My Pronunciation Learning Experience

Lesson Plan: Learn with Eee Pad

Learn With Eee Pad

W 15: E-portfolios

新竹教育大學 王子華教授 E portfolio之系所推動分享

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東吳大學 何希慧主任 學生基本能力與E portfolio建置

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政治大學 陳木金主任 教學反思與E portfolio

View more PowerPoint from deanshiu

Reflection:
After reading so many shared slide, i can easily find that E-profolio is good for teachers and students to keep records of what they need, esp. for those who have such habits. However, recently, when more and more colleges devoted themselves to building e-profolio systems, students' negative response toward to the platform is the main cause that they are not willing to use the system. For one thing, digital learning is not so welcome in most of the schools. For another, most teachers didn't encourage students to use e-profolio to write the learning reflection or learning logs. Thats why E-profolio is not so popular in Taiwan.

W14: E-book and E-bag

Notes on MEI 14

Multimedia in English Instructions 多媒體輔助英語教學

Date: 5/22/2012

Instructor: Chin-Wen Chien 簡靜雯

Topic: E-book and E-bag

Grouping

Definition:

electronic schoolbag

e-schoolbag

The eBag is a personal, digital repository in which you can place pictures, video, music, text documents and other digital material for use in and outside of school. In the following a description of the eBag architecture is provided. (extract from http://neuromancer.sciatl.com/papers/eBag_final.pdf)

Task 1:

I used to think learning/schoolbag/book as a collection of textbooks, but now I think learning/schoolbag/book as an tool which can not only provides students multimedia resources but also offer interaction and response to students.

Reflection 1:

I like e-bag a lot because it really reduces the weight of the schoolbag, the problem bothering me a lot while I was a junior high student. At that time, each one should bring not only the textbooks but the reference books of every subjects, but I thought they are too heavy to carry to school esp for those who ride bikes. They have to be very careful so as not to hurt themselves. From then on, I' ve thought of the possibility of eBag, but the technology then is not so mature, though some of the ebooks are available, most of resources are not easy to obtain. As time goes by, e-bags have been increasingly important and popular around the world, and the authorities concerned recommend teachers and students use e-bags in the coming five years so we'd better try hard to learn about e-bags and how to handle them well. If we are allowed to study e-bags, it's a good try to find out some strategies of using e-bags to help teachers and students use their  e-bags easily and helpfully.

Benefits of e-schoolbag 

1. A complementary learning resource

2. Communication and creation of individual or 

group works

Reflection 2:

E-bags or e-pads are great medium for discussion for their portability and lightness. With WiFi connection, students can sure the net and find out the solution of the questions and learn the process. Besides, I highly recommend use e-bags to read. In the past, if we'd like to read a book, we should go the library and check if available. Sometimes, it's quite time-consuming because the book may or may not meet your needs. With e-bags, students can go to the website of the library and to check if the book is available. What's more, some library provided e-book lended services like 臺中市立圖書館. The service is really convenient.

Take Chinese teaching for example, teacher can assign one or more passages for reading assignments so that students can read the related articles can gain the knowledge of the relevant concept/knowledge/keywords. This will flip the way of traditional learning and lead a open road to the future generation.

Types of E-books

• Text electronic books 文字電子書
• Static picture electronic books 靜畫電子書
• Moving picture electronic books動畫電子書
• Talking electronic books 有聲書 
• Multimedia electronic books 多媒體電子書
• Ploymedia electronic books 多元媒體電子書
• Hypermedia electronic books 超媒體電子書
• Intelligent electronic books 智慧電子書
• Telemedia electronic books 遠程媒體電子書
• Cyperspace electronic books 模擬空間電子書

Types of E-books (functions)

1. Archival electronic books文獻型電子書

2. Informational electronic books資訊型電子書

3. Instructional electronic books教導型電子書

4. Interrogational electronic books諮詢型電子書

Types of E-books (software)

