úterý 9. listopadu 2021

Hi world, I want to learn languages!


TASK 1

Visit the sites of Duolingo and Babbel - explore each for at least  15'. Choose a language you do not know and try the activities.

  1. What do the two sites have in common?
  2. How do the teachers approach the learnes? 
  3. What methods do they use?
  4. What is your feeling about the site, would you like to use it systematically?



TASK 2

Go to www.duolingo.com/classroom/eqwduk

Follow the instructions.

 


TASK 3

Learning from each other is the most natural thing in our life. Browse the web, search for more sites offering support for learning various languages.

  1. Choose one site you like most. Enter the URL into the comment to this blog. 
  2. One student - one site! Check in the comments whether your choice is not already taken by someone.
  3. Evaluate the chosen site and add the info to your comment entry. Include a set of basic information: 

  • types of support (from complex teaching to specialized  practice, e.g. idioms only)
  • how many languages are available 
  • free/paid range of service
  • site navigation 
  • page design 
  • positives
  • negatives




WebQuest presentations

 Register into the comments below. Just write the letter  of the chosen slot and your group names :) First come, first served.

_____________________________

Presentation requirements:

  • topic
  • target group
  • product
  • process
  • organisation
  • objectives + goals
10' per each WebQuest presentation, 5' feedback
_____________________________


WQ:  2 leves: 1 info collection, 2 info analysis + synthesis, solving a problem


16.11.2021

  • A - Haubert, Patočka: Building a Hotel
    • website troubles
    • lots of show, little info
    • what is a product? what is your  inteded product?
    • limitations necessary to be able to support with HQ websites 
    • lots of possibilities, opens lots of doors of info
    • target group?
    • objectives?
  • B - Glückselig - Opening a ZOO
    • do not use diacritics :)
    • TG +- 15, a pre-WQ
    • a motivating topic
    • reasonable limitations (different classes, 3 animals only)
    • product - essay  - makes it CopyPaste: any other format possible?
    • money, locality and area limitations? a touch of reality
    • why to do it in English?
    • well designed evaluation - reflects the objectives
  • C - Hendrychová, Kepičová - Mount Everest Expedition
  • D Vavrincová+ Klaudyová - Let's talk taboo
    • a blog as a product - a good idea, but how to avoid CopyPaste? individualisation!
    • target group? teenagers 15-18: a GREAT difference. pretty risky. This is a topic for adults. 
    • groups of 2-4 - quite a wide range different style of work
    • specify the professional target group and situation
  • E - Bouda, Škaloudová - Travelling
    • free-lance journalist writing an article on tr. without an agency
    • choice of destinations
    • personal experience?
    • age group?
    • transport, accomodation, shopping, sightseeing, red tape
    • clear, open, copy/paste (Lonely Planet)
    • set some limiting specifics!
    • ++ lots of reading required
  • G- Zelenková, Marešová - Surviving on Mars
    • 15-18 - a wide range, will require different resources
    • length - do not expect any WQ to be finished at high level in a week
    • ++ NASA team, 6 specialized units - that's hou it really works!
    • avoid "presentation" as final product
jazyk! when we would, 6 group, 

30.11.2021

  • F - Vávra -Game Development
    • a fictional game studio, create your own game
    • 7-9th grade??? 13-15 a wide range, diffrent abilities
    • realia - funding (how to find a producer?)
    • product: essay + game description + presentation to sell it



  • K - Klihavcová, Rennerová, García - D-Day
    • various age groups 16+
    • product: write your D-day participant story 
    • objectives: historical knowledge, "personal experience"
    • what is the role of the group? 

  • L - Lichoň, Techl - Victorian England
    • age 17-18
    • difficulty influenced by the links
    • comparison helps avoiding copy-paste
    • what is the problem to solve?
    • background story?


