Excel and Statistical Functions 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 - Finalising the Survey
1. Insert the raw data of your survey into a spreadsheet. Remember - on cell, one piece of information, ideally a number! give each repondent an unique number, and use one line in the spreadsheet for each respondent.

You can download an example spreadsheet from capsa - go to folder PCSkills, file ExampleResearchMatrix.xls.

2. Use the sum, average, mode and median formulas to get the first results. THINK about the type of data you are using and consider you want to learn - use the predefined questions and hypotheses.

3. In some surveys it is very important to mutually relate various findings -  to prove or disprove a correlation between two facts/answers. Identify the possibilities and explore the correlation within your data.

4. Prepare a graphical presentation showing the results of your survey. Decide which types of graphs are the most suitable.

5. Choose the most revealing and interesting results and comment on them. What factors influenced the results?

6. Prepare a presentation of your results in PREZI and share the link in the comments below.
Compulsory items:

• Topic, questions and hypotheses
• Survey methods
• Methods of dissemination
• Target group, the final number of respondents
• Summative results (in %)  (illustrated through graphs)
• Correlations
• Conclusions

7. Insert the link to your online survey questionnaire and the link to the final Prezi presentation into your webpage!

___________________________________________________

Task 2 - Supporting activities

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

2. 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:
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.

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

Research Questions and Hypotheses

1. set your hypotheses or survey question(s)
2. publish the approved questionnaire online
3. publish both the hypos and the link inthe comments to this blog entry

Facts, Fakes, Fiction, Falsifications

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.

Previous discussion

https://technet.idnes.cz/rozhovor-media-dezinformace-skolstvi-dxq-/veda.aspx?c=A180325_130244_veda_hege

Online questionnaires

Create our own questionnaire online in two minutes! It is easy, it is free... well... sometimes...

Checklist for yoru SURVEY project:
1. Formulate one or more hypotheses or research questions. What do you want to find out? Define your target group and choose the language accordingly (CZ or E).
2. Prepare the draft of the questionnaire and discuss it with the tutor.
3. Implement the suggested changes, print the questionnaire out and pilot it with one or two persons, to be sure it is understandable and brings the required data.
4. Discuss the pilot results and your hypotheses with the tutor.
5. After you get the green light from the tutor, publish the questionnaire.
6. At best, combine paper and electronic versions to get the highest possible amount of answers.
7. You will need the INDIVIDUAL answers, to be able to work on correlations. Check the possibilities with the provider you choose. Examples:


https://www.survio.com/cs/
https://app.click4survey.cz
https://www.vyplnto.cz/
Stažení jednotlivých odpovědí pro vyhodnocení ve statistických programech
Exporty surových dat do formátů XLS, XLSX, CSV, XHTML a PDF+QR jsou
k dispozici i u bezplatné licence FREE — neomezený počet odpovědí zdarma!

https://www.quanda.cz/nastroje/online-dotazniky

Fake News

Research - original pdf to download
Technet

PRAVDA MÁ KRÁTKÉ NOHY - summary

Hlavní poznatky shrnují autoři takto: „Nepravda se šířila významně rychleji, hlouběji a měla větší dosah než pravda.“ Platilo to pro všechny kategorie zpráv, nejvýraznější byl ale tento rozdíl u zpráv politických, zpráv o terorismu, katastrofách nebo o vědě.

Ve velkém se nepravdivé informace začaly na Twitteru rozšiřovat během americké prezidentské kampaně v roce 2012. V roce 2014 zase vědci zaznamenali rekordní nárůst „smíšených zpráv“ (zpráv kombinující pravdivá a nepravdivá tvrzení) v souvislosti s anexí ukrajinského Krymu Ruskou federací. Během předvolební kampaně 2016 je pak na Twitteru vidět velký nárůst jak pravdivých, tak i nepravdivých zpráv. Ty nepravdivé se ovšem šířily snáze a dostaly se k více lidem.

PROČ??

