Tuesday, July 3, 2007
An Overview of 6 Websites Evaluation from CALL Essentials
Ch.2. PIZZAZ! People Interested in Zippy and Zany Zcribbling
Instructional goals and objectives: The website is designed to provide simple creative writing and oral storytelling activities with copyable handouts for use with students of all ages.
Teaching/learning approaches or philosophies: This websites provides many interesting activities for learners to accomplish. It is a kind of task-based website.
Intended target audiences: ESL students who drive for improving their creative writing.
Required levels of language proficiency: From beginner through advanced.
Relevant technical information: No.
Ch.3. Randall’s ESL Cyber Listening Lab
Instructional goals and objectives: To train learners’ listening comprehension mainly.
Teaching/learning approaches or philosophies: It provides various audio links for learners to evaluate their listening comprehension level.
Intended target audiences: Learners who long for improve their listening ability.
Required levels of language proficiency: From beginner (easy) to advanced (difficult).
Relevant technical information: No. Probably a good set of earphone.
Ch.4. MSN messenger
Instructional goals and objectives: To make people to have a convenient and easy communication space.
Teaching/learning approaches or philosophies: People can train their listening, speaking, writing and reading ability through using MSN system to communicate with others.
Intended target audiences: No specific target audiences, as log as you want to use it. Namely, people of all ages.
Required levels of language proficiency: People of levels of language proficiency. (If the learner’s English proficiency is not so well, he/she may consider setting a Chinese version one.
Relevant technical information: MSN system is required, of course.
Ch.5. Filamentality
Instructional goals and objectives: To help educators learn how to create their own websites.
Teaching/learning approaches or philosophies: It teaches people to create their website step by step; it classifies each process into each category so that learners are easy to understand.
Intended target audiences: People who long to create a website of their own.
Required levels of language proficiency: Intermediate to Advanced.
Relevant technical information: No.
Ch.6. Inquiry Page
Instructional goals and objectives: To help learners get a better understanding of the inquiry concept.
Teaching/learning approaches or philosophies: By charts, descriptions and hypertext to help learners know better.
Intended target audiences: Learners who want to know more about the inquiry concept.
Required levels of language proficiency: Intermediate to advanced learners.
Relevant technical information: No.
Ch.7. Cable News Network
Instructional goals and objectives: To inform people all over the world of some international affairs.
Teaching/learning approaches or philosophies: It just presents a large number of news articles for learners to read and listen to.
Intended target audiences: People who would like to know the current news.
Required levels of language proficiency: Intermediate to advanced learners.
Relevant technical information: No. Maybe a good set of earphone is recommended.
Monday, June 25, 2007
Sunday, June 24, 2007
Thursday, June 14, 2007
Blogging Experience
What is the blog for? I think this may be a question that many people have. Most people use their blog as a personal diary, recording bits and pieces of their personal feelings and life, so that others can keep up with the blogger’s recent life. For me, I treat it as an English learning journal. I put all my assignments, reflection or record on the online English learning class. During the process of my blogging, I progress little by little in terms of technical ability, language proficiency as well as the ability of organizing a blog.
The toughest problem I encounter is technical problem, since I am not good at using computer at all, or more precisely, I am a technology illiterate. I really spend lots of time figuring it out. How to use labels, to set a guestbook, to add video file, to use permalink are really big headaches. Probably these basic functions are a piece of cake for some people; however, I really pay many efforts. I even cannot make the blanks between each paragraph. I truly pay much time, efforts and energy to solve it, but it still works, so I feel frustrated. Fortunately, I have a very very nice adviser, Julie. She helps me with this problem a few days before the presentation. Millions thanks to Julie! :) At this moment, I realize the importance of collaboration. Everyone has her own merits and demerits, and through collaboration, we can complement finely with each other. I think my technical ability surely progresses a little in that I learn how to explore a blog; that is, encounter technical problems and attempt to overcome by myself at first, and if the problem still cannot be worked out after my several tries, then I will turn other people for help. Hence I have a little sense of achievement after solving these problems.
In the beginning of my blogging, I just write down things to post. I did not manage to organize it as a very delicate one. But when I post one article through another, my interest for organizing this blog has become stronger and stringer, so I spontaneously start to search for other functions or devices that can decorate my blog. Also I encourage myself to emulate the virtues of other excellent blog. For example, some of our classmates really do a fantastic job in blogging, so I manage to learn their merits. I even ask them how to make it. But I do not just copy their method monotonously without a slight of change. I try to make this blog matches my style, so I use some warm, natural color as well as lovely designs. My blog surely has a lot to be desired, and can be decorated with more fascinating elements; nonetheless, now I feel generally contented with what I have done seeing that this is my first try.