  • N - Derynková + Bedanová - Ancient Greece
    • age 18-20
    • a nice background story!
    • product - a book + cover
    • 3 roles - balance? cannot they "travel" together and then do their separate work? the task is about responsibility for one part of the product.
    • location - Athens only? era limitaion? 
    • a good example of a master modifiable to any historical era
  • O - Musov, Sluka - Medieval life
    • age 12-18??
    • adventurous approach, clearly specified situation + period
    • in pairs: a squire + a knight
    • clearly defined,  detailed tasks, creative
    • problem phase missing - focus on one question
    • suitable for a school project week  
    • ppt may be quite a boring product! outher ideas? dramatisation?
  • P - Přibyl - Vikings
    • age 12-15
    • helping the VIkings to prepare for spring raids
    • 4 roles
    • first phase - find info about the specified field
    • phase 2 - ? a raid plan?





úterý 2. listopadu 2021

Multiple Choice Questions

 


1. Read the article on MC used in general surveys. Are the +/- applicable in ELT?

2. Study the examples and try to formulate tips for making a valid MC task. Enter your suggestions into the comments below.

3. Go to Moodle - Správa testu - Banka úloh. Create at least three MC questions on your chosen topic. Looking at the Question Bank content, you should realize how necessary it is to give each question a suitable name!



úterý 26. října 2021

Moodle: grammar drill


Moodle from a teacher's point of view:  using tests for drilling grammatical items.

1. How to create a gapfill exercise?

  •     technology
  •     content
2. What is the role of feedback?
  • summative
  • formative


TASK 

  1. Go to the the main screen (https://moodle.pf.ujep.cz/course/view.php?id=1177&notifyeditingon=1). Your registration is still valid.
  2. Click on Zapnout rezim uprav - upper right
  3. Go to your personal Topic and rename it using your name: Surname_Firstname
  4. Choose a grammatical topic (e.g. using articles; irregular past; perfect tenses; etc.) and create a gap fill exercise. Use a CONTEXT, not isolated sentences.  Minimum 20 gaps. Consider well how to place the gaps!
  5. With greatest care write the feedback - you should add 3 different fdbs according to the reached score. Include learning tips and links to sites which offer theory + practice in the chosen field.
  6. After finishing, publish your test.
  7. Try out your colleagues' tests.

Random tips for sites:




pondělí 18. října 2021

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.
________________________________________

Interactive = offering immediate feedback

A  What should the teacher do? 
3 ways  of using IWB:
1. PRESENTATION - present text, images, sound, animations, video, links

2. PRACTICE + FEEDBACK  - indiviual work, PC lab - multiple choice, matching, gapfill... pre-progammed feedback!

3. CREATIVE TASKS
- give the class a chance to think
- offer free space in the file to make notes, summaries...
- saving the Ss' work and using it for further activities


ALWAYS 
- 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) and the upper image are in the upper layer in the mentioned order, the remaining image is in the middle layer.



pondělí 11. října 2021

Interactive Board - basics

  


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

INDIVIDUALLY:
  1. Install and explore Activ Inspire and Smart Notebook, try the basic functions, get the feeling of both softwares. For installation, see the first blog entry of this term.
  2. Follow the list of compulstory items below and practice these basic skills both in Activ and Smart.
  3. 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 (try youtube), and also at http://prekladani.capsa.cz



pondělí 4. října 2021

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. Register your topics in the comments below!
__________

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 - Building the Stonehenge
WebQuest 2 - A Trip to Egypt
WebQuest 3 - A Diary of the Survivor
WebQuest 4 - Pirates!


EXTRA MEMO

úterý 21. září 2021

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

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

Examples of scenarios:
Escape
The Perfect Day
Fantasy (download required)

While writing the scenario, you 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:
Twine homepage


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/

pondělí 20. září 2021

New Term, New Hopes, New View

 The focus is shifting - from now on, you are TEACHERS trying to use ICT to teach English. 


Credit requirements:

submitting  two projects - deadline 1.12.

  • Scenario (individually or in pairs)
  • WebQuest (in pairs)
Exam:
Submitting Interactive Board material, which will be evaluated according to the preset criteria 

_________________________________________________

TASKS DETAILS

Scenario
See Cathy Moore's blog to find out about the practical use of scenarios. 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/

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


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:
Africa
Space
____________________________________________


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 Webquest 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/

____________________________________________

EXAM - 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 to practice intensively
2. choose and design various activities

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 Project will 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 
• 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 resources, youtube...

____________________________________________


čtvrtek 6. května 2021

Audioprojects evaluation

SUM

skip “he said” in dramatisations – it disturbs the dialogue.




