ICT in ELT ... ??? !!!!!

HOMEWORK
1.  Prepare texts you will publish in your website, e.g. personal profile, hobbies etc. (see the Credit Requirements for details). Save the texts in .txt file (poznamkovy blok).
2. Think of a catchy name for your new website - e.g. karbanatek.zaridito.cz

ALWAYS BRING
- a pen drive
- headphones


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

Task 1
USE PEN AND PAPER to list your suggestions. Time: max 10'
Task 2
Make groups of three. Compare your notes, create a concise finalised list, ordered according to the importance of various activities. Enter your suggestions into the comments to this blog, and sign by all group-members-names. Time: max 15'
Task 3
Read the comments as they appear, and compare your suggestions with the ideas of other groups. Did you miss anything completely?

Internet Survival Guide

CREDIT REQUIREMENTS

active participation, working on classroom tasks
80% attendance

Projects: (submission deadline May 12, 2018)
1. A personal website (includes: a personal profile, a page on your hobbies/interests including active links to references, HotPot index with basic info (topic, age, level) and links to all HP exercises, links to all school projects and tasks)
2. Hot Potatoes project (matching, multiple choice, gapfill, min. 10 questions each)
3. Survey project (see below)
4. Class-based projects - to be included into your website: your hoax image, two audios (audio for your HotPot topic; a radio report)

·         

Survey - project details

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

Topics:

13.02.2018 CR, basic Internet skills, web safety, ICT in ELT
20.02.2018 Creating a website - elementary; Avatar
27.02.2018 HotPot software
06.03.2018 Images + hoaxes
13.03.2018 Audio + Podcast
20.03.2018 IT reliability, trolling, fake news + školení elektronických zdrojů
27.03.2018 Survey Project online - pilot, progress, data collection, hypotheses and questions
03.04.2018 Word for university students
10.04.2018 Excel + basic statistics - processing survey data
17.04.2018 Developing the webpage, finalising projects
24.04.2018 HotPot advanced - feedback
01.05.2018 HOLIDAY
08.05.2018 HOLIDAY
15.05.2018 credit week

aktualita

https://www.novinky.cz/ekonomika/456112-znechucene-firmy-prchaji-z-youtube.html

Podcasting - using online audio

Definition of podcast: A podcast is an episodic series of digital audio or video files which a user can download and listen to. It is often available for subscription, so that new episodes are automatically downloaded via web syndication to the user's own local computer, mobile application, or portable media player.

Podcasts are mostly used as a reliable source of information and high-quality language.

TED

Interesting links on finding and using podcasts in ELT:
https://www.teachingenglish.org.uk/blogs/sandymillin/using-podcasts-develop-listening-skills
https://www.teachingenglish.org.uk/article/podcasting-elt
http://busyteacher.org/22450-podcasts-esl-classroom-top-9-ways.html
https://www.fluentu.com/blog/educator-english/teaching-esl-podcast/
https://sites.google.com/site/journaloftechnologyforelt/archive/3-2-april-2013/4-technology-enhanced-elt-using-podcasts
https://www.podcastsinenglish.com/

https://www.teachthought.com/technology/51-education-podcasts-for-the-21st-century-teacher/

It is easy to listen to something the others prepared for you.
But what about actually recording some podcasts?

TASK: Create your own podcast on poetry.

1. Make groups of 3-4.
2. Each group will develop one chosen topic taken form your current literary programme. Focus on one poem only. Consider what YOU think about it, not what somebody else does! Do not copy analyses and summaries, anybody can do it.
Your task is to summarise your personal opinion and approach to the poem. 
3. Write a scenario to be recorded, OR pre-prepare a free discussion on the poem.
4. Record the podcast (minimum length 5 minutes, maximum length 2 minutes per person). Save it in mp3 format.
5. Add a catchy, informative title to your podcast. Choose some illustrations.
6. Submit the finalised mp3 and other materials to the administrator to upload. Tomas Holec was appointed the administrator: he will start a group account in Podomatic and upload all projects as podcasts.
7. Enter the link of your podcast channel + the title and group members' names into your personal website.
8. Enjoy what you and your mates created!

https://www.podomatic.com

Online resources: BBC + Dictionaries

TASK 1 - a professional ELT site

Go to https://www.teachingenglish.org.uk/
Explore the site and try to find ansers to the following questions:

1. Who are the target audience of the site? Why?
2. How many full-load admins the site requires? (make your best shot)
3. What are teaching tools?
4. Where do you find interactive online games for young learners?
5. Find and download a teaching listening poster.
6. Watch the video called How to draw people and actions. Try to draw a figure in action.
7. What are Cuisenaire rods and how can they be used in ELT?
8. Who is a 21st century boy?

