BLENDED LEARNING

My comment about Blended Learning

There are 3 important component in Blended learning. They are technology, classroom and teachers. The blended classroom is designed to meet the individual needs of student by allowing teachers to personalize instruction.  This strategy can be used for any subject and any grade level.  Blended learning combines face-to-face and online instruction. It allows students to work with teachers in school and have online resources at home. It is similar to the flipped classroom, but with more emphasis on in-class work with the teacher over video/home content. Project Based Learning is a type of blended classroom. Students work on projects at home, and in class. In class, they can ask the teacher for help, and continue on the project at home, with online materials for help. By having online materials available, students have access to support when out of the classroom. Students access some material at home and complete some work at home, while leaving more time during class to get into deeper context with the teachers. There are six blended learning techniques: e-Learning, webinars, classroom, role play, coaching, and OTJ.

Based on explanation above, my comment about blended learning are first, for school, blended learning can be part of a strategy to compensate for limited classroom space, as well as a way to think differently about encouraging school collaboration. Also, it can be a method to infuse new engagement opportunities into established courses or, for some, provide a transitional opportunity between fully face-to-face and fully online instruction.

Second, for students, blended learning offer the conveniences of online learning combined with the social and instructional interactions that may not lend themselves to online delivery (e.g., lab sections or proctored assessments).

Sources:

1. https://www.middleburyinteractive.com/curriculum-courses/blended-learning
2. http://olecommunity.com/blended-learning-what-is-it-and-why-is-it-trending-in-k-12-education/
3. http://moodle.unitec.ac.nz/mod/page/view.php?id=214273
4. http://elearninginfographics.com/6-blended-learning-techniques-infographic/ 
5. https://www.youtube.com/watch?v=L75oPzauAlw
6. http://www.christenseninstitute.org/blended-learning-definitions-and-models/
7. http://kevincorbett.com/2013/07/4-blended-learning-models/

REFLECTION OF WEEK 6

The concept, application and potency, benefits and threats of E-learning, and E-learning opportunities in Indonesia

Source: http://pctechmag.com/wp-content/uploads/2013/04/e-learning-books-and-globe-illustration-design.jpg&imgrefurl

                E-learning (also called electronic learning) is any type of learning that takes place through or with a computer. E-learning is primarily facilitated through the Internet but can also be accomplished with CD-ROMs and DVDs, streaming audio or video and other media.

The term "e-learning" has only been in existence since 1999, when the word was first utilized at a CBT systems seminar. Other words also began to spring up in search of an accurate description such as “online learning” and “virtual learning”. However, the principles behind e-learning have been well documented throughout history, and there is even evidence which suggests that early forms of e-learning existed as far back as the 19th century.

            The purpose of e-learning is to allow people to learn for personal accomplishment or to earn a professional degree, without physically attending a traditional university or academic setting. E-learning can be applied for all levels of schooling from grade school to graduate degrees, and is versatile enough to accommodate all learning styles. Source: http://www.ehow.com/about_4788168_what-purpose-elearning.html

            E-Learning also has some advantages and disadvantages, and here the explanation about them:

The Advantages of E-learning:

·         More flexible: E-learning can be done in short chunks of time that can fit around your daily schedule.

·         Mobile: As E-learning can be done on laptops, tablets and phones – it is a very mobile method.

·         No travel: As just mentioned, eLearning can be done wherever you have a device capable of doing so.

·         Lower cost: As you aren’t using a trainer’s time or any room or equipment, eLearning tends to be the much cheaper option.

·         Tailor it to you:  E-learning courses aren’t confined to be fixed to try and suit the needs of the majority.

·         Technological possibilities: à E-learning is fast becoming a more and more popular method and with it, so has the investment into how to improve it further.

·         Global: With very few restrictions companies can be confident that their staff can receive the same content regardless of their location, and in many cases, their nationality.

Source: http://www.tebays.co.uk/wp-content/uploads/2013/07/Tebays-eLearning-diagram-2.png&imgrefurl

b.      The Disadvantages of E-learning

·         Lack of control: Learners with low motivation tend to fall behind when using E-learning as there are no set times to be doing it and they are responsible for the organisation themselves.

·         Learning approach: It doesn't appeal to all learning styles so some learners will not enjoy the experience – especially strong activists and pragmatists.

·         Isolated: A lot of questions are a lot easily answered when face to face with someone when you can guarantee an instant answer.

·         Technology issues: With heavy reliance on computers that E-learning brings, comes the potential risks that comes with it.