One of the devices in my blog I am so eager to show you is the “shoutbox” on the lower-left of the webpage. This shoutbox serves as an interactive space for me and my readers to communicate with each other. I am so thrilled when I set this device successfully. As for how to encourage my readers’ participation, I just inform everyone around us that I have this blog; they can just take a look at it. And if they think my blog is interesting, they will leave me message spontaneously without my request. So what I stress more is the content, the richness of my blog. This is the way how I encourage my readers’ participation. I also think that their massage are all interesting for me, even though sometimes they just say hello to me or compliment my works. Your any response or comment can make whole my day!
As for the language learning, blogging definitely plays an instrumental role. After publishing so many postings, I have practiced my writing considerably. Sometimes when I review the past postings, I find some grammatical errors or typos, and I correct them at once. What is more, when I attempt to evaluate those websites, my English proficiency of listening, speaking, writing and reading improve simultaneously. What I learn most from this section is how to present a website based on the criteria or principle in that chapter and, most importantly, to present them in an organized and clear way. I think I did not do well in terms of using all the criteria that chapter suggests. Sometimes the introduction of the website just reflects my personal visiting reflection. But what I want to say about this is that sometimes the criteria (i.e. goal, presentation, appropriateness, outcome, evaluation) are not appropriate to fit all the websites. If we “must” take these criteria in evaluating all the websites without flexibility, then I think it will lose the meaning of reflecting all the feature of those websites as well as reflecting the results of personal learning.
In the following, I would like to share some strategies based on the principles and criteria that I use in organizing this blog with you (i.e. how to organize a blog):
1. Clear and plain title and description: I state directly that this is Celia’s English learning blog.
2. Eye-catching and vivid designs:I put three beautiful pictures that I took. Also, the video clips are eye-catching and captivating (at least for me).
3. Comments and responses:There is a space for readers to leave their comment or feedback.
4. RSS/ Permalink/ Moderation:These three functions exist originally at first. But I am still figuring out how to use them successfully. I am still at a loss as to how to carry them out. I will ask someone else and try to use these functions anyway.
5. Hypertext links:I put relevant links when the texts are too long to be fully presented in the webpage.
6. Multimedia tools:Such as video/audio clips, fascinating pictures.
7. Interactive space:I also set a guestbook space for readers to talk with me or other learners.
8. Highlight the key words (glossing):I change the color of key words and phrases or just put them in bold front.
Weblogs versus Websites & Three Favorite Weblogs
*What is the weblog?
Weblog is a kind of journal which can be published on the Internet so that everyone can read it through the Internet. Also the author can make his/her weblog either be public or private.
*What can the weblog do compared to the traditional English learning website?
Weblog puts more emphasis on the readers' feedback and responses. Readers can respond to the author's weblog so that the author can see it at once. Traditional English learning websites tend to give readers a lot of information and materials, but if readers have any response, they may leave message to the author only via e-mail. Weblog involves more interaction between the reader and the author compared with the traditional English learning website. Also readers can subscribe a weblog's RSS, so that they will know the newest publication right away.
*What is RSS/ permalinks/ traceback?
RSS stands for Really Simple Syndication. Through RSS, people can subscribe to others' sites. People can get the newest information of the websites they subscribe whenever the author publishes new stuff.
Permalink is a kind of permanent label of a person's Weblog. Through permalinks, people can easily link to individual comments on a page.
Through trackbacks, people can see when anyone else links to their pages, and can respond, either with reciprocal links, or by adding comments.
*What are some popular English learning weblogs?
The top three role model English learning weblogs for me:
賴世雄網路部落格
林威英文MP3資料庫
銘昆的家
賴世雄網路部落格:
This weblog makes me think of those good old days when I was in senior high school, in that I and my classmates listened to Ivy English magazine (常春藤英語) program almost everyday. The host of this weblog is the founder of Ivy English magazine. In this weblog, the host classifies his articles into a few categories so that readers can search for information that they want by linking to relevant category. The learners that this weblog target may be intermediate learners to high-intermediate learners, which complement the Ivy English magazine finely. In addition to the English learning materials, the weblog also includes other information which the host regards important or useful, the McDonald and KFC fast food restaurant's coupons are even included. Moreover, the host's personal feeling, recent schedule are also in the weblog. You may want to realize more about 賴世雄 by visiting his weblog. The biggest drawback of this weblog is it does not have a space for learners to interact with the host. Guestbook, comment, response and traceback are all not allowed in this weblog.