LOTR

focus on keywords

nice background music at the right volume!

the final words needed more attention, to be more emotional 


ALICE

low recording quality – a big difference between the 2 voices

flowing nicely; I like the delicate sound effects!

The Doormouse – a nice voice 

the constant background music may become irritating


HAMLET

a great job! high quality of reading. any support you used?

be careful about the air attacks creating booms in the microphone.

video – a simple solution to show who’s talking :)


SERVANT

nice sound effects :)

one voice only: read, listen, re-read, make the corrections (course-curse?). be careful to pronounce all sounds – do not drop the labials, focus on the vowels, pronounce the th-sounds take your time. 


OTHELLO

export to mp3

good reading, including the willow song!

it’s surprising to hear  male voices in women’s roles :) but not impossible.


PYGMALION

export to mp3

in dramatization, focus on the dialogues, not the scene description

nice style in all characters’ talk!

the continuing dialogue might be more fun than the introductory description :)


MENTAL HEALTH

various quality and loudness of the voices – may cause problems for the listener

quite an emotional, personal discussion, in good language


CLEAN AND WELL LIGHTED PLACE

nice sound effects and work with voice

slow, lazy night talk :) 



 

středa 21. dubna 2021

Statistics for Teachers

 

When do teachers need statistics?
- marking (putting together reliable, well-supported results)
- reseach (objectively describing the reality, recognising relations among various factors)
____________________________________________________

What should we understand?

1. The meaning and formulas for Average, Mode, Median
2. The meaning and method of counting the Weighted Average
3. The meaning and importance of Standard deviation and Correlation
4. How to get and analyse the raw data (research methodology) 
5. How to choose a suitable graphical representation of the survey results
____________________________________________________


Task 1  - Analysing research data

Download the example spreadsheet from capsa 
- go to folder PCSkills, file PcSkillsZakladyStatistiky.xls

1. Add some more mock questions and mock answers into the survey - just to have some data to work with.

2. Use the sum, average, mode and median formulas to get -summarising results.

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 standard deviation and correlation within your data. 

___________________________________________________

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. 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.
  • Connected lines in graphs should be used to describe continuous processes.
  • 3D graphs enable presenting more variables within one graph.


Try to focus on the examples - 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
Směrodatná odchylka - see the graph to get the meaning

Rozptyl nám udává, jak moc jsou hodnoty v našem statistickém soubory rozptýleny.

Směrodatná odchylka, podobně jako rozptyl, určuje jako moc jsou hodnoty rozptýleny či odchýleny od průměru hodnot. Směrodatná odchylka je rovna odmocnině z rozptylu,




Co je to vlastně korelace?

Korelace je lineární závislost mezi dvěma veličinami (slovo „lineární“ je důležité – veličiny na sobě totiž mohou záviset i jinak než lineárně). Míru korelace vyjadřuje tzv. korelační koeficient, který nabývá hodnot od –1 do 1.

  • Hodnota 0 znamená, že mezi veličinami lineární závislost není.
  • Kladné hodnoty znamenají, že je mezi veličinami vztah „čím více – tím více“, s růstem jedné veličiny roste i druhá.
  • Záporné hodnoty znamenají, že je mezi veličinami vztah „čím více – tím méně“, tedy s růstem jedné veličiny druhá veličina klesá.
  • Čím blíže je hodnota korelačního koeficientu jedné nebo mínus jedné, tím je vztah silnější. Hodnoty kolem nuly znamenají, že hodnoty žádný vztah nemají.

Podstatné je zdůraznit, že korelace není totéž jako příčinná závislost. Pokud spolu dvě veličiny korelují, neznamená to nutně, že jedna ovlivňuje druhou. Bylo například ukázáno, že počet čápů a počet narozených dětí v jednotlivých evropských státech spolu koreluje (korelace okolo 0,6). Znamená to, že čápi nosí děti?



středa 14. dubna 2021

Kahoot and the principles of teaching

 Do you know kahoot?

It is a fast developing commercial platform which aims at techers, offering a space to create fast quizzes to be played online - on a PC or a phone. The scores are registered and compared, which makes the game highly competitive and motivating. Therefore the platform becomes still more popular among the teachers and students.