1. Multimedia CD-ROM electronic books

多媒體光碟電子書

2. Hand-held electronic books掌上型電子書

3. Disk electronic books磁片型電子書

4. Computer electronic books電腦型電子書

Benefits of e-books

1. exposed to sound, animation, and interactive activities that scaffold learning  (good input)

2. enhance the text format and the opportunities available for multiple readings

3. boost students’ self-esteem while providing access to texts that were previously out of reach

Task 2: Turn to the Next PageIn a group of four, browse through these free 

download e-books. Choose one book and consider the following elements:

a. language learners’ age

b. proficiency level

c. language focus

d. a book

e. 1-2 activities

Task 3: Brainstorm any challenges that you may come up with using e-books and e-schoolbags.

• Students' concentration
• Recharge problem
• Wrong information provided
• Disconnection
• Broken the e-bags
• Handwriting
• Copyright of the articles
• Harm to Child's eyes

電子書包

電子書包實驗教學試辦學校成果分享   臺北市內湖區大湖國民小學團隊

• 探究自然生態，開創更豐富的生命色彩結合ｅ化科技，拓展更寬廣的學習空間 
• 「給學生最好的，他們會去放大」。結合行動學習之創新規劃，達成處處學習、時時探索的有效與精進，培養學生真實、主動求知的「帶得走的能力」，是我們的理想。對於未來，我們仍不斷致力於學習、反省、檢討與研究創新工作 。

啟動未來教室 南湖國小看世界

1. 未來台北市的資訊教育會進展的非常快速。

2. 資訊融入是以合作學習的概念下進行

3. 教具教材更多元、多廣角的概念

4. 培養學生搜尋資源、建立批判思考的能力（蒐集資料、小組討論、問題解決）

5. 電子比取代傳統紙筆書寫，更環保，保留原有紙本書寫的優點

6. 國際交流、文化融入學科教學

7. 實習生+資深教師實習制度

市長郝龍斌表示，北市預計每年成立50間未來教室，將「校校是E化學校，班班是未來教室」作為資訊教育目標，讓師生互動產生更多可能。

社會科老師如果要講解「四大古文明」的異同，可先在4個螢幕上展示四大古文明圖片，讓學生腦中先產生印象，遠比逐一講解來得有效率。

教室位置安排4人一組，方便進行團體教學。溫博安表示，現代學生不可或缺
的是資訊蒐集能力，十字形的課桌中間嵌有觸控式電腦，學生可隨課程進度
上網搜尋資料，進行小組討論。

學生以電子筆書寫，老師可由教室螢幕看到內容，即時掌握學生的學習進
度。

錯誤是最好的學習方式，溫博安認為，老師應鼓勵學生勇於嘗試，提醒學生為何犯錯、如何找出正確答案。有了實體投影設備，課堂作業不再是學生寫

完交給老師批改，而是將學生容易犯錯的答案直接投影螢幕，全班共同討
論。

溫博安表示，未來教室的設備，剛開始對學生很有吸引力，但是未來教室不
應只有扮演「讓學生很想進到這裡來上課」，老師如何讓科技發揮最大功
效，培養學生蒐集資料、團體討論到解決問題的能力，是一大挑戰。

以南湖國小的國際文化交流社為例，社團可透過連線和英國、澳洲等地小學
視訊交流，分享彼此國家的童玩、節慶。台灣老師也可向國外小學介紹中
文，外籍師資也能透過視訊和台灣學生互動，打破空間限制。

實習老師對新科技的學習能力較強，校內採取一名實習老師搭
配一名資深老師方式，讓實習老師協助資深老師學習新工具、資深老師則分
享經驗，教學相長。

W13: Preparing for the future

Notes on MEI 13
Multimedia in English Instructions 多媒體輔助英語教學
Date: 5/14/2012
Instructor: Chin-Wen Chien 簡靜雯
Topic: Preparing for the future


Key words:

. RSS= Really Simply Syndication

. Web 2.0

. Social bookmarking

. Content management system

. Virtual learning environment

. MOOs=Multi-User Dimension Object Oriented

. MUDs=Multi-user dimension/Dungeon/Dialogue

. MUVEs= Multi-user virtual environments 

. m-learning

Task 1: Use the technology stuffs to make a word list for future generation students.