I like this weblog not because it is the best ESL learning field, but because it reminds me of those good old days. Also the host of this weblog (賴世雄) is in fact a humorous person.
林威英文MP3資料庫
I love this weblog seeing that it employs multimedia tools such as audio clips, and lovely pictures to complement his teaching. Also this weblog allows learners to write down their comment, feedback or response, though the host does not reply them frequently. The learners that this weblog target are those candidates for JCEE (Joint College Entrance Examination). The shortcoming of this weblog is that it does not have hypertext to link to other web pages. Also the teaching material (i.e. content) of this weblog just focuses on the vocabulary part. In fact the host has another teaching website, and this weblog may be just a branch of his website.
銘昆的家
This weblog has hypertext to link to other relevant websites, and a space for learners to interact with him is also included. What's more, the host classifies all of his articles into different categories in a neat and order way. The content of his article is primarily about his own English learning experience, as well as some particle English expressions. What I appreciate this website is that the host classifies articles into different difficulty levels and organizes them neatly, so that learners can choose appropriate materials according to their English proficiency. Also the description of this weblog is plain enough (he even uses Chinese) for learners to understand at once.
Wednesday, June 13, 2007
Reflection on 6/1 Lab Class ─ Hot Potatoes
I have a joyful time in the 3rd lab activity this afternoon. Tough Julie and I are very busy, I still enjoy it and I think my busyness is worthy of it. Comparing with the 2nd lab activity, the instruction of this activity is clearer and more understandable, so I know what and how should I do. Julie and I just pretend that we are the hosts of one ESL teaching program called “Julie and Celia’s ret garden.” It is so funny and we burst out laughing several times during our recording. It is a fresh and novel experience! Also I think this activity integrates all reading, speaking, listening and writing four skills, because we have to first read the article we have chosen closely, speak with my partner to discuss this article, listen to my partner’s opinions and, finally, write down summary, vocabulary, questions, and so on. It is a good chance to train our four areas of language proficiency. What’s more, I learn how to use the Hot Potatoes software to design a test. Though not very easy, it's very useful and practical! So I really enjoy this activity. Below are the work of Julie and I. Please take your time to enjoy it!
*A news link: Do men cheat for the thrill? Or the sex? (From MSNBC http://today.msnbc.msn.com/id/18096687/)
*Vocabulary list:
(Reference website: http://dictionary.reference.com/)
1.thrill (v.) to affect one with a wave of emotion or excitement (n.) a sudden wave of keen emotion or excitement, sometimes manifested as a tremor or tingling sensation passing through the body.
2. affair (n.) an intense amorous relationship, usually of short duration
3. companionship (n.) association as companions; fellowship.
4. experiment (v.) to try or test, esp. in order to discover or prove something: to experiment with a new procedure. (n.) a test, trial, or tentative procedure; an act or operation for the purpose of discovering something unknown or of testing a principle, supposition, etc.: a chemical experiment; a teaching experiment; an experiment in living.
5.complex (a.) composed of many interconnected parts; compound; composite: a complex highway system.
6.rush (v.) to move, act, or progress with speed, impetuosity, or violence.
7. indefinitely (adv.) not clearly defined or determined; not precise or exact:
8. intoxicate (v.) to affect temporarily with diminished physical and mental control by means of alcoholic liquor, a drug, or another substance, esp. to excite or stupefy with liquor.
9. infatuation (n.) a foolish, unreasoning, or extravagant passion or attraction. See Synonyms at love
10. vulnerability(n.) the state of being vulnerable or exposed; "his vulnerability to litigation"; "his exposure to ridicule"
11. tryst (n.) an appointment to meet at a certain time and place, esp. one made somewhat secretly by lovers.
12. security (n.) freedom from danger, risk, etc.; safety.
13. cheat (n.) an act of cheating; a fraud or swindle (v.) to deceive; influence by fraud
*Comprehension questions and answers:
1. Men tend to cheat for sex; then women cheat for what?
Answer: Companionship, romance, more security, and sex.
2. Do you think that a man’s mistress must be more attractive than his original wife?
Answer: Not necessarily.
3. Why do the child of an adulterer tend to cheat often?
Answer: On account of environment. It is from psychological point of view.
4. Does men cheat simply for sex? What else reasons can you think of?
Answer: Not necessarily. Other reasons such as proving them are still young and new, avoiding any real intimacy, environment and so on are also included.
5. Do all the affairs happen because the marriage is in obvious bad or trouble? What other reasons can account for the affairs?
