Excel and Avatars

1. Basic statistical analysis is something every university student and every shool teacher should master. Let's work with a typical situation first, to organise our data, and then we will see what they tell us.

Download the file Excel_start.doc from http://prekladani.capsa.cz/.
The tasks are described in the file.

2. How to create your own avatar
click the play button below!




To create your own avatar, register at
http://www.voki.com/
make your avatar and place it into your website! :)
Explore the avatar's ability to talk in various accents and languages.


3.  Internet safety??
http://www.novinky.cz/internet-a-pc/bezpecnost/296878-deti-ohrozuje-na-internetu-webcam-trolling.html
http://www.bbc.co.uk/news/uk-england-berkshire-14897948
http://www.scambusters.org/webcamsafety.html


TASK: browse the net and find more detailed and reliable information concerning this fenomenon.
Enter the URL reference you found into the comment to this blog entry.

4. Extra task: What is "Second Life"? How is it used in education?

Big files + Editing sound

1. How to save big files online to be shared and downloaded?
For example:
Capsa.cz – private space, shared through password only
Dropbox.com – private space with the possibility to share files or folders through sharing the URL
Ulozto.cz – less private,  even when you lock the file
Uschovna.cz – NOT PERMANENT!


2. Editing sound - AUDACITY
Within the requested minimium, you should be able to
- open and save a file, export it into different formats
- use effects (fade in, fade out, changing speed, tempo, pitch)
- cut and paste
- combine more files into one


Homework:
download this file and do the task described in it.
You will need the ACTIVE INSPIRE program (a software for interactive board) for working with the file: you can download and install it, using the registration key from room 226. Or you can just copy and save the text, to work in any other software :) Good luck!

A HotPot Teaching Site

TASK:
Choose a topic and target level for your HotPot exercises.  Insert this information into the comment to this blog entry.
Tips:
Imagine a real child to be able to imagine the target group.
Specify the target group through age or school year.
Choose a topic suitable to the age and level of your target group.

WRONG:
Target group: 11-13 years
Topic: Animals

RIGHT:
Target group: 15 years, 9the grade
Topic: Endangered animals



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

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

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

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.



Do not forget:
+ No diacritics, no spaces in filenames.
+ Save everything you want to put online into a single folder. No subfolders.
+ Regularly save your changes.

 FAQ:

1. Do I have to use an authentic text in jcloze (gapfill) exercise?
YES.
Try to find an authentic text which will focus on the topic; some of the target vocabulary items should be included, but not necessarily all of them.
Such a text activates the passive vocabulary of the student, helps them understand the new words in context, and is much more informative than isolated sentences.

Tip: explore primary level sites for native speakers, e.g.
BBC for kids
British Council
Encyclopedia for kids


2. 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. How should I set the colour scheme?
- Remember that the text should be easy to read - the font and the background should be constrasting.
- The backgroud itself should not bee too bright, not to tire the eyes.
- study the Color Wheel site

4. What is the HotPot index?
It is a html file which includes links to all three hotpot exercises, and the basic info:
- the author
- the aim of the exercises, e.g. "Teaching the names of family members"
- the target group description, e.g. "Third grade, basic school, elementary level"

Editing images

The basic skills you should master:

1. Saving an image from the web
2. Compressing, saving in various formats (with different extensions)
3. Crop (ořez)
4. Changing brightness, sharpness, hue and other basic features
5. Making a part of the image transparent


Tasks:
1. Crop your image. 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 (Menu: Enhance - Adjust Lightning - Levels)
3. Adjust sharpness. play with blur :)

4. Use GIMP: Find two images and combine them into one, applying transparency (e.g. Donald Duck walking through Usti nad Labem :) )


TIPS
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

HOMEWORK:
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).


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)

Creating a Webpage

TASK 1 - Your (first?) website
You can get some inspiration in the professional sites - any newspaper is a good choice, or BBC http://www.teachingenglish.org.uk/, or many others. Keep the content in mind, and be creative :)

1. Draw the structure of your future web on a sheet of paper. Check the credit requirements  to get an idea what the compulsory parts are.

2. Open Notepad (Poznamkovy blok) and write the text you would like to publish in your site. Start with the content of the index page - the first page the user will see. Keep the Internet Safety Rules in mind – do not publish your personal data (the date of birth, phone number, credit card numbers …)

3. Open the WYSIWYG web editor New View (nvu.exe) and explore the possibilities of the software.
Above all, learn how to:
- modify colours
- insert images
- organise the page content using frames (tables)
- insert links into text and images
Of course there are more elegant ways of editing, but our main aim is to understand the principles of web creation. If you are safe in this field, feel free to apply your creativity and do more!

