Moodle tasks all in one place

TASK 6  20.4.2022

Student's view on Moodle 

Make pairs. Try out each other's materials and offer feedback.

Following the tutor's presentation, THIS video and this LINK, find out which data about the student's progress you can gain through the tests.

____________

TASK 5     23.3.2022

Test techniques - focus on Multiple Choice.

Focus on feedback in your test. A good feedback should

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

____________

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."

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

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

____________________

TASK 4     16.3.2022

1. Find an audio link you want to add to your topic. Consider the length, language quality and info reliability!
2. Add the link into your moodle space. Include questions/tasks, e.g.: "Based on the audio, define... describe... decide..." YOu can either add an URL only, or a whole page.
3. Add a quiz to the listening - use the MATCHING technique. 

https://moodledocs.phil.muni.cz/cinnosti/test/nastaveni-testu/

____________________

TASK 3         9.3.2022

Make pairs. Visit each other's moodle topics and compare the approaches  - give your friend a valid and useful feedback! e.g.

• What is missing in the planned structure? 
• Would you prefer a different approach?
• Is the text understandable and correct?

____________________

 TASK 2       2.3.2022

In the view of today's lesson (How our brain works), consider the structure of your Moodle task. 

1. Presentation should include the main facts about the problem (focus on learning the knowledge) and  involve as many senses as possible. (e.g. use colours to mark keywords).
2. To support connecting information and critical thinking, add questions to be answered after studying the introductory  material.
3. Practice should give the user a chance to apply the knowledge and train the targetted skill. Add several types of tests, ordered form the simple to most difficult level.

____________________

TASK 1     23.2.2022

1. Go to moodle ujep - https://moodle.pf.ujep.cz/course/view.php?id=1177
2. Open menu Course Administration/Sprava kurzu; check the settings
3. Go to the the main screen (https://moodle.pf.ujep.cz/course/view.php?id=1177&notifyeditingon=1)
4. Click on Turn Editing On/Zapnout rezim uprav - upper right
5. Scroll down, choose Pridat temata, add one; 
6. Edit its heading: use your own name + the chosen topic instead of TopicXX/TemaXX.

            example: Novak_The Age of Shakespeare

Now you have created your personal training field :)

    7. Search the web, find a useful site related to your topic, and add the URL to your area. Explore         the settings available.

Photos, images and Hoaxes

  

SUMMARY

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

TASK/HOMEWORK

1. Take some pictures of your hometown. Be creative :)

2. Make a collage of two or more chosen photos from your set of pictures. Insert the final photo with a suitable comment into your Homepage (index.html) and publish online. 
_________________________________________________

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

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

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

________________________________________________

Language production

One image is worth a thousand words. One image can stimulate thousands of words. 

How can you use images in language teaching? Take a photo and...

The image in ELT - pdf to download

________________________________________________

Compare these two photos:

________________________________________________

Making a simple collage in Photoshop:

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

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

3. Mask  - cover all (a black mask)

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

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

experiment with the brush settings (krytí, hustota)

Making a collage in GIPM - Youtube

inspiration Martin Stranka

__________________________________________________

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

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

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

Typical Viral :D

Any other suggestions?
____________________________________________________

What shall we know?

1. How to compose a photography

Golden ratio - zlatý řez

Digineff-  základy kompozice

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/

Interesting sites

Data visualisation Beta

100 Tools for teachers

CUP Digital Week: A teacher’s experience of… using technology in language teaching

Memory, Acquisition and Learning

 How does human brain work?

TASK 1

Browse the internet. Try to find answers to the following questions:

1. What does language acquisition mean?
2. Do all human brains acquire the first language the same way?

TASK 2

What is the function of Brocca's area and Wernicke's  area? 

When were they discovered?

Find and download an unlabeled image of a human brain. Label the two areas there. 

TASK 3 - Moodle

In the view of today's lesson, consider the structure of your Moodle task. 

1. Presentation should include the main facts about the problem (focus on learning the knowledge) and  involve as many senses as possible. (e.g. use colours to mark keywords).
2. To support connecting information and critical thinking, add questions to be answered after studying the introductory  material.
3. Practice should give the user a chance to apply the knowledge and train the targetted skill. Add several types of tests, ordered form the simple to most difficult level.

Publish or perish

The first issue to solve is a place to share all projects. In general,  we have 3 possibilities:

1. To use a simple preset website - e.g. estranky or webnode, or even some blog site - it is a service which enables editing the text, links and images - and not much more. There you can share links to projects saved somewhere else (permanent drives - ulozto, gdrive, capsa, dropbox...)