Answer: Lack of honesty and active communication.
*Summary:
The fact that men tend to have more affairs than women is due to not only sex, but other reasons as well. Men’s motivation to cheat is in fact complex than we may assume. A sense of freshness, proving they are still young and new, environment, avoiding any real intimacy, and so on are also crucial reasons. It is a misconception that the man’s mistress must be more attractive than his original wife. Lack of honesty and active communication are also reasons accounting for men’s cheat.
*Tests (by using Hot Potatoes):
JCloze
JMix
JQuiz
JMatch
JCross
Tuesday, June 5, 2007
Reflection on 4/27 Lab Class
schMOOze University12 years on the Net!
In the beginning of today's class, the instructor Emma mentions that there were just two people in her class can finish the Schmooze assignment when she was in university, and then, I am definitely not one of the two excellent students. Honestly speaking, I really have an awful experience on today's Schmooze activity. I spend three hour just entering "West, East, South or North" in the lab without knowing why, and attempt desperately to finish the tasks, but just in vain ultimately. It is not fun at all. I ponder on the reason why I do not like this activity at all. Well, there are several reasons accounting for my dislike for this activity. I think this activity is out of the date. The images on the webpage are just very simple and plain in the first place; it only appears some description and instruction words. The instruction is also not clear enough for users to understand. If this website could be designed with vivid images (e.g. colorful pictures, animation, sound effects, etc.), it would definitely arouse users' more interests. What's more, the website is not user-friendly at all. It can read the precise words of specific commands only, not flexible at all! I get the word “I don't understand that” from the system many many times, which frustrates me a lot. Apart from the design of the website, I myself is surely the one to blame. I do not understand the objective of this learning (i.e. why is this activity so important?), so I have little motivation to finish the tasks; I do not enjoy it, and, ultimately, I fail to finish the assigned tasks. Probably if I am intelligent enough to finish the tasks, I will have a great sense of achievement and thus will enjoy this activity. Following are just some evidence that proves my visiting of several place in the Schmooze website. My user name is "littlechueh" in this website.
MOOrrey's Bar-------------This is a place where schMOOze University people can meet to chat andhave fun in an informal, off-campus atmosphere. MOOrrey's is located in an old power station, no longer in use - ahigh brick building with arch-shaped windows. There is a bar and a dancefloor, abit apart from the Main Lounge.Kumiko, the bouncer, is eyeing around suspiciously and flexing her muscles. You note a sign pointing at the Karaoke Rooms of MOOrrey's Bar.Meanwhile, Manuel, the small and worried-looking waiter, scurries about frantically, carrying empty glasses back to the kitchen...You see Manuel (Waiter), Kumiko, Dartboard, Menu, and MOOrrey's History here.[Monster] [Guest] is here.Obvious exits: right (Bar), left (Dancefloor), Exit (Parking Lot),Men's, Women's, Karaoke, and Kitchenlittlechueh [Guest] has arrived.[Monster] [Guest] walks over to the bar. Hmm.. seems it will order a drink soon. You can type DRINKERS later to see how many of them are on its account.. ;-) littlechueh [Guest] looks at the map of schMOOze.
Library Lobby-------------This brightly lit lobby ends at either end in a hallway. The walls arewhite, and are covered with many pictures. In the center of the wall oppositethe massive glass doors hangs a large sign. It reads
West Wing <== ==> East Wing
Periodical Room - Reference Room
Resource Room - Haiku
Stacks
Beneath the sign is the Help Desk. It is currently unstaffed.You see Treasure Hunt Solution here.[Monster] [Guest] is here.Obvious exits: The Mall, West Wing, East Wing, and Workroomlittlechueh [Guest] has arrived.[Monster] [Guest] smiles.Sorry, but no help is available on `...'.[Monster] [Guest] meanders down the hallway to the West Wing. littlechueh [Guest] looks at the map of schMOOze.
Bovine Way, West of Campus--------------------------You feel a gut wrenching sensation that tells you to turn back.[Monster] [Guest] is here.Obvious exits: East littlechueh [Guest] has arrived.
Library Workroom----------------This room is filled with shelves of books and other media that areBeing processed for the library. Carts of various sizes hold items thatare being prepared to move to the other rooms. At one side of the room is the librarian's desk and desk chair. There are cards and writing implements on the desk. Each work table has a comfortable chair pulled up to it.The door to the lobby is open. Obvious exits: Lobbylittlechueh [Guest] has arrived.