TASK 1

  1. Play this kahoot quiz:  https://kahoot.it/challenge/09992845?challenge-id=560ec7a1-e1c2-4ea5-850a-88c60ab1c104_1618432207739
  2. Summarise the advantages and disadvantages of such activity in English language teaching. Consider both the views of students AND teachers.


TASK 2

  1. Make pairs. 
  2. Register into Kahoot and create a quiz of your own.
  3. List the types of questions which are offered (including the premium version). Compare with the types available in Moodle.
  4. In pairs, try out the quizzes you made. Share the links in the project excel chart, so that more people can try them out.

To consider:
Would you prefer Moodle or Kahoot for constant teaching/learning support? What are the criteria? Enter your considerations into the comment to this blog.

čtvrtek 8. dubna 2021

Multiple Choice

 


MC is a frequently used and favoured type of task/test. Why?

Suggested format:

  • 10 questions
  • 4 distractors for each (no mistakes allowed as distractors!)
  • For questions and answers, preferably use sentences, not isolated words. Do not translate.
  • Keep in mind WHAT you want to teach. Language, facts, or both?

Feedback should include

  • correct language input
  • additional information/facts
  • hints or directions toward the correct answer

MC tasks, above all task types, must offer a high quality 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 in good English, eg.:

Where do lions live? Chosen answer: "Malaysia" 

Feedback: "Tigers live in India, but lions live in Africa."

_______________________

TASK 1

  • Choose a simple vocabulary-focused topic, e.g. furniture, winter clothes... remember the fields you covered at high school.
  • Create a list of 10 vocabulary items you want to teach and practice.
  • Formulate 5 MC questions, and 4 distractors to each.
  • Add suitable feedback to each distractor.
TASK 2
Having all the items described above ready, go to moodle and create a MC test in your personal space.

Postup - pro české nastavení:
  • Zapnout režim úprav
  • Založit test. to byste měli mít hotové :)
  • Otevřít test
  • Zvolit příkaz Upravit test
  • Zvolit příkaz Přidat +novou úlohu
  • Zvolit typ Výběr z možných odpovědí
Vyplněním formuláře vytvoříte první otázku.

_______________________

Another independent freeware to create interactive exercises:


čtvrtek 18. března 2021

Working with Sound

 


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!)



EXAMPLE 1 - TEACHER'S JOB - THE SEARCH
Browse Youtube for videos suitable for teaching adult beginners English.
View, listen and choose; consider the topic, level, speed, quality of language, accent...
Convert the video to mp3 using an online convertor.
Cut out a part of the recording, and publish in your webpage - it is almost the same process as inserting an image.

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!

EXAMPLE 2 - GOOD TEACHING PRACTICE
Choose an online audio resource - a podcast or TED. Listen, and share the link and your opinion in the comments to this blog entry.

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 LukeSplendid 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/

_____________
_________________
TASK 1 - THE CREDIT PROJECT
  • to be done in groups of max. 4 people
  • Product: high quality audiorecording 5-10'. 
  • Content: audio dramatisation of a literary scene according to your own choice; may include special sound effects.
Objectives:
  • to practise pronunciation, including peer correction; 
  • to revise British and American literature and support learning for lit. exams; 
  • to master basic sound editing skills in Audacity; 
  • to design a system for recording within online communication; 
  • to develop cooperation and organisation skills; 
  • to list a set of  criteria and evaluate the schoolmates' projects objectively.

Tips:
Communicate online within the group, decide who wil record what.  Using audacity, you can even create a non-real-time dialogue!
Record, listen, re-record, listen, re-record... focus on quality!
Edit the recording in Audacity. Record and add appropriate sounde effects if suitable.
Finalise the file, export it and save as mp3, and add to your personal webpage (each member of the group).



_________________________

EXTRAS
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



čtvrtek 11. března 2021

Moodle training and exploration


Moodle will be a continuous project; the tasks will appear in this blog entry one by one.


Gradually, you should build the knowledge about available possibilities, and the skills necessary to use them for effective teaching and learning.