Hypothesis:
The site https://www.teachingenglish.org.uk/ can satisfy almost all English teacher's needs, concerning methodology and teaching resources.
TRUE OR FALSE, WHAT IS YOUR OPINION?

Bonus - Improve your vocabulary!




TASK 2 - Online Dictionaries

Which of them offer classroom activities?
List the specific features of one chosen dictionary in the comment to the blog. Focus on suprising, innovative, inventive features. Suggest how to use them in an English lesson.

https://dictionary.cambridge.org/
https://en.oxforddictionaries.com/
https://www.merriam-webster.com/
https://www.urbandictionary.com
http://www.dictionary.com/
https://www.macmillandictionary.com/
https://www.ldoceonline.com/

Testing in Moodle

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

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 any Topic
Choose Quiz and read all info available.
Add the quiz and explore the settings.

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

Add at least three questions of three different format. Explore the setting possibilities.

Good luck :)


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

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

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

Moodle for beginners

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

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

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

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

I am a newcomer to Moodle and I am confused.

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

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

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

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

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

PROBLEM 2 - THE SOFTWARE

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

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

TASKS: 
1. Go to https://moodle.org/login/signup.php?
Create your personal moodle account.

2. While the accout is being 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

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

Example of a simple course

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

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


More links:
Moodle home 
General features
Sandbox
PF UJEP

Interactive Board Advanced

Interactive = offering 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


Promethean Planet: Examples of IWB tasks
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 for Beginners

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 reading task
- a speaking task
- feedback to all tasks
- links to T's Book from all pages (and links back!)
- active URLs (with tasks)
- a link to a youtube video - focused on the topic, with tasks!
- enough space for the students'work
- a page with all references


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

WebQuest

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


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



WebQuest Home Page

TASK A
1. Explore the web to find out what a WebQuest is. What is the difference between a WebQuest and a LanguageQuest?
2. 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 pairs or indivudually. 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 - Canterbury Tales
WebQuest 2 - Animals
WebQuest 3 - A Trip to Egypt
WebQuest 4 - A Diary of the Survivor

Working on Scenario

FAQ:

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


_________________________________________________

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

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

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

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

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


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


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

easy start with twine

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


Examples of scenarios:
http://scenariodeanasam.euweb.cz/
http://www.kucas.borec.cz/twine/prisonbreak.html
http://www.cizle.euweb.cz/Scenario.html
http://secondtry.wz.cz/scenario/scenar.html

Welcome back!

Credit requirements
 E-learning material: a scenario - deadline November 15
 Material for interactive board – deadline December 13
 WebQuest to be created individually or in pairs– deadline December 13

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



HOMEWORK:

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

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

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

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


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

____________________________________________

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

TASKS DETAILS

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


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

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

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

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

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

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

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

Examples of scenarios:
http://scenariodeanasam.euweb.cz/
http://www.kucas.borec.cz/twine/prisonbreak.html
http://www.cizle.euweb.cz/Scenario.html
http://secondtry.wz.cz/scenario/scenar.html

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

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

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

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

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


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

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

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

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

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


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

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

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

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

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

WEBQUEST EXAMPLES:
http://zunal.com/webquest.php?w=178524
http://corgen.webzdarma.cz/WebQuest/index.html

Credit Requirements - checklist

The Final Project (submission deadline May 12, 2017)

A personal website, which includes:

• a speaking Avatar link, 
• the personal profile
• photogallery of photos taken on your own, 
• your choice: either audiocomments to the images in the gallery, or a video of cca 5 minutes, English sound, with your subtitles and inserted instructions for the use in a lesson;
• a page on your hobbies/interests including active links to references, 
• HotPot index (incl. Teacher's book) and exercises, 
• a photo-collage you made in Photoshop
• an audio reportage (the Gorilla story, or another) 
• the link to your online survey, and the presentation of its results, described in a brief text and summarised in graphs (Prezi).

IMPORTANT:

Check your grammar and spelling before submission - use English only!

Check you included all required items before submission.

Check all links before submission.

Check the presence of the HotPot Teacher's book - describing the topic and target group.

When ready, send the URL of your website via email to the tutor.

WebQuest - Introduction

A WebQuest is an effective tool for USING English. In the previous session you have already  discovedet the most important features of a WebQuest, and your suggested activities may be developed into one.