East Wing Hallway-----------------As you look down the hallway, you notice small animals that look likegophers scurrying out from under the door of a room marked Reference. Acrossthe way is another room labeled Haiku.ashley [Guest] is here.Obvious exits: Lobby, Reference, and HaikuIsn't this a nice place?I don't understand that.cherrielo [Guest] arrives from the lobby.cherrielo [Guest] goes west.I don't understand that.Sorry, but no help is available on `...'. littlechueh [Guest] looks at the map of schMOOze
Monday, May 21, 2007
In-class discussion on 5/11 (by Celia and Julie)
Discuss principles for designing English teaching and learning weblogs with team members.
1. The design of the whole weblog should be use-friendly. Namely, designers should use plain and easy description to tell users the objective of the weblog as well as how can people use it clearly.
2. To provide various links (hypertexts) so that users have many references.
3. Users' feedback and responses should be highly regarded and designers should reply to the users' inquiries as soon as they can.
4. Designers can use multimedia tools such as video clips, powerpoint files, audio clips and so on to complement and support their goal and attract uses' attention.
5. To offer some assessment materials so that users can know how much they learn from this website.
Discuss criteria for evaluating ESL/EFL weblogs with team members.
1. To check whether the website has the functions of comments, moderation, traceback and pinback.
2. To check if the weblog involves some multimedia tools (e.g. video clips, eye-catching pictures, audio clips and so on) to support their objectives.
3. Does the weblog use-friendly enough or too complicated to understand.
4. To value whether the content of the weblog meets their teaching goal or not.
5. Does the weblog possess other hypertexts? 6. Do the designers reply to the uses' questions or comments rapidly or for a long time?
Tuesday, May 15, 2007
Websites in CALL Essentials (Chap. 4)
MSN messenger (http://www.msn.com/defaultc.aspx)
When it comes to tools for communication and collaboration, MSN messenger is the last tool I would like to ignore, since it really provides people with a convenient way to communicate. It is very popular among people of all ages, especially among students in university. It is a mainly synchronous tool, but it can also have asynchronous functions seeing that it has e-mail, and also its newest revised version allows users to talk even if they are not at the same time. When you log into your MSN, it pops up a page consists of three parts: today's focus, your e-mail list, and the latest news around the world. Also the main page of MSN system provides diverse links with users, from auction to news, and from matchmaking (seek your girlfriend or boyfriend through net pals) to blogs. Most links are very useful for me!
Most people tend to think of MSN as a tool only for chatting. Indeed, its primary function is chatting. Nonetheless, users can still use them to do some serious business such as online conferences, discussion etc. You can deliver digital files to people whoever on your contact list. It also enables users to see each other through video cameras or listen to the other's voice through microphones. If my memory serves me right, MSN System can allow at most tens of participants to chat together simultaneously within a window. So I possess the experience of having a small class reunion chat on MSN, it's very interesting! Moreover, you can create your own website so that users can learn more information about you. Of course you can make your own web space private, if you want. In addition, MSN provides people with many choices. You may opt to lurk when you do not talk to others. You may block someone when you do not talk to him or her anymore. Or you may talk to someone yet your status is offline. It all up to you!
People may claim that when you chat in a non-face-to-face situation, you cannot see others' facial expression so that you cannot tell whether she or he is elated or sad, angry or smiling. Indeed. It's a demerit of chatting through MSN. But since MSN offers many lovely facial expressions and cute animations, you can choose the most appropriate one to convey your feelings when necessary and the situation may thus be improved a little. If you are still discontent with facial expressions provided there, you may prefer using the handwriting function to draw a new one. What's more, provided you really want to see the other's face, you may open the function of video camera.
Above all, all the available functions in MSN are all free. You do not have to pay any money while using it. Probably it is the most important reason why people are so fund of using it.
When it comes to tools for communication and collaboration, MSN messenger is the last tool I would like to ignore, since it really provides people with a convenient way to communicate. It is very popular among people of all ages, especially among students in university. It is a mainly synchronous tool, but it can also have asynchronous functions seeing that it has e-mail, and also its newest revised version allows users to talk even if they are not at the same time. When you log into your MSN, it pops up a page consists of three parts: today's focus, your e-mail list, and the latest news around the world. Also the main page of MSN system provides diverse links with users, from auction to news, and from matchmaking (seek your girlfriend or boyfriend through net pals) to blogs. Most links are very useful for me!
