exercises practicing the same vocabulary set

____________________________

HotPot Index or Teacher's book:
a place/page which basic information:
1. Target group (proficiency, age)
2. Topic (preferably a list of new vocabulary items you are teaching)

You can create a whole  HotPot site, combining and connecting various task formats. This is the suggested order of exercises (Can you guess why?):

1. Matching
- 10 items (target vocabulary)
- if using pictures, set the same height for all of them  (e.g. 100 pixels)
- find out how to set the timer, shuffle questions, show a limited number of questions

2. Multiple choice
- 10 questions
- 4 distractors (no mistakes!)
- use sentences, not isolated words
- feedback - additional information, input

Good feedback: motivating, positive, informative
How do I make a good feedback in multiple choice?
Just follow these simple tips:
- DO NOT use capitals, exclamation marks, "NO!" "Unfortunately..." etc.
- be positive :) - do not start the feedback with "Sorry, no..."
- add extra information, eg.
Where do lions live? Chosen answer: "India"
Feedback: "Tigers live in India, but lions live in Africa."

3. Gap fill
- 10 gaps
- context (e.g. a story)
- choose the gaps wisely  :)

Tips:
+ Create feedback which is interesting and informative; do not hesistate to include facts from our real life.
+ Do not skip determiners, e.g. articles:)
+ do not hesitate to include images, links, or audio!


HP exercises can be interonnected using the menu Configure - Buttons.
Suggested course of actions:

1. Create HP matching exercise Ex1. Connect it to the index.html. Make sure you have all the files, including images, in the same folder as the exercise. Save, export.
2. Create a HP multiple choice exercise Ex2.Connect it to the index.html. Carefully fill in the feedback! Save, export.
3. Create a HP gap fill exercise Ex3. Connect it to the index.html and Ex1.html. Save, export.
4. Connect Ex1 to Ex2, and Ex2 to Ex3. Save, export.
5. Open your index.html in NVU. Add links to all three HotPot exercises. Save.
6. Upload all files (index.html, Ex1.html, Ex2.html, Ex3.html, all images) to the web.

Creating a Website

HOMEWORK for the next lesson:

1. clearly formulated survey question - printed
3. distribution plan and strategies
2. a draft of the questionnaire - formatted + PRINTED



Task 1 - focus on web

You should be able to

• insert an image into your web
• insert a weblink into your web
• insert a link to any file into your web
• use tables for formatting the page
• improve the graphics using suitable colour combinations

Task 2 - focus on survey

You should 

• define the problem to explore
• formulate a list of questions you will answer at the end
• design the questionnaire
• identify the target group of respondents
• decide about the ways of distributing the questionnaire

TIPS:

• limit the age of the target group
• focus on one issue only
• multiple choice: consider and include all possible answers, add one open possibility to be filled by the respondent

Interesting links

Kyborg (CZ)
Cyborg (EN wiki)

Cochlear implant
Being Bionic

AI vs. human debate (CZ)
Project Debater IBM

Memory-improving brain implants

Welcome!

CREDIT REQUIREMENTS

active participation, working on classroom tasks
80% attendance

Projects: (submission deadline May 12, 2019)
1. A personal website (includes: a personal profile, HotPot index with basic info (topic, age, level) and links to all HP exercises, links to all school projects and tasks)
2. Hot Potatoes project (matching, multiple choice, gapfill, min. 10 questions each)
3. Survey project (see below) - links to the questionnaire and the final presentation (Prezi or another interactive format)
4. All class-based projects - your hoax image, audio etc.

TIP: ALWAYS BRING
- a pen drive
- headphones


L1 HOMEWORK
1.  Prepare texts you will publish in your website, e.g. personal profile, hobbies etc. (see the Credit Requirements for details). Save the texts in .txt file (poznamkovy blok).
2. Define the question(s) to be answered by your survey. Prepare the questionnaire draft and bring it next week as a  HARDCOPY.

___________________________________

The key question: How can you use ICT in teaching English? 

Task 1
Read the following article: https://www.myenglishpages.com/blog/ict-tools-and-english-language-teaching/
Note down any terms you have never encountered, and tools you have never used. Make a personal plan - choose which of the unknown tools you will try out during the lesson.
TIP: Always note your plans down - writing supports logical thinking, reasoning, timing, and enables final check.

Task 2
Reflect your personal experience and preferences. Make a list of three activities using ICT which you regularly use to support your studies. use PEN AND PAPER! You need not sign the sheet.
When finished, pass the paper on. Read the lists written by the other students and compare.

Task 3
Watch the video HERE.
Who made it? How? For what purpose?
What do you think of the video? Summarise your opinions in the comment to this blog entry.

_______________________________________

Task 4 - optional
What is Kahoot?
https://kahoot.com
Register, and try out! work in groups, test your tests.

Task 5
For publishing and sharing anything, you need a space you can edit freely. Let's create a private website!

Create a folder named PCSkills on your pen drive.
Create the index.html file in NVU. Save it into the PCSkills folder.
Write a short introductory text into the file index.html. You will improve it later.

[WYSIWYG editors for Mac]

Experiment with formatting, colours, consider the role of images and graphics...

• Insert a link to the KAJ Dept. page.
• Insert a picture you took (avoid copyright problems!).
• Create an Avatar HERE and add the link into your index.html.

Create a free account at webzdarma.cz. Design a catchy name for your domain.
Upload your index.html and the image to your site in webzdarma.

Bask in glory, admiring your first hand-made web page!

Experiment with formatting, colours, consider the role of images and graphics. Check the links below for ideas:

Inspiration:

http://www.colorpicker.com/

http://www.jakpsatweb.cz/

http://www.wikihow.com/Create-a-Simple-Webpage-Using-Notepad

Psychologie barev
ColorSchemes
Colors for web - Theory 
WebcolorsWiki

___________________________________

Internet Survival Guide
        

___________________________________

Survey - project details

• Consider a topic which you could use for your bachelor thesis; discuss the choice of topic with yout tutor
• Set a hypothesis or a research question
• You will need at least 60 respondents of the chosen target group to get reliable data
• Prepare the questionnaire and pilot it – do the respondents understand the questions properly? Discuss the questionnaire witht he tutor before using it
• Consider the way of processing the data in advance and modify the questionnaire design accordingly
• Consider possible correlations among various questions
• Disseminate the questionnaire, collect data and analyse them, answer the pre-set questions
• Write the final report, illustrate the findings with charts and graphs

___________________________________

TOPICS:

13.02.2019 CR, basic Internet skills, web safety, ICT in ELT, Survey design; Creating a website
20.02.2019 Creating a website - continued; Avatar; online ELT resources
27.02.2019 HotPot
06.03.2019 Images + hoaxes
13.03.2019 Audio + Podcast
20.03.2019 IT reliability, trolling, fake news
27.03.2019 Survey Project online - pilot, progress, data collection, hypotheses and questions
03.04.2019 Word for university students
10.04.2019 Excel + basic statistics - processing survey data
17.04.2019 Developing the webpage, finalising projects
24.04.2019 HotPot advanced - feedback
01.05.2019 HOLIDAY
08.05.2019 HOLIDAY
15.05.2019 credit week