See the following.

It's our team.

Task 3Give it A Try!

1.  In a group of four, try the above mentioned websites. 

2. Think about how and what you can make your teaching and preparation more effectively through these websites. 

Reflection: After doing the evaluation, I came to know that there are quite a lot things to use on the internet but teachers need to design what is good for students's learning. For example, my space might be suitable for teens or college students. However, elementary or junior kids are not apoorapriate because some porn/adult content is shown in the website so that teachers should take care about this one.

•Task 7: Apps for English Language Learners

1. Try one or two free Apps.

2. How would you integrate Apps into your English instruction?

If I were a language teacher, I will try hard to include the app in my classroom. Take QR code for example. I can use QR code to do gallery walk so that teachers can't waste so much paper and students can record what they read and look up the words they don;t know/they are not familiar on the mobile device. After they read the passage, ask them to share what they read and how the feel to make the process complete. We can choose Jisaw 2 as the way to fill in the gap. Teachers can devote little time and provide students to interpret their observation. In doing so, they are more likely to learn under the unthreatening way.

a

字卡範例

Choose a Study ModeScatterLearnFlashcards

Study these flash cards | Study english flash cards

W12: Online teaching and training

Notes on MEI 12
Multimedia in English Instructions 多媒體輔助英語教學
Date: 5/7/2012
Instructor: Chin-Wen Chien 簡靜雯
Topic: E-learning: Online teaching and training

Key words: . 
E-learning

. Distance learning: Distance education or distance learning is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as "a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both."[1] Distance education courses that require a physical on-site presence for any reason (including taking examinations) have been referred to as hybrid[2] or blended[3] courses of study.

. Open learning

. Online learning

. Blended learning: Blended learning in educational research refers to a mixing of different learning environments. It combines traditional face-to-face classroom methods with more modern computer-mediated activities. According to its proponents, the strategy creates a more integrated approach for both instructors and learners. Formerly, technology-based materials played a supporting role to face-to-face instruction. Through a blended learning approach, technology will be more important.

For example, consider a traditional class meeting schedule. Say that the course would normally meet Monday-Wednesday-Friday, from 1-3pm. If the institution were to apply a blended learning approach, the course may change so that it meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online.

In other circumstances, a greater reliance on technology within the classroom may occur. Activities may be structured around access to online resources, communication via social media or interaction with distance learners in other classrooms or other learning environments.

There are many different approaches to blended learning. It can take on many shapes or forms, depending on the teachers and learners involved. As of now, there is no consensus on a single agreed-upon definition for blended learning. The terms "blended," "hybrid," and "mixed-mode" are used interchangeably in current research literature.[1]

. Virtual learning environment

. Learner management system

Task 3
Today we talk about the e-learning and online learning, evaluating some websites and finding out weather these websites are good for students' need or live up to teachers' need. Obviously, it's tons of website around the world, but sometimes it's hard to use find out proper website to facilitate students' learning. To make our teaching more easily, I was always wondering how to make it efficient and effective. Eventually, I got the idea. We can get what we want is because the websites resources are not what you are going to teach or the topic is different from the one on your textbook, so if teachers are able to collect them in a good order or to write down some comment or note, websites are just a click link. Whenever we encounter any difficulty, the best way to solve lie in the core of the problem. What if we can do it quickly and effectively, more and more instructors can enjoy the benefits of free learning resources rather than making material their own. It's so time-consuming. Besides, as we know, Internet resources are easy to get but there are some tips I think we should bear in mind:
1. Clear Instruction (Step by step)
Though
2. Helpful worksheet
3. Time and Pactience



Visiting an Online Learning Course
In a group of 4, visit any online learning course
and discuss the following elements:
. Title of the course:
. Content of the course:
. Goals of the course:
. Technical requirements:
. Required tasks/assignments:
. Type of interaction:
Task 4 Advantages or Disadvantages of Online Courses
After visiting this online course, your group can
brainstorm any advantages or disadvantages of
online course.