Let's start with the basics:

TASK 1

  1. Go to moodle ujep - https://moodle.pf.ujep.cz/course/view.php?id=1177
  2. Open menu Sprava kurzu; check the settings
  3. Go to the the main screen (https://moodle.pf.ujep.cz/course/view.php?id=1177&notifyeditingon=1)
  4. Click on Zapnout rezim uprav - upper right
  5. Scroll down, choose Pridat temata, add one; 
  6. Edit its heading - use your own name instead of Tema XX.
Now you have created your personal training field :)

Suggestion: As a group, agree on common areas of interest - possibly an exam you are all taking in this term (BritLit, Phonology)- and use Moodle to present learning and practice materials.



TASK 2

1. Add a test to your study material. The first dialogue is just a frame - after doing the settings, it is time to...

2. ... Add questions to the test. Open the test by clicking, choose - Upravit test - Přidat - Novou úlohu. Explore the test formats! Focus on True-false, Matching and Multiple choice.

středa 10. března 2021

Photos, Images and Hoaxes

 


SUMMARY

The principles defining a good (=memorable) photograph are identical to principles enhancing acquisition, learning + remembering. Therefore, they should be applied in teaching, especially when using images as visual support for presentation or language production.

TASK

1. Take some pictures at your current location. Be creative :)

2. Make a collage of two or more chosen photos from your set of pictures. 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
________________________________________________

Language production
One image is worth a thousand words. One image can stimulate thousands of words. 
How can you use images in language teaching? Take a photo and...

________________________________________________

Compare these two photos:




________________________________________________

Making a simple collage 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)

Making a collage in GIPM - Youtube

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

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)


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?

"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!"

středa 3. března 2021

Behaviourism, Communicative Language Teaching and e-learning

 



Confused? Try this or this.

SUMMARY:

Behaviorism - REINFORCEMENT

  • a change in external behavior is achieved through using reinforcement and repetition 
  • desired behavior is rewarded, while the undesired behavior is not rewarded
  • Pavlov, Skinner - Verbal Behavior

Cognitivism - METACOGNITION

  • internal thoughts and external forces are both an important part of the cognitive process
  • seeks to explain the process of knowledge acquisition and the subsequent effects on the mental structures within the mind
  • student must be an active participant in their own learning process

Constructivism - ACTIVE REORGANISATION

  • people actively take what they are being taught and add it to their previous knowledge and experiences, creating a unique reality
  • learners are not passive recipients of information, but that they actively construct their knowledge in interaction with the environment and through the reorganization of their mental structures

https://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)

___________________


"There is no doubt that online learning is a direct technological response to different learning cultures, methods, and inspirations.

The established learning theories of behaviorism, cognitivism, and constructivism each contribute in unique ways to the design of online materials through their ideas of how learning takes place: Behaviorist strategies teach facts and what is needed for understanding concepts,
cognitive strategies focus on how the process should be implemented for the most successful learning, constructivist strategies use a shift toward real-life application, where the learner is given the opportunity to construct personal meanings from what is presented. 
Connectivism can be used as an important instructional guide or theory to develop previous learning theories for their application to a globalized and networked world."

_________________





How are these theories reflected in e-learning?
e-learning = learning done by studying at home using computers and courses provided on the internet

What is the difference between online teaching and e-learning?

elearning platforms:

________

We have Moodle. Open, login (same as stag) and register for the course KAJ/MTF Moodle Training Field. Within a week, your role will be changed from student to teacher, and you will be able to modify the course.

Today - go to moodle sandbox.
Login as a teacher.
Explore the settings and menus.

Tips: 
Right upper corner - turn editing on. First thing to do, to be able to edit.
Click on Add an activity or resource. Choose File. Explore the whole menu which appears. Try various settings.




středa 24. února 2021

Your Brand New Website

 

 


BASIC RULES:

1. Save, save, backup, save...
2. All files in one folder.
3. No spaces, no diacritics in filenames.

First think, then click!


SKILLS SUMMARY:
You should be able to:
  • create and format a html file 
  • choose the appropriate structure of the page and suitable colours/graphics
  • insert links and files into your webpage
BONUS: Create an Avatar HERE and add the link into your Homepage (=index.html).
________________

Task 1: ACCOUNT
Create a free account on webzdarma.cz.
Read the conditions and other information available.