·         Computer competency: Some employees might not be too comfortable using computers, especially if their jobs don’t require them to.

http://image.slidesharecdn.com/elearning-ppt-

Some examples of learning tools application are:

·         Sympoz offers a truly great educational experience online. Courses cover a wide range of topics including: Wine, Cooking, Personal Finance, and Parenting.

·         Voxy is an innovative language-learning platform that seeks to solve the most vexing and pervasive problem for language students.

·         Sweetsearch searches only the 35,000 Web sites that its staff of research experts and librarians and teachers have evaluated and approved.

·         CapAlly has created a way for individuals, corporations, and educational institutions to invest in a student's future through a peer-to-peer micro-finance investment opportunity 

hSource: http://library.elearningtemplates.com/media/uploads/software_logos_

Reflection of week 4 - CALL

Reflection of week 4

This week was very interesting because we discussed what is CALL, the history of CALL,  the uses of CALL in English Language teaching and the other things that relate to CALL.

(Source: http://constructivisminelt.wikispaces.com/Constructivism+and+CALL)

Computer-Assisted Language Learning (CALL) is defined as "the search for and study of applications of the computer in language teaching and learning." (Levy, 1997: 1) The main aim of CALL is to find ways for using computers for the purpose of teaching and learning the language. More specifically, CALL is the use of computer technologies that promote educational learning, including word processing, presentation packages, guided drill and practice, tutor, simulation, problem solving, games, multimedia CD-ROM, and internet applications such as e-mail, chat and the World Wide Web (WWW) for language learning purposes. There are several terms associated with CALL. CALL is variously known as Computer-Aided Language Learning (CALL), Computer-Assisted Language Instruction (CALI) and Computer-Enhanced Language Learning (CELL). The first two terms generally refer to computer applications in language learning and teaching, while CELL implies using CALL in a self-access environment (Hoven, 1999)

(Source http://web.warwick.ac.uk/CELTE/tr/ovCALL/booklet1.htm)

       CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were confined mainly to universities, where computer programs were developed on large mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). In the late 1970s, the arrival of the personal computer (PC) brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications. Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. There was initially a lack of imagination and skill on the part of programmers, a situation that was rectified to a considerable extent by the publication of an influential seminal work by Higgins & Johns (1984), which contained numerous examples of alternative approaches to CALL. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies. CALL has now established itself as an important area of research in higher education.

(Source: https://www.llas.ac.uk/resources/gpg/61)

In English Language Teaching, teachers can use CALL. The reasons why teachers use CALL because:

1)  Computers can do some of the work of the teacher and provide great assistance to the learner even without the presence of the teacher (Pennington and Steven, 1992).

2) New technologies have seen computers become smaller, faster, and easier for the teacher to use (Evy, 1997). At present, well-designed CALL software is readily available to the teacher.

3) Technologies allow computers to do multimedia applications, incorporating video, sound, and text, and this capacity allows the learner to interact with both the program and other learners. (Felix, 1998).

4) The computer offers great flexibility for class scheduling and pacing of individual learning, choosing activities and content to suit individual learning styles. (Oxford and others, 1998)

5) The computer can provide a meaning-focused, communicative learning environment, which serves the purposes of communicative language teaching.

We, as a user or learner also can get advantages when we use CALL. The advantages are:

1)      CALL can adapt to the learners' abilities and preferences.

2)      CALL can adapt to the learners’ cognitive and learning styles.

3)    CALL can adapt to the learner’s self-paced learning. CALL can be used for remedial work for slow learners and to accelerate learning for fast learners.

4)      CALL offers individualized and private learning.

5)   CALL, with branching capability, provides choices and paths for learning, allowing learners to work independently.

6)      CALL allows learners to control their own learning process and progress.

ICT Tools, Roles and Application in Education and Language Learning

 My short essay after reading 5 links in Mr. Rudi’s blog (e-teachingweb.blogspot.com)

ICT Tools, Roles and Application in Education and Language Learning

ICT is the Information and Communication Technologies. ICT in Education means Teaching and Learning with ICT. Educational ICT tools can be divided into 3 categories: 1) Input source: visualiser/ document camera, PC, Slate/tablet, student response system, application software. 2) Output source: projector, interactive whiteboard, display (monitor, tv ). 3) and Others: digital camera, switcher, digital recorder, other technology. Using ICT in education will get many advantages. Here, three main advantages of ICT tools in education:

 1) Through ICT, images can easily be used in teaching and improving the retentive memory of students.

2) Through ICT, teachers can easily explain complex instructions and ensure students’ comprehension.