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



WebQuest Home Page

TASK A
1. Explore the web to find out what a WebQuest is. What is the difference between a WebQuest and a LanguageQuest?
2. 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 
1. In pairs, re-design and develop your suggested activities form the previous lesson into a real webQuest.
First, deal with the TOPIC - at best, use some cross-curricular content: do not focus on English, but on another subject matter.
3. Think about the outcomes of your WebQuest. Describe the final product and enter the WebQuest topic and the product description into the comments to this blog. (Sign with both names.)

Inspiration:
WebQuest 1 - Canterbury Tales
WebQuest 2 - Animals
WebQuest 3 - A Trip to Egypt
WebQuest 4 - A Diary of the Survivor


For the final design and publishing of your WebQuest, you may:

use questgarden or zunal or other sites:
http://questgarden.com/
http://www.zunal.com/
https://createwebquest.com/
http://tommarch.com/strategies/webquests/webquests-template/
Read the registration and free use conditions first.

Debriefing

TASK 1:  Explore the following sites, identifying markers of reliability and manipulation in them:

1. http://www.vaccinetruth.org/
2. https://thetruthaboutcancer.com/the-truth-about-vaccinations/
3. http://relax.lidovky.cz/nocni-mura-z-berlina-nemecke-ne-ockovani-na-vlastni-kuzi-pjs-/zajimavosti.aspx?c=A150302_152657_ln-zajimavosti_ape
4. http://www.naturalnews.com/042012_vaccine_facts_vaccine-damaged_children_CDC.html#
5. http://www.health.harvard.edu/blog/the-inconvenient-truth-of-vaccine-refusal-201603229426
6. http://www.nvic.org/Doctors-Corner/JulianWhitakerMD/The-Truth-About-Vaccinations.aspx
7. http://www.nejm.org/doi/full/10.1056/NEJMoa021134#t=article
8. https://www.cdc.gov/vaccinesafety/concerns/autism.html
9. https://sharylattkisson.com/what-the-news-isnt-saying-about-vaccine-autism-studies/
10. http://ona.idnes.cz/rozhovor-o-negativnich-vlivech-ockovani-ffu-/zdravi.aspx?c=A130725_004650_zdravi_haa

Good news :) Students took the issue into their own hands:
http://zvolsi.info/manual/


Confirmation bias in media (in Czech)

Third Wave Experiment, 1967
Stanford Prison Experiment, 1971

Kyberšikana
Kyberšikana učitelů
...a pokračování

TASK 2:
Make pairs. Design a web-based activity for an English lessson, which would develop the kids' reading abilities AND their skills in analysing and evaluating information.
Target group: 8th grade, level A2
Describe the activity in a comment to this blog entry (do not forget to sign).

True or false, troll or elf

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


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

Excel and statistics for teachers

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

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

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

TIPS:

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

Task 2 - Statistics

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

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

Problem 2

Analysing research data

Task 1
Download the data you gained through your questionnaires. Prepare a graphical presentation showing the results of your survey. Decide which types of graphs are the most suitable.
Choose the most revealing and interesting results and comment on them. What factors influenced the results? How would you modify the questionnaire to get more exact data?

Prepare a short presentation of your results in PREZI and share the link in the comments below. Insert the link to your survey and the link to the final presentation into your webpage!

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.
___________________________________________________

Task 2
In some surveys it is very important to mutually relate various findings -  to prove or disprove a correlation between two facts, e.g. the amount of physical acitivity and the weight of a person.

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

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

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


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

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

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

Online Surveys and Questionnaires

Do you really trust everything you see and read online?

Supposedly the anwer will be NO - as the question itself is suggestive.

Not only obviously naive people make easy prey for intentionally misleading sites. In may cases, the internet-based information  may be even dangerous, if you apply it without common sense and without a wider knowledge of the problem - e.g. information about health problems connected to hardselling sites.

Nevertheless, we can also find theories and questionnaires are more or less trustworthy, at least for the purpose of orientation. The analysis of personal learning styles is one of them.


Felder - Learning Styles and Strategies Inventory
theory: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
_______________________________________________

Everybody is active sometimes and reflective sometimes. Your preference for one category or the other may be strong, moderate, or mild. A balance of the two is desirable. If you always act before reflecting you can jump into things prematurely and get into trouble, while if you spend too much time reflecting you may never get anything done.

If you overemphasize intuition, you may miss important details or make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you may rely too much on memorization and familiar methods and not concentrate enough on understanding and innovative thinking.

In most college classes very little visual information is presented: students mainly listen to lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately, most people are visual learners, which means that most students do not get nearly as much as they would if more visual presentation were used in class.