2. To use a professional hosting service, e.g. webzdarma, which offers full control - and requires basic html editing skills, at least at the WYSIWYG level (NVU editor installed in CS226). - See below.

3. To use a teaching platform with a complex structure and plenty of features - in our case, MOODLE.

TASK 1

Decide which of the three possibilities you will use for sharing your projects. Explore the offers and conditions. Always go for a free programme!

_________________________________________

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

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

Let's start with the basics:

TASK 2

1. Go to moodle ujep - https://moodle.pf.ujep.cz/course/view.php?id=1177
2. Open menu Course Administration/Sprava kurzu; check the settings
3. Go to the the main screen (https://moodle.pf.ujep.cz/course/view.php?id=1177&notifyeditingon=1)
4. Click on Turn Editing On/Zapnout rezim uprav - upper right
5. Scroll down, choose Pridat temata, add one; 
6. Edit its heading: use your own name + the chosen topic instead of TopicXX/TemaXX.

            example: Novak_The Age of Shakespeare

Now you have created your personal training field :)

    7. Search the web, find a useful site related to your topic, and add the URL to your area. Explore         the settings available.

______________________________________

To be able to publish anything online, we should understand how things work there - above all, how links among files work.

BASIC RULES:

1. Save, save, backup, save... 3 copies: HDD+PenDrive+Cloud
2. Keep all files to be published in one folder. 
3. No spaces, no diacritics in filenames.
4. First save the files, then create the links.

First think, then click!

______________________________________

How to create your own web on webzdarma:

Task 1: ACCOUNT

Create a free account on webzdarma.cz.
Read the conditions and other information available.

Task 2: SOFTWARE

Beginners: download and install nvu http://www.nvu.com/

Advanced: Feel free to use any html editor you prefer. 

fast tags help - jakpsatweb

Task 3: STRUCTURE

Create a folder named PCSkills on your hard drive.
Create the index.html file in NVU. Save it into the PCSkills folder. (CASE-SENSITIVE!)

Add some images into the same folder.

JAK ZOBRAZIT PŘÍPONY SOUBORŮ:

Otevřete Průzkumník souborů - ve složce zvolte menu Zobrazení a zaškrtněte políčko Přípony názvů souborů.

Klikněte na lupu -> Možnosti Průzkumníka souborů -> Zobrazení -> Odškrtnout "Skrýt příponu souborů známých typů"

Task 4: EDITING

All:

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

Advanced users: 

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

Organise and design the space of your homepage (you can use tables, or css styles, or any other formatting).

Study some of these articles:

Color and Depth Perception (Psychology)

Web Design Color Theory

Color Psychology - Infographics

Task 5: UPLOAD

Upload your index.html and the image into webzdarma administration (SPRAVCE SOUBORU).

Add your web URL to the group Google sheet.

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

Information Technologies and English Language Teaching - Credit Requirements

 

CREDIT REQUIREMENTS

• active participation, working on weekly tasks
• 80% attendance
• Projects as defined below: (finalised before April 26, 2022, presented in the last three lessons)

 

1. In pairs: create a hoax webpage.

• Format: Include text, photoshopped images, audio/video, fake links and comments.
• Objectives: 
• to recognize how easy it is to claim any nonsense online; 
• to browse and analyse other hoaxes and their spreading - what types of people believe and share hoaxes? Why?

update 28.2.2022: the hoax site is no longer compulsory. The reality overcame all nightmares... Do not create anything which can cause problems - e.g. a mock site approving the Russian aggression at Ukraine. Explore the world of hoaxes and fake news independently. Think, search, verify.

2. In groups of 4: Audio project.

• Product: high quality audiorecording 5-10'.
• Content: audio dramatisation of a literary scene according to your own choice; may include special sound effects.
• Objectives: 
• to practise pronunciation, including peer correction; 
• to revise British and American literature and support learning for Lit. exams; 
• to master basic sound editing skills in Audacity; 
• to design a system for recording within online communication; 
• to develop cooperation and organisation skills;  

 3. Individually: Study material

• Product: Moodle-based multimedia summary + practice of any exam topic in one of the courses covered in your second term of studies at KAJ: British Literature 1 or Phonetics+Phonology
• Target group: Your schoolmates.
• Content: structured, correct, understandable presentation and explanation of any chosen topic, including examples, FAQs and practice (min. 2 tests in 2 different formats)
• Format: multimedia - should include text, images/graphs/illustrations, audio or video, references.
• Objectives: 
• to understand the topic; 
• to be able to present and explain clearly; 
• to apply student's experience with online covid teaching; 
• to experience the role of the teacher; 
• to explore the Moodle platform features.