„Zjistili jsme, že nepravdivé zprávy častěji vyvolaly emoci překvapení, což podporuje hypotézu o originalitě,“ píší vědci. Dále nepravdivé zprávy vyvolaly častěji znechucení. „To je velmi typická, velice lidská reakce, to znechucení,“ myslí si Aral. Producent nebo šiřitel nepravdivé, smyšlené zprávy, počítá s touto emocionální reakcí, která zprávě pomáhá v dalším šíření.

Nepravdivé zprávy mají totiž podle Arala opravdu hrozivý potenciál: „Důsledky mohou být dramatické a katastrofální. Pořád ale nevíme dost o tom, co se děje a co můžeme udělat pro to, abychom lidem pomohli poznat nepravdu od pravdy.“

Je docela možné, že žádné jednoduché řešení neexistuje. Filtrování zpráv bude vždy podezřelé a platforma, která je bude filtrovat, bude velmi těžko obhajovat, proč mají zrovna její správci „patent na pravdu“. A zatímco někteří doufají, že označování podezřelých a pochybných zpráv by mohlo posílit kritické myšlení příjemců, ve skutečnosti má tento přístup několik zásadních nedostatků.

Obecně je zřejmě jediným dlouhodobým řešením kultivace mediální gramotnosti a pěstovat tak schopnost lidí ověřovat si informace. To ale není jednoduché, zvláště v prostředí on-line sítí, kde je zdánlivě tak málo času na rozhodování. Podle Arala ale stojí za to nerezignovat a povzbuzovat kritické myšlení: „Bude to vždycky nekonečná bitva pravdy s nepravdou. Myslím si, že pokud dovolíme, aby byla společnost pohlcena nepravdivými informacemi, může nás to úplně paralyzovat, a to způsobem, který si zatím třeba ještě nedokážeme představit.“

Zdroj: https://technet.idnes.cz/nepravdive-zpravy-se-siri-rychleji-nez-pravdive-twitter-studie-science-mit-vosoughi-goj-/veda.aspx?c=A180312_044339_veda_pka

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!)

!!!!!!!!!!HOMEWORK!!!!!!!!!!
Upgrade your questionnaire according to the tutor's instructions. Print out two copies and do the PILOTING - try the questionnire out with two people of your target group. Bring the filled-up questionnaires for the next lesson.

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, and publish in your HotPotaoes index webpage (see the related blog entry for details).

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

TASK 2 - AN EXAMPLE OF A STUDENT TASK
You have just become a radio reporter!
Work in pairs. Choose an actual event from your real life, and prepare a 2minute talk on it.
Present main facts and your opinions.
Options: either pre-preapre the text, and record, or present the event in the form of live-talk, or an interview between you two.
Edit the recording in Audacity. Record and add appropriate sounde effects if necessary.
Finalise the file, export it and save as mp3, and add to your personal webpage.

TASK 3 - EXAMPLES OF GOOD TEACHING PRACTICE
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

More online podcasts and streams
Ted Talks on Education - free online lectures!
Paramind
Oxford University Podcasts

Free text to audio:
http://www.fromtexttospeech.com/


Sound files extensions:
wav -  Standard audio file container format used mainly in Windows PCs. Commonly used for storing uncompressed (PCM), CD-quality sound files, which means that they can be large in size—around 10 MB per minute. Wave files can also contain data encoded with a variety of (lossy) codecs to reduce the file size (for example the GSM or MP3 formats). Wav files use a RIFF structure

mp3 - compressed, MPEG Layer III Audio. Is the most common sound file format used today

flac - Free Lossless Audio Codec
ape - Monkey's Audio lossless audio compression format
ogg - A free, open source container format supporting a variety of formats, the most popular of which is the audio format Vorbis; compression similar to MP3

webm - Royalty-free format created for HTML5 video
aiff - Standard audio file format used by Apple. It could be considered the Apple equivalent of wav

ref: https://en.wikipedia.org/wiki/Audio_file_format



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

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

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

!!!!!!!!!! HOMEWORK !!!!!!!!!