利用filpsnack製作獻上閱讀電子書

剛剛在找尋製作電子書相關文章，發現到flipsnack這個免費的網站。他可以很簡單的把我們常見的pdf檔製作成flash版的電子書，方式很簡單，只要上傳就成功了。

碰巧看到老師分享在這邊運用華語教學的地方，美國南加州的Joanne老師設計了一個簡單的租屋活動，請同學回家利用PPT設計一張租屋的海報，然後老師收集之後製作成PFD檔上傳，就變成了一個同學可以分享作品的精美相冊，看起來真的很棒喔。

以下是我在使用這套軟體發現的一些優缺點。

優點：
- 介面簡單容易使用
- 動畫精美，容易吸引學生目光
- PDF檔製作有特色的字體、版型不會跑掉
- 免費使用（付費版有其他嵌入功能）
- 擁有互動功能（在調整版型的地方可以選擇，也可以讓同學或是社群網站的好友參加分享、討論）

缺點：
- 需要在網路的環境（但可以下載成PDF檔）
- 動畫在行動載具執行並不完美（官方網站說可以執行，但是我用the new iPad試過，覺得不是很理想）
- 內建的版型過少
- 功能過於簡單（我覺得可以增強互動性的功能）

結論
電子書的製作在數位化的時代已經變成必備的能力之一，尤其在教材設計及數位閱讀的領域裡面都佔據很重要的地位。目前市面上的電子書格式非常多種，但是都分成不同載具或是系統使用我覺得是比較可惜的地方。這次看到的flipsnack的網站偏著於介面的設計，將教師原本就設計好的教材用一個比較新穎、能夠互動的方式呈現，但是我認為對於數位閱讀的幫助不大，主要原因是我不喜歡他太過花俏介面，以及無法完美跨平台的運作，但是對於老師想製作網路版的電子書讓學生進行繪本閱讀、製作學生作品分享，我倒是覺得這個網站能夠提供幫助。有興趣的大家可以試試看。

W11: Producing electronic materials

Notes on MEI 11
Multimedia in English Instructions 多媒體輔助英語教學
Date: 4/30/2012
Instructor: Chin-Wen Chien 簡靜雯
Topic: Producing electronic materials

Key Terms
. Electronic materials
. Authoring tool
. Server
. Virtual learning environment

Reasons for Creating Your Own Electronic Materials
1. Provide extra practice for weaker learners
2. Build up a collection of resources for learners’
self-study

Task 1: Dig into an ESL Website
1. In a group of 4 students, visit the following
links: http://a4esl.org
2. Try some activities on the website. Evaluate the
activities based on the following elements:
a. type of exercise
b. language focus
c. age level
d. proficiency level
e. effectiveness

Quiz Generator
1. Charles Kelly’s Online Quiz Generator
2. E. L. Easton English Quizzes
3. Discovery School Puzzlemaker.


Task 2: Create Your Own Quiz/Exercise
1. In a group of 4, visit any of the quiz/exercise
generators.
2. Make your own quiz/exercise.
3. Exchange your puzzle with another group. Try
to solve the puzzle.