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

https://docs.google.com/spreadsheets/d/1ObfZ4pPl6GBID7oudwi9BGTbMusF8j9X/edit?usp=sharing&ouid=111076814283848817398&rtpof=true&sd=true

Course topics

7125 Jazyk a komunikační technologie 1                Wed   11-13 (1. ročník solo)

 

Week	Topic	HW
16.02.	Computer vs. human brain	register to Moodle training field
23.02.	elearning tools - Moodle
02.03.	Webpage basics; brain vs. structure+colours
19.03.	Images + fakes;  hoax project
16.03.	Audio + Podcast - Audacity
23.03.	Testing techniques in Moodle
30.03.	Kahoot, mindmaps, Prezi, Mindmeister
06.04.	sportovní den rektora - výuka odpadá
13.04.	Excel + basic statistics
20.04.	Graphics in teaching - Moodle+web (page layout, colours, fonts...)
27.04.	projects feedback
04.05.	projects feedback
11.05.	projects feedback + extras
18.05.	credit week

Hi world, I want to learn languages!

TASK 1

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

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

TASK 2

Go to www.duolingo.com/classroom/eqwduk

Follow the instructions.

 

TASK 3

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

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

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

WebQuest presentations

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

_____________________________

Presentation requirements:

• topic
• target group
• product
• process
• organisation
• objectives + goals

10' per each WebQuest presentation, 5' feedback

_____________________________

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

link to shared chart

16.11.2021

• A - Haubert, Patočka: Building a Hotel
• website troubles
• lots of show, little info
• what is a product? what is your  inteded product?
• limitations necessary to be able to support with HQ websites 
• lots of possibilities, opens lots of doors of info
• target group?
• objectives?
• B - Glückselig - Opening a ZOO
• do not use diacritics :)
• TG +- 15, a pre-WQ
• a motivating topic
• reasonable limitations (different classes, 3 animals only)
• product - essay  - makes it CopyPaste: any other format possible?
• money, locality and area limitations? a touch of reality
• why to do it in English?
• well designed evaluation - reflects the objectives
• C - Hendrychová, Kepičová - Mount Everest Expedition
• why a historical period of the 50'?
• a clearly structured task  + product
• https://www.rnz.co.nz/collections/siredmundhillary/edmund-hillarys-diary
• defintely catchy, with a high potential
• clear goals 
• language development

• D Vavrincová+ Klaudyová - Let's talk taboo
• a blog as a product - a good idea, but how to avoid CopyPaste? individualisation!
• target group? teenagers 15-18: a GREAT difference. pretty risky. This is a topic for adults. 
• groups of 2-4 - quite a wide range different style of work
• specify the professional target group and situation
• E - Bouda, Škaloudová - Travelling
• free-lance journalist writing an article on tr. without an agency
• choice of destinations
• personal experience?
• age group?
• transport, accomodation, shopping, sightseeing, red tape
• clear, open, copy/paste (Lonely Planet)
• set some limiting specifics!
• ++ lots of reading required
• G- Zelenková, Marešová - Surviving on Mars
• 15-18 - a wide range, will require different resources
• length - do not expect any WQ to be finished at high level in a week
• ++ NASA team, 6 specialized units - that's hou it really works!
• avoid "presentation" as final product

jazyk! when we would, 6 group, 

30.11.2021

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

• H - Habel, Špet Japan's Paradise (Calhoun experiment)
• links to the experiment itself?
• three groups (size?) - three cities
• age - 18+
• J - Cicko, Kropáček - Dystopian society - mankind vs. technology
• age 16-18
• a long intro, without a direct reason to do the task
• 3 students to choose? or groups of three? 
• art x fashion?
• LINKS! 
• 3 informations?
• product -ppt presentation
• dressing up to the roles
• https://www.pastemagazine.com/tech/gadgets/the-20-best-gadgets-of-the-decade-2000-2009/#15-flip-video-ultra-2007-

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

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

• M - Paur, Sentenský - Dinosaurs
• age 12-15, 
• groups of 2, explorers
• why working only at class?
• why wiki only?
• task 2 - draw a real dino? current research!
• https://www.bbc.com/future/article/20170918-what-if-the-dinosaurs-hadnt-died-out

• N - Derynková + Bedanová - Ancient Greece
• age 18-20
• a nice background story!
• product - a book + cover
• 3 roles - balance? cannot they "travel" together and then do their separate work? the task is about responsibility for one part of the product.
• location - Athens only? era limitaion? 
• a good example of a master modifiable to any historical era

• O - Musov, Sluka - Medieval life
• age 12-18??
• adventurous approach, clearly specified situation + period
• in pairs: a squire + a knight
• clearly defined,  detailed tasks, creative
• problem phase missing - focus on one question
• suitable for a school project week  
• ppt may be quite a boring product! outher ideas? dramatisation?