For the next lesson, bring a PRINTED version of your finalised Survey Questionnaire.

 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...

https://technet.idnes.cz/fotomontaze-hoax-fake-photoshop-doo-/software.aspx?c=A090317_114241_software_pka

Typical Viral :D

Any other suggestions?

____________________________________

HOMEWORK

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

2. Make several product photos, 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...)
Cover the new layer with a black mask (Alt+mask icon)
Use the white brush to "make a hole into the mask" - to uncover the needed part of the image.

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


Ctrl+ magnify picture
Ctrl+J  Duplicate the layer
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)

Hot Potatoes is not a dish!

HOMEWORK: 
1. Bring a camera and three jpeg images you took for the next lesson!
2. Prepare the first draft of the questionnaire for your planned research and bring it (either printed or in electronic form).


Hot Potatoes is probably one of the oldest freewares focused on teaching. See http://hotpot.uvic.ca/!

TASK:
At the hot pot page go to tutorial. Choose Standard Tutorial for Windows, Start and go to The Potatoes, one by one - JMatch (matching exercises).
Open the HotPot program in your PC, go to the green potatoe - matching exercises.
Explore the possibilities of setting, start creating the exercise, call for help if necessary.

______________________________________

http://hotpot.uvic.ca/wintutor6/tutorial.htm

HP HotLine:

1. Keep all files in the same folder. Do not change the names after you link them.
2. HP create two types of files:
*.j?? (jcl, jmt...) - "Teacher's book" - can be edited; save it carefully!
*.html  - "Students'book",  the exported file - interactive, but cannot be edited
3. Save, export, check.

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

HotPot Index or Teacher's book:
a place/page which basic information:
1. Target group (proficiency, age)
2. Topic (preferably a list of new vocabulary items you are teaching)

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

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

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

Good feedback: motivating, positive, informative

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"

Your Brand New Website

BASIC RULES:

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

THINK BEFORE CLICKING!
_________________________________

LESSON SUMMARY:
You should be able to:

• create and format a html file in NVU
• choose the appropriate structure of the page, and suitable graphics
• insert links and images into your webpage
• start a website at webzdarma.cz

Hot tips:

Draw the visual structure of the webpage before editing.

Insert the texts and images before formatting.

_________________________________

HOMEWORK:
Choose a topic and a target level for your HotPot exercises.
Insert this information into the comment to this blog entry.

Format:
Your Name
Topic (in detail)
Level + age

Example:
Novakova
Winter clothes
6th grade - elementary
_________________________________________________

Task 1:
Create a folder named PCSkills on your pen drive.
Create the index.html file in NVU. Save it into the PCSkills folder.

Check the credit requirements and prepare the structure of your web site (use pen and paper first). Start writing the texts, creating more html file you will need, consider the graphics... Be creative!

Insert your pre-prepared texts into the file index.html.

Experiment with formatting, colours, consider the role of images and graphics. Check the links below for ideas:

Inspiration:

http://www.colorpicker.com/

http://www.jakpsatweb.cz/

http://www.wikihow.com/Create-a-Simple-Webpage-Using-Notepad

Psychologie barev
ColorSchemes
Colors for web - Theory 
WebcolorsWiki

Insert a link into your page (you may use the link to this blog, or any other page - just make sure you know how to do it).
Save a picture (max.size 1 MB)  into your Web folder. Then open the index.html file, insert the picture into a chosen place.
Save, and view the file index.html in the web browser..



Task 2:
Upload your index.html and the image into your webzdarma.cz
Bask in glory, admiring your first hand-made web page!

Create your pesonal speaking avatar at http://www.voki.com/. Experiment with the variations, insert a speaking text. Then save (no paid account needed!) and copy the full link to your index page.
Upload and refresh  (Ctrl+F5) to check!


Task 3

Hotkeys
Download the file Hotkeys_Task.doc from http://prekladani.capsa.cz/, folder PCSkills.
(Log: student, psw: ujep)
Do the task.

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