Sequential learners may not fully understand the material but they can nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they have absorbed are logically connected. Strongly global learners who lack good sequential thinking abilities, on the other hand, may have serious difficulties until they have the big picture.
________________________________________________

TASK 1: Fill in the questionnaire at http://www.engr.ncsu.edu/learningstyles/ilsweb.html.
What do the results tell about you? How do you feel about it? Insert your ideas into the comments to this blog entry.
________________________________________________

TASK 2: Using online questionnires to research data 

1. Choose a topic you are interested in; your research field is learning and teaching languages.

Formulate a Research Question or Hypothesis: e.g. "The commuting students have better study results."
Develop a real, interesting research question - be considerate! This task is not meant to become a mock-research. Try to imagine a topic you could develop into a bachelor thesis.

2. Prepare several  survey questions to get data which will help answering your Research Question or confirm your Hypothesis. Include also questions mapping the profile of your respondents (age, field of study...). Write the questions into a text editor, reconsider and reedit. Ask the tutor for feedback before publishing the research.

3. Explore the sites linked below, their requirements and the formats of input and output.
Make sure you will get your data in raw version - not just a summary in per cents. Choose a site you will use.
Put the questions online using any chosen free format.
Publish the link to your survey in your websitehere and here in the blog comments, and ask more friends (best by email) to fill in your online questionnaire. Each of you should have at least 25 respondents.

4. Go to each other's sites and answer the questions. 


5. Prepare an attempt of statistical survey for the next lesson.
__________________________________

Suggested links:

Onlinequizcreator URL
examples of free and paid programs prices
do not miss the teacher-focused program! this site also enables creating games and learning quizzes.

7 Best Survey Tools URL
summary and evaluation of quiz-focused sites
helps you choose the right one

Oursurvey URL
a Czech server, available in 4 languages, offers statistically processed results

SurveyMonkey URL
a popular american site with wide variability of possibilities

Survio URL
another Czech site, available also in English; focuses on statistics; excel export enabled

FreeOnlineSurveys URL
user friendly, great graphics, good variability of formats

KwikSurveys URL
unlimited number od questions and respondents for free

___________________________________________

Tips for making a valid questionnaire:
- think first; imagine what your respondents could answer
- be clear
- ask about one issue only in a single question

- avoid open-ended (txt) questions - prefer multiple choice
- be consistent - focus on a single topic or problem
- avoid spelling mistakes
- avoid ambiguous questions

Working with audio

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


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

TASK 1 - TEACHER'S JOB

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


TASK 2 - AN EXAMPLE OF A STUDENT TASK
You have just become a radio reporter!
Listen to the story of a toddler falling into a gorilla cage at Youtube. Another link HERE.
Find more stories covering the same or similar incidents.
Download the material converted into mp3.
Combining the available audios, create a thrilling radio report about the troubles caused by irresponsible ZOO visitors (max 70 seconds long).
If you feel like it, find more sounds (e.g. crowd shouting, Zoo animals sounds etc.).
Upload the story with an appropriate illustration to your web.

OR choose your own topic, download materials and edit your own story!

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


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

Good examples - Teacher Luke at Podomatic, Splendid Speaking for advances learners

Podcast on podcasting in ELT


HOMEWORK
1. Record comments to the 12 images in your gallery (1 minute max., save in wav file)
2. Edit the recording in Audacity, add background music, cut out noises etc.
3. Export the wav to mp3
4. Upload the mp3 to your website

REMEMBER - before editing, create a backup copy of the original!

Examples of galleries with audio comments created by your colleagues:

http://www.dzblecht.wz.cz/My%20home%20town.html
http://skipit.wz.cz/galerie.html
http://vvalova.wz.cz/gallery.html
http://romankalecky.wz.cz/gallery.html
http://www.springday.euweb.cz/fotogalerie.html
http://personalpage.unas.cz/Personalgallery.html

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

http://www.bensound.com

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

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

Editing Images

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

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

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

 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?

____________________________________

HOMEWORK

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

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

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

____________________________________

The basic skills you should master:


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

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

4. Working with layers and masks in Photoshop:
Open the image
Duplicate the layer (Ctrl+J)
Choose the type of layers combination (Měkké světlo, závoj...)
CZ: Přidejte masku vrstvy (možnosti - odkrýt vše nebo skrýt vše)
Malujeme do masky!


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

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

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

___________________________________________________

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

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

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


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

____________________________________

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

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

Jednoduše na kompozici

GIMP online help (in English)

Our Future?

AI beats human in poker (Ihned)