• P - Přibyl - Vikings
• age 12-15
• helping the VIkings to prepare for spring raids
• 4 roles
• first phase - find info about the specified field
• phase 2 - ? a raid plan?

Multiple Choice Questions

 

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

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

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

Moodle: grammar drill

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

1. How to create a gapfill exercise?

•     technology
•     content

2. What is the role of feedback?

• summative
• formative

TASK 

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

Random tips for sites:

https://www.englisch-hilfen.de/en/exercises_list/artikel.htm

https://www.english-grammar.at/online_exercises/articles/article-index.htm

https://www.myenglishpages.com/english/grammar-exercise-articles-2.php

https://myelearningworld.com/top-10-free-online-quiz-makers-for-teachers-and-educators/

https://www.flippity.net/

Interactive Board Advanced

  

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

Add your answers into the comment to this blog.

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

Interactive = offering immediate feedback

A  What should the teacher do? 

3 ways  of using IWB:
1. PRESENTATION - present text, images, sound, animations, video, links

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

3. CREATIVE TASKS
- give the class a chance to think

- offer free space in the file to make notes, summaries...

- saving the Ss' work and using it for further activities

ALWAYS 

- use the time wisely
- motivate the students

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

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

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


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



TIPS AND TRICKS:

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

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

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

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

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

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



Hiding objects in SMART: online help

To animate object in SMART:

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

Hiding objects using magic ink in Activ: youtube tutorial

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

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

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

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

WebQuest

 

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


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



Task 1:
Which of these topics can be developed into a good webquest? Why? What key features might be missing?

1. product: a tourist guide through Bohemian and Saxon Switzerland
2. product: an itinerary for a group travel to Prague
3. product: an essay on the political causes of the Great War
4. product: a list of reasons why UFO does not exist

Task 2:
Define the topic and product of your webquest. Register your topics in the comments below!
__________

WebQuest Home Page

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

Example: Greece or China?

A tool for making and publishing presentations online


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

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

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

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

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

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

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

EXTRA MEMO

https://learningapps.org/

https://www.flippity.net/

Scenario

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

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

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

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

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

Examples of scenarios:
Escape
The Perfect Day

Africa

Survival

Fantasy (download required)

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

__________________________

TWINE engine bor making scenarios to download:
Twine homepage

Basic instructions in Twine

Video-Course on 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/
http://blog.cathy-moore.com/2018/04/3-ways-to-help-people-learn-from-mistakes-in-branching-scenarios/

New Term, New Hopes, New View

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

Credit requirements:

submitting  two projects - deadline 1.12.

• Scenario (individually or in pairs)
• WebQuest (in pairs)

Exam:

Submitting Interactive Board material, which will be evaluated according to the preset criteria 

_________________________________________________

TASKS DETAILS

Scenario
See Cathy Moore's blog to find out about the practical use of scenarios. More at
http://blog.cathy-moore.com/2011/07/sample-branching-scenario-cool-tool/
http://blog.cathy-moore.com/2010/05/elearning-example-branching-scenario/

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


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

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

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

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

Examples of scenarios:
Africa

Party Gone Wrong

Ss' site

Space

____________________________________________

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

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


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

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

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

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

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

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

____________________________________________

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

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

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

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


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

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

____________________________________________

Audioprojects evaluation

SUM

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

LOTR

focus on keywords

nice background music at the right volume!

the final words needed more attention, to be more emotional 

ALICE

low recording quality – a big difference between the 2 voices

flowing nicely; I like the delicate sound effects!

The Doormouse – a nice voice 

the constant background music may become irritating

HAMLET

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

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

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

SERVANT

nice sound effects :)

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

OTHELLO

export to mp3

good reading, including the willow song!

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

PYGMALION

export to mp3

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

nice style in all characters’ talk!

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

MENTAL HEALTH

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

quite an emotional, personal discussion, in good language

CLEAN AND WELL LIGHTED PLACE

nice sound effects and work with voice

slow, lazy night talk :)