Task 2: SOFTWARE
Beginners: download and install nvu http://www.nvu.com/
Advanced: Feel free to use any html editor you prefer. 
fast tags help - jakpsatweb

Task 3: STRUCTURE
Create a folder named PCSkills on your hard drive.
Create the index.html file in NVU. Save it into the PCSkills folder. (CASE-SENSITIVE!)
Add some images into the same folder.

JAK ZOBRAZIT PŘÍPONY SOUBORŮ:
Otevřete Průzkumník souborů - ve složce zvolte menu Zobrazení a zaškrtněte políčko Přípony názvů souborů.
Klikněte na lupu -> Možnosti Průzkumníka souborů -> Zobrazení -> Odškrtnout "Skrýt příponu souborů známých typů"


Task 4: EDITING
All:
Insert some texts into the file index.html.  
Insert a link to the KAJ Dept. page.
Insert a picture you dowloaded or took (avoid copyright problems!) and saved into the folder.

Advanced users: 
Experiment with formatting, colours, consider the role of images and graphics. 
Organise and design the space of your homepage (you can use tables, or css styles, or any other formatting).
Study some of these articles:
Upload your index.html and the image into webzdarma administration (SPRAVCE SOUBORU).
Add your web URL to the group Google sheet.

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

Task 6: HOMEWORK
Focus on the credit projects. Make a plan, including timing. Make pairs, start discussing ideas, topics, design. Register topics in the google spreadsheet.

_____________

Lesson objectives:
  • To understand how linking works. We will need it later, e.g. working with Interactive board software or moodle.
  • To accept the need to read instructions carefully, to go step-by-step, to work meticulously, to know what we do  >>>>  in order to PREVENT errors. 
  • To revise web safety. Which items should NEVER appear in your website?

čtvrtek 18. února 2021

Computer versus Human Brain

 



1. Questions to consider:

What are the capacities, advantages and disadvantages when comparing human brain a and computers?


2. Draw a scheme of a standard computer architecture. Can you see some similarities to the architecture of a human body? Which? Why is it so?


3. Fast poll - who are you? A computer-

  • addict
  • geek
  • user
  • survivor
  • hater


4. The future - brainstorming activity

In groups of 4, discuss the possible development of computer technology within 30 years. List the major expected changes. Share your list in the comments to the blog entry. Time: 15 min.


5. Websearch

Find some reliable information about the science and current progress in developing AI. Share the links in the blog comments. Deadline - before the next lesson.

 







pátek 12. února 2021

2021 Credit Requirements

 

Credit requirements
active participation, working on weekly tasks
80% attendance
Projects as defined below: (submission deadline May 1, 2021)


1. Create a personal site with links to all your projects; prefereably a website with full administrative access (webzdarma).

2. In pairs: create a hoax webpage. 
Format: Include text, photoshopped images, fake links and comments.
Objectives: to recognize how easy it is to claim any nonsense online; to browse and analyse other hoaxes and their spreading - what types of people believe and share hoaxes? Why?

3. In groups of 4: Audio project
Product: high quality audiorecording 5-10'. 
Content: audio dramatisation of a literary scene according to your own choice; may include special sound effects.
Objectives: to practise pronunciation, including peer correction; to revise British and American literature and support learning for lit. exams; to master basic sound editing skills in Audacity; to design a system for recording within online communication; to develop cooperation and organisation skills; to list a set of  criteria and evaluate the schoolmates' projects objectively.

4. Individually: Teaching presentation
Product: multimedia presentation of any topic in any course covered or to be covered within your first year of studies at KAJ. 
Target group: Your schoolmates. 
Content: structured, correct, understandable, presentation and explanation of any chosen topic, including examples and FAQs. 
Format: multimedia - should include text, images/graphs/illustrations, audio or video. 
Objectives: to understand the topic; to be able to present and explain clearly; to apply student's experience with online covid teaching; to experience the role of the teacher; to list a set of criteria and evaluate the schoolmates' projects objectively.

5. Individually: Giving and getting feedback. In the google shared chart, evaluate your classmates' projects Audio + Presentation.



Please register the topics in the google chart - one topic can have only one coverage.