Influences

 Take a few minutes and summarise, what pc- or technology-based  activities have most influenced your English language learning and acquisition.

Enter your ideas into the comments below.

Tips:

• offline PC
• tablet
• phone
• online PC - web browsing
• online PC - communication with other people

Summary of preferences: 

1. listening

2. reading 

3. speaking

4. writing

Much more reception than production. What does it mean for ELT?

What types of web-based tasks should the teacher design?

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?

- 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) and 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.

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

19. 10. 2020 Summary: WebQuest Structure

Important! Before next lesson, install ActivInspire and Smart Notebook into your PC, and activate/register. The instructions are available in the first blog entry of this term (that one including credit requirements.

Task: read the references listed below, focus. Brainstorm the topic and final product of your webquest. 

 Wikipedia:

Structure[edit]

A WebQuest has 5 essential parts: introduction, task, process, resources, evaluation, and conclusion.^[4] The original paper on WebQuests^[5] had a component called guidance instead of evaluation.

Task[edit]

The task is the formal description of what the students will produce in the WebQuest. The task should be meaningful and fun. Creating the task is the most difficult and creative part of developing a WebQuest.^[4]

Process[edit]

The steps the students should take to accomplish the task. It is frequently profitable to reinforce the written process with some demonstrations.^[4]

Resources[edit]

The resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. Though the instructor may search for the online resources as a separate step, it is good to incorporate them as links within the process section where they will be needed rather than just including them as a long list elsewhere. Having off-line resources like visiting lecturers and sculptures can contribute greatly to the interest of the students.^[4]

Evaluation[edit]

The way in which the students' performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set.^[4]

Conclusion[edit]

Time set aside for reflection and discussion of possible extensions.^[4]

Study this article https://www.teachingenglish.org.uk/article/webquests

and this... https://www.educationworld.com/a_tech/tech/tech011.shtml

And focus on the individual parts of webquest and their purpose.

12.10.2020 Summary

 1. HW - register the scenario and start working on it. Try out Twine. List any questions or problems which might appear to be discussed in the next online session.

2. In section WebQuest, read the basic information and characteristics. Try out the linked WebQuests. Do you like them (as a student)? Why?

3. Re-read the WebQuest characteristics. Try he linked WebQuests again, and this time view them from the T's point. What are the aims? Did the authors respect the typical WQ features? 

List your opinions and views, to be discussed in the next session.

WebQuest Registration

  Please register your planned WebQuest topics in the comments below to avoid duplicity.

Structure:

• Topic:
• Aims:
• Target group age:
• Target group proficiency:
• Author(s): 

Scenario registration

 Please register your planned topics in the comments below to avoid duplicity.

Structure:

• Topic:
• Target group age:
• Target group proficiency:
• Author(s): 

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

New Term, New 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. Choose the target group and the field of interest for your WebQuest.

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.

___________________________________________

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/

http://www.bbc.co.uk/history/interactive/games/viking_quest/index_embed.shtml

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

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

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/

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 - 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!

TASK 2 - INTERVIEW OR DRAMATISATION (A CREDIT PROJECT)

• to be done in groups of 3
• output: original, self-recorded audio, cca 10'
• a simulated interview with a famous English writer about his life and books
• OR a dramatisation of a part of a book or a play

Aim: to be able to find relevant and interesting facts online, and transform them into one’s own text; practicing language and pronunciation

Tips:
Communicate online within the group, decide who wil record what.  Using audacity, you can even create a 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).

TASK 3 - EXAMPLES OF 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 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/



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

Organisational issues

Dear students,
extreme situation brings up extreme measures :) Nevertheless, the CR for this specific subject remain virtually identical. Please see the first blog entry for details. I believe we can manage to communicate and work on the tasks online. Please feel free to contact me by email with any troubles or questions concerning this course.

I will add the most important chapters and resources to the blog. A new entry is already available at
https://pcskills-ujep.blogspot.com/2020/03/working-with-images.html
You should use the links and instructions to make your hoax image (a part of the hoax page). Lots of inspiration available around, nowadays!
And please, write your name into the comment to the new entry, for me to know this message got through.

Next task coming on Thursday March 26, stay tuned!

Take care. Best regards,
Jana Pavlikova

Working with images

HOMEWORK

1. Take some pictures at your current location.

2. Make a collage of two or more 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?

Hot Potatoes: Basic e-learning formats

Focus on Hot Potatoes

• make a list of 10 vocabulary items you want to teach
• define the target group (age + proficiency)
• 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 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 (MC)
- 10 questions
- 4 distractors (no mistakes!)
- use sentences, not isolated words
- feedback - additional information, input

MC tasks mus 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, 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

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.

What is the percentage of passive, consuming activities? Who does something creative?
Add useful links or tips into the comment to this blog entry.

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

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Internet Survival Guide (CZ)


Summary - 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

Credit Requirements 2020

Credit requirements
active participation, working on classroom tasks
80% attendance
Projects: (submission deadline May 10, 2020)

1. A personal website (includes: personal profile,  links to all school projects and tasks)
2. Hot Potatoes project
3. Hoax project
4. Interview or dramatisation project

Re Hoax project:

• to be done in groups of 3
• create a webpage presenting an unreal concept – idea, object, animal...
• the page should look like a credible source – including formatting, language, fake images, links, resources, „professionally” written manipulative text
• the choice of topic to be approved by the tutor

Aim: to be able to recognise fakes and manipulation online

Re Interview project:

• to be done in groups of 3
• output: original, self-recorded audio, cca 10'
• a simulated interview with a famous English writer about his life and books
• OR a dramatisation of a part of a book or a play
• high quality recording equipment will be available
• the choice of topic to be approved by the tutor

Aim: to be able to find relevant and interesting facts online, and transform them into one’s own text; practicing language and pronunciation

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
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