Task 2- 20120430

Authoring Tool

1. Mediator

2. Macromedia Director

3. Neobook

4. Quandary

5. Clarity Software

6. Creative Technology

W10: Technology-based courseware

Notes on MEI 10
Multimedia in English Instructions 多媒體輔助英語教學
Date: 4/23/2012
Instructor: Chin-Wen Chien 簡靜雯
Topic: Technology-based courseware

Key Terms:
. CD-ROM
. DVD
. Electronic portfolio
. Interactive whiteboard






Using DVDs with Learners in the Classroom
1. Pairs of learners take turns to do a few CD-
ROMs activities.
2. The whole class can do activities together CD-
ROM content can be projected through a data
projector.
3. Computer room: work alone or in pairs


*Reflection 1:
 In the past, when I was still a child, I got to know the CD-ROM, and would like to use it as the main material to learn English for myself. However, not so many teachers know how to implement in class or the  functions of the CD-ROM are still limited, mos of them have only text and pronunciation, which are not suitable for child to learn on his/her own. Yet, as the highly competitively of the e-Learning  technology, there are more and more products are available, and their included almost the functions you can think of, e.g., the New Wow English. I love the picture-book style textbook, which is proper for primary learners like 1st or 2nd graders. 

New Wow English with Super DVD 


How to use
1. Subtitles are hidden.
2. Listen to short sections of a dialogue
3. Pairs role play the characters in the DVD.

Evaluation Criteria

• Title: Longman Super Kids
• 4 graders
• primary level
• vocabulary, sentence patterns, and communication
• They are almost the same as the original textbook.
• The material is in static state, but some of the words are marked into different colors.
• location, buying things
• Yes
• About 30%
• Weak (most of the feedbacks are the same.)

*Reflection 2:
In the class, we also evaluated the currently used CD-ROMs based on the upper format. We found out most of the content are the same according to the textbooks, and just add up the CD/recording functions. This can't suit primary kids because of their short attentive span but help them sort of improve listening skills. Besides, the games inside the CDs are not recommended  since the content of the games are meaningless and high-repeated. Students will get board after they played for more than three times. 

presentation

Advantages and Disadvantages of Computer-Based Testing

Advantages	Disadvantages
. Flexibility in location . Feedback is automated . Lower cost than face-to-face examining in terms of speaking and writing skills	. Reliability . Initial investment cost . Authentication . security

Task: Computer-Based Testing
Elementary and Junior High School Students




1. TASA臺灣學生學習成就評量資料庫
2. Word Smart Online
3. 英文單字線上測驗
4. 線上即時測驗


Adult learners
1. TOEIC (2)
2. 英語能力測驗檢測系統


In a group of 3-4, try one of the computer-based 
testing websites. Examine these websites in terms 
of the following elements:

Link	TASA臺灣學生學習成就評量資料庫 http://tasa.naer.edu.tw/3online-1-detail.asp?id=2
a. proficiency level	Primary level
b. language focus	Listening and reading
c. age	8-10
d. strengths	Ÿ   Have a connection between the sounds and letters. (build up awareness) Ÿ   Free of charge Ÿ   Clear instruction
e. weaknesse	Ÿ   There’s no positive response. Ÿ   Doesn’t combine the question and the mp3 file.
f. suggestions	Design the content according to different area Combine the questions and the mp3 file together

I like Chabody a lot!!!!

http://www.kidcastle.com.tw/2008-news/Media/KCSong.htm



Task: Cloze test
Self-study CD-ROMs usually include activities to practice all 
four skills: the receptive skills-reading and (1)listening- and the 
productive skills-speaking and (2) writing. Graded or (3) 
authentic texts can be provided for both listening and reading 
activities, and comprehension tasks, such as matching or (4) 
multiple chioce, supplied. The writing skill is less easy to provide 
practice for on a CD-ROM, and activity types are often mechanical, 
requiring learners to (5) reorder sentences or words, or to fill in blanks 
in a paragraph. (6) Free writing activities need to be corrected by a 
teacher, so are often not included on a CD-ROM. The (7) speaking skill 
is probably the most difficult to deal with effectively on a CD-ROM, and 
activities involving voice-recognition software are often flawed.