3) Through ICT, teachers are able to create interactive classes and make the lessons more enjoyable, which could improve student attendance and concentration.

On the other hand, there are at the same time disadvantages that we should be aware of and that we should keep in mind when using ICT tools for education. First, setting up the devices can be very trouble some. Second, too expensive to afford. And third, hard for teachers to use with a lack of experience using ICT tolls. (http://www.elmoglobal.com/en/html/ict/01.aspx)

We, as a teacher in the future or person that work in education field must introduce students to the on line apps that can help unlock their creativity and collaborative skills- and aid their study, revision and organisation. There are 10 free online tools application for teaching and learning:

1.Wallwisher: Wallwisher allows users to build virtual classroom Walls, in the sense you might be familiar with from Facebook, onto which 160-character messages, web links, images, videos and audio may be posted. Individuals can use it to mind-map, keep notes, or bookmark useful websites - but the real power of Wallwisher is in its potential for collaborative activities. 

2. Prezi: Prezi provides users with a large canvas upon which to pin text slides, video clips and images. So far, so PowerPoint, you might say

3. Study Blue: a revision and assessment tools for the over 13s, which allows teachers and pupils to create sets of digital flashcards, then generate online tests based on them. StudyBlue tracks learner performance based on these tests. Students can use the tool for self-directed study or with peers from the same class. They can even work with others preparing for the same exam across the country.

4. Animoto: a video-creation tool that teachers and pupils can use to make dynamic videos, either for the classroom, VLE or for special school events such as parents' evenings and open days. Upload images, text, video and music, and Animoto will automatically composite your ingredients, creating a fluid video presentation in minutes.

5. Wordle: another of those tools that may have begun life as an online novelty, but which canny teachers have since co-opted for use in the classroom. You'll no doubt have encountered Wordle clouds before; those intriguing little bundles of various-sized words visually showing which terms are the most frequently used in a section of text.

6. Storybird: a gorgeous tool, with a range of practical applications from Key Stage 1 and 2 Literacy, to Key Stage 3 lCT, Key Stage 5 Modem Foreign Languages and beyond. lt makes available hundreds of high-quality artist illustrations in a range of styles, which pupils can use to illustrate their own ebook.

7. Popplet: Popplet has three main functions, two of which (digital bulletin board and presentation tool) overlap with the uses we've already discussed for Wallwisher and Prezi. As a result, we'll focus on its primary application: mind-mapping.

8. Google Docs: Google Docs, offers an on line word processing, spreadsheet creation and presentation package. Without wishing to sound giddy, in theory it sounds the death-knell for coursework excuses of the "I've lost my USB stick", "my hard drive crashed", or "my notes are at home" variety.

9. Dipity: an interactive timeline tool that allows students to plot text and images, as well as video and audio clips, onto a linear timeline. Timelines can be published online, and URLs submitted to your school's VLE.

10. Storify: a content aggregator that pulls in social media elements from sites such as Rickr, You Tube and Twitter, to create illustrated multimedia "stories" about current and world events. Because of its use of social networks, Storify is best used with Key Stage 4 and 5 pupils - and only then if your school's internet security options allow access to the sites from which it draws material. (http://www.pcpro.co.uk/features/372979/10-free-online-tools-for-teaching-and-learning)

 

Literacy in Information and Communication Technologies (ICT) is fundamental to life in our modern technological society. To equip students to be literate life long learners and global citizens of the 21st century we must successfully integrate ICT into both the English curriculum and English pedagogical practice.

ICT is a valuable tool to enhance teaching and learning. For teachers ICT is a professional resource, a mode of classroom delivery, and a source of valid and valuable text types. For students, ICT provides opportunities to communicate more effectively and to develop literacy skills including skills in critical literacy. It is a valuable tool for researching, composing and responding, and viewing and representing in English.

However, if all students are to have the opportunity to develop ICT skills and achieve English syllabus outcomes, issues of equity and access to technology must be addressed. The ETA acknowledges the importance of Information and Communication Technology (ICT) to the English curriculum. The purpose of this paper is:

1)      To advocate an increasingly authentic use of ICTs in teaching and assessment

2)      To promote the study of ICT based texts as valuable text types

3)      To provide practical guidance to teachers based on a theoretical understanding of the purposes and advantages of using ICTs

4)      To heighten awareness of the issue of equity and access to ICTs in our classrooms

(http://www.englishteacher.com.au/AboutUs/OfficialStatements/ICTsinEnglish.aspx)