Most people tend to think of MSN as a tool only for chatting. Indeed, its primary function is chatting. Nonetheless, users can still use them to do some serious business such as online conferences, discussion etc. You can deliver digital files to people whoever on your contact list. It also enables users to see each other through video cameras or listen to the other's voice through microphones. If my memory serves me right, MSN System can allow at most tens of participants to chat together simultaneously within a window. So I possess the experience of having a small class reunion chat on MSN, it's very interesting! Moreover, you can create your own website so that users can learn more information about you. Of course you can make your own web space private, if you want. In addition, MSN provides people with many choices. You may opt to lurk when you do not talk to others. You may block someone when you do not talk to him or her anymore. Or you may talk to someone yet your status is offline. It all up to you!
People may claim that when you chat in a non-face-to-face situation, you cannot see others' facial expression so that you cannot tell whether she or he is elated or sad, angry or smiling. Indeed. It's a demerit of chatting through MSN. But since MSN offers many lovely facial expressions and cute animations, you can choose the most appropriate one to convey your feelings when necessary and the situation may thus be improved a little. If you are still discontent with facial expressions provided there, you may prefer using the handwriting function to draw a new one. What's more, provided you really want to see the other's face, you may open the function of video camera.
Above all, all the available functions in MSN are all free. You do not have to pay any money while using it. Probably it is the most important reason why people are so fund of using it.
Sunday, May 13, 2007
Websites in CALL Essentials (Chap. 7)
Cable News Network (http://edition.cnn.com/)
The internationally renowned Cable News Network website is inundated with the latest news in all aspects, such as science, sport, technology, entertainment and so on. It is a fine example of content-based website, and readers can choose items whatever they are interested in. The objective of this website is to inform people all over the world of some international affair as well as regional news, but to ESL learners, this website also serves as a good tool to train their reading mainly. The website also classifies the news by its region and category, which keeps this website neat and in order. The goal of content-based learning is to put emphasis on both content and language learning. And the instructors can adopt and adapt the content on this website according to their students’ level. From the news categorized in this website, students may also learn some lessons and inspirations. I particularly prefer one item on the left-bottom of this website called “Untold Stories.” The "World's Untold Stories" blog accompanies a new weekly documentary series on CNN, and takes users to places rarely caught on camera. I enjoy it in that gritty, powerful tales often open our eyes to a world that is both disturbing and captivating. What makes CNN so world-widely prominent is that it brings people some fresh insights.
What interests me most is the content of this website is so close to our life. I am always eager to learn the latest news around the world. And when I was in senior high school, my English teacher has strongly recommend us to listen to CNN broadcast program on televisions. We even subscribe a magazine called “CNN Interactive English” which explains the content of some significant news for ESL learners. I felt the content is slightly difficult at that time. But now the content is very appropriate for me since I am an English major presently. As a result, this website is highly helpful for me to train my reading comprehension. Though this is not an English teaching website, its content is indeed a good material for readers to learn.
Wednesday, May 9, 2007
Reflection on Tapped In Online Conferences (Authentic Experience)
Recently I attended two Tapped In online conferences. One is “Climate Change ─ What Can We Do about it?” It belongs to environment group. And the other one is “Special Education Forum – Assessment.” The first topic is close to our life, so I opt to attend it. As for the special education forum, well, it’s just because I am free at that time. Yet, I think I get a better hang of online discussion in the second time.
In the first Tapped In meeting, somehow, the participants are really few. It has just about five people at most. And no people greet me or ask me questions except the moderator Maggi. She is friendly and appreciates my first participation; therefore, I am so elated. Most of the participants are sophisticated teachers from different countries, such as Germany or America. I think they are all very enthusiastic environment protectors, and they urge other people to protect our environment as they do. For example, one participant says that there are few people in his campus willing to recycle garbage. And his campus also does not take recycle work seriously. So he states this with somewhat anger (I guess, from the words he types.) He urges his students to do recycle work. Another participant thinks that trucks are the primary contributing factor for the serious air pollution. And he even seldom drives cars in that it may cause air pollution. What impresses me most is the ample links provided in their group pages, so that you can find various kinds of information, links, pictures, data, films and so on if you want. They are indeed good tools for people to get a better understanding as to environmental protection. But there is a weird situation. That is, sometimes people keep talking rapidly and respectively so that you do not know which content you should respond or follow. Sometimes, however, all people fall into fully silence so you may wonder does this discussion still exist. Ha! That’s somewhat funny and strange, isn’t it? Consequently, I have a mixed feeing towards this online discussion.