Learn more about web colours here - BARVY WEBU

4. Start new web at webzdarma.cz and upload your files (index.html, images...)

5. Publish the URL of your new web as a comment to this blog. :)


How to avoid troubles with image owners

How to write WEB? Easy and fast info

PC Skills for ELT

Computer Skills for Teachers

TASK 1  - How can we use ICT in English Language Teaching?
Enter your ideas into the comment to this blog. Write a few notes first, rephrase, think of more possibilities, then publish. You have approx. 15 minutes. Do NOT use MS Word, use Notepad (not-formatted text).

TASK 2 - Hotkeys
Go to http://pcskills.capsa.cz/
Download the file Hotkeys_Task.doc
Find out how to use the listed hotkeys :)

Which of them do you normally use?
Choose at least three more - those you consider most useful - and start using them regularly!

TASK 3 - Using Word
Download the file Word_Task.doc form capsa.
Find out whether you really know how to work with WORD!

Tasks 2 and 3 are your pesonal responsibility - they will not be "collected and checked". Ask in doubts, try yourself to learn something new, without the direct push from outside. Set your own goals; e.g. - "I will start using these new hotkeys, I will find out how to create automatic Content in word, because I need it for my BC thesis."

         
TASK 4 - Your (first?) website
Take a pen and a paper, and draw the layout of your website homepage. You can get some inspiration in the professional sites - any newspaper is a good choice, or BBC http://www.teachingenglish.org.uk/, or many others. Keep the content in mind, and be creative :)

HOMEWORK for advanced users - Your Home installations:
Audacity (+lame for mp3 export)
Nvu (or any other web editor, not necessarily WYSIWYG)
Gimp (or any other image editor - Zoner, Photoshop Elements,IrfanView)
Hot Potatoes
Activ Inspire (reg.key is available at the board in 226)
Smart Notebook (reg. key available from the teacher)




CREDIT REQUIREMENTS

active participation, working on classroom tasks
80% attendance
Projects: (submission deadline May 10, 2013)
1. A personal website (includes: personal profile, photogallery of photos taken on your own, a page on your hobbies/interests including active links to references, HotPot index and exercises, links to all school projects and tasks)
2. Hot Potatoes project
3. Photogallery - choose an original and creative topic, take 12 images and present them; topic example: my town as I see it (not really tourist postcards, right?)
4. 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.

Containing in Inspire

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

Photoshopping

How to make your images look professional? See here:

Vrstvy a masky
Jak vyzrát na vrstvy

Creating a scenario

Hot Tips:

Methodology: While writing the scenario, define the following:

1. Target group - age, proficiency
see also the Common European Framework of Reference - the definition of levels 
or the full CEFR text available here.
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 hel 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 

Reading competences:

OVERALL READING COMPREHENSION
C2	Can understand and interpret critically virtually all forms of the written language including abstract, structurally complex, or highly colloquial literary and non‑literary writings. Can understand a wide range of long and complex texts, appreciating subtle distinctions of style and implicit as well as explicit meaning.
C1	Can understand in detail lengthy, complex texts, whether or not they relate to his/her own area of speciality, provided he/she can reread difficult sections.
B2	Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low‑frequency idioms.
B1	Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
A2	Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language
	Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
A1	Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

 

READING FOR ORIENTATION
C2	No descriptor available
C1	No descriptor available
B2	Can scan quickly through long and complex texts, locating relevant details. Can quickly identify the content and relevance of news items, articles and reports on a wide range of professional topics, deciding whether closer study is worthwhile.
B1	Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.
	Can find and understand relevant information in everyday material, such as letters, brochures and short official documents.
A2	Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables. Can locate specific information in lists and isolate the information required (e.g. use the "Yellow Pages" to find a service or tradesman). Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
A1	Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
READING FOR INFORMATION & ARGUMENT
C2	No descriptor available
C1	Can understand in detail a wide range of lengthy, complex texts likely to be encountered in social, professional or academic life, identifying finer points of detail including attitudes and implied as well as stated opinions.
B2	Can obtain information, ideas and opinions from highly specialised sources within his/her field. Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.
	Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints.
B1	Can identify the main conclusions in clearly signalled argumentative texts. Can recognise the line of argument in the treatment of the issue presented, though not necessarily in detail.
	Can recognise significant points in straightforward newspaper articles on familiar subjects.
A2	Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
A1	Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.

WebQuest Registration

Please register your WebQuest. Specify:

1. Topic
2. Target group
3. Aims and objectives
4. Final product
5. At least 3 reliable web resources you intend to use

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
For the final design and publishing, you may:
use questgarden or zunal:
• Read the registration and free use conditions first.
download and install phpwebquest generator

download a template and use it
• http://www.educationaltechnology.ca/resources/webquest/templates.php
• http://webquest.sdsu.edu/LessonTemplate.htmlhttp://webquest.sdsu.edu/LessonTemplate.html
The final product shall be uploaded to your personal web; if it is published elsewhere, you will include the active link.