In respect to the second Tapped In online conference, well, I think I am more in the situation compared with the first one. There are about eleven participants so that the discussion is intensive. I like this feeling. Even though the moderator, Paul is late for about fifty minutes, BJB breaks the ice and provokes the participants’ discussion successfully. Whenever it falls into silence for a few moments, BJB just asks questions to keep everybody talking. For example, “What is the purpose of assessment?” “What would some solutions be to providing individualized curriculum?” are all questions asked by BJB. Due to this discussion, it dawns on me that in special education, it takes different ways to teach students according to each individual. To my big surprise, two participants in this discussion have ever been a student in a special education class. Nonetheless, it does not mean that they are intelligently inferior to other students. It simply means they have difficulty in writing, reading, speaking or listening aspect, so they join special education class to improve their ability. One participant also shares a website (http://help4teachers.com/) with us for the purpose of helping us become excellent teachers. It seems that I have a better feeling in this discussion, for the participants are strongly willing to express their opinions. Also that BJB is enthusiastic about helping new participants may be another reason. What I admire Tapped In most is it helps people from different countries interact with each other. People from different cultures can present their diverse ideas to a question simultaneously. Overall speaking, I obtain an authentic learning experience outside textbooks, and this experience is definitely invaluable and fresh for me!
Wednesday, April 4, 2007
Websites in CALL Essentials (Chap.6)
Inquiry Page
(http://inquiry.uiuc.edu/)
Just as its name, this website is meant to help learners get a better understanding of the inquiry concept. This website has five categories. That is, definition, process, environment, articles and slides. After I realize what does “inquiry” mean from the textbook and from this website, I focus more on the process part, which is regarded as the most beneficial part from my perspective. First step of the process is to ask questions. Since inquiry is a process of discovery, the purpose of asking questions is to motivate learners’ desire to discovery those they never found before. Actually I always think that to come up with some question is difficult, especially those are significant and to the point. Here this website provides some good questions such as “What makes a poem poetry?” “Why does the moon change shape?” After I see these examples, it downs on me that good questions are questions that people seldom think of and have the space to discuss further. What's more, a good question had better be an open question; that is, a question can involve various kinds of opinions instead of one single standard answer. The second step of the process is to investigate. At this section, learners may gather information as much as they can.
The ways of investigate include studying, crafting an experiment, observing, interviewing and so on. As for the third step, create, I think it's the toughest one. It involves the ability to analyze, synthesize, make connections, compare and contrast and so on. The fourth step of the process is to discuss. The main purpose of discussion may be to complement each other’s ideas. Through brainstorming together, learners usually can provoke unexpected knowledge sparks. And the final step, reflect, is what I consider the most crucial one. After each activity, we students are often asked to record his or her own reflection. And I think it does help me ponder on what I have learned from this activity. In what sense I can do better next time? Through reflection, I can remind myself of some valuable experiences and to bear them in mind instead of just let them pass with the passing of the time. I also suggest that learners can record their reflection as soon as the activity ends. At that time our memory of that activity is most refreshing and we can truly think what needs to be desired. This websites also provides slides and several links of relevant articles, which can help learners realize more about inquiry teaching and learning.
I would like to summarize it by mentioning two tips of creating inquiry projects listed in the textbook, which I think will be very useful. First, do not let tools limit your processes or products.Teachers should determine the language and project goals and structures and then choose appropriate tools. Second, teachers should help every student has a role or responsibility to take in their group; to let students have a keen sense of participation. In this case, inquiry-based activities can be carried out more smoothly.
(http://inquiry.uiuc.edu/)
Just as its name, this website is meant to help learners get a better understanding of the inquiry concept. This website has five categories. That is, definition, process, environment, articles and slides. After I realize what does “inquiry” mean from the textbook and from this website, I focus more on the process part, which is regarded as the most beneficial part from my perspective. First step of the process is to ask questions. Since inquiry is a process of discovery, the purpose of asking questions is to motivate learners’ desire to discovery those they never found before. Actually I always think that to come up with some question is difficult, especially those are significant and to the point. Here this website provides some good questions such as “What makes a poem poetry?” “Why does the moon change shape?” After I see these examples, it downs on me that good questions are questions that people seldom think of and have the space to discuss further. What's more, a good question had better be an open question; that is, a question can involve various kinds of opinions instead of one single standard answer. The second step of the process is to investigate. At this section, learners may gather information as much as they can.
The ways of investigate include studying, crafting an experiment, observing, interviewing and so on. As for the third step, create, I think it's the toughest one. It involves the ability to analyze, synthesize, make connections, compare and contrast and so on. The fourth step of the process is to discuss. The main purpose of discussion may be to complement each other’s ideas. Through brainstorming together, learners usually can provoke unexpected knowledge sparks. And the final step, reflect, is what I consider the most crucial one. After each activity, we students are often asked to record his or her own reflection. And I think it does help me ponder on what I have learned from this activity. In what sense I can do better next time? Through reflection, I can remind myself of some valuable experiences and to bear them in mind instead of just let them pass with the passing of the time. I also suggest that learners can record their reflection as soon as the activity ends. At that time our memory of that activity is most refreshing and we can truly think what needs to be desired. This websites also provides slides and several links of relevant articles, which can help learners realize more about inquiry teaching and learning.
I would like to summarize it by mentioning two tips of creating inquiry projects listed in the textbook, which I think will be very useful. First, do not let tools limit your processes or products.Teachers should determine the language and project goals and structures and then choose appropriate tools. Second, teachers should help every student has a role or responsibility to take in their group; to let students have a keen sense of participation. In this case, inquiry-based activities can be carried out more smoothly.
Websites in CALL Essentials (Chap.5)
Filamentality
(http://www.kn.pacbell.com/wired/fil/)
This website is intended to help educators learn how to create their own websites. You may wonder what the word “filamentality” means in this case. Well, according to this website, “Filamentality is a fill-in-the-blank tool that guides you through picking a topic, searching the Internet, gathering good Internet links, and turning them into online learning activities. Support is built-in along the way through Mentality Tips. In the end, you'll create a web-based activity you can share with others even if you don't know anything about HTML or serving web pages.” I am deeply attracted by this description. As the topic of this chapter indicates, creativity is one of the most paramount elements that in designing activities for learners as well as for learners to carry out a task successfully. I used to think that build up a website is a difficult task, but after I come across this website, I change this thought in a sense. This website mainly consists of six categories: start a new page, search filamentality, a tour of the process, edit an existing page, activity formats and user guide. Each category is user-friendly so that I can know what I should do by following the instruction step by step. What piques my interests most is the activity format part. It is suggested that a specific goal for learning is the most important thing in the first place. It is when you know what you aim to achieve that you can carry out an activity efficiently. It also gives users a clear outline as to what can we create an activity. After setting the goal, we can assemble resources and promote learning. And this websites instruct us how to assemble resources and promote learning. For examples, we can make internet links by means of hotlist. It also gives us two useful examples of hotlist: China on the Net and A Hotlist on Colonial America. This chapter also mentions the concepts of input and output. Input and output take many forms, from lectures to diverse activities, and from essays to multimedia presentations. And I am also convinced that this website combines production with creativity very well. If teachers and learners can capitalize on this website wisely, this website is definitely an exceptional learning tool.
This website is intended to help educators learn how to create their own websites. You may wonder what the word “filamentality” means in this case. Well, according to this website, “Filamentality is a fill-in-the-blank tool that guides you through picking a topic, searching the Internet, gathering good Internet links, and turning them into online learning activities. Support is built-in along the way through Mentality Tips. In the end, you'll create a web-based activity you can share with others even if you don't know anything about HTML or serving web pages.” I am deeply attracted by this description. As the topic of this chapter indicates, creativity is one of the most paramount elements that in designing activities for learners as well as for learners to carry out a task successfully. I used to think that build up a website is a difficult task, but after I come across this website, I change this thought in a sense. This website mainly consists of six categories: start a new page, search filamentality, a tour of the process, edit an existing page, activity formats and user guide. Each category is user-friendly so that I can know what I should do by following the instruction step by step. What piques my interests most is the activity format part. It is suggested that a specific goal for learning is the most important thing in the first place. It is when you know what you aim to achieve that you can carry out an activity efficiently. It also gives users a clear outline as to what can we create an activity. After setting the goal, we can assemble resources and promote learning. And this websites instruct us how to assemble resources and promote learning. For examples, we can make internet links by means of hotlist. It also gives us two useful examples of hotlist: China on the Net and A Hotlist on Colonial America. This chapter also mentions the concepts of input and output. Input and output take many forms, from lectures to diverse activities, and from essays to multimedia presentations. And I am also convinced that this website combines production with creativity very well. If teachers and learners can capitalize on this website wisely, this website is definitely an exceptional learning tool.
Tuesday, April 3, 2007
Websites in CALL Essentials (Chap.3)
Randall’s ESL Cyber Listening Lab
(http://www.esl-lab.com/)
※Since the framework that Florez mentions in this chapter may not fully appropriate to examine this website, I may modify the content of the framework slightly by myself in order to describe this website more precisely.
Focus: This website focuses on daily English listening comprehension. And to train learners’ speaking accent further.
Preparation: Make learners well prepared to a websites that contains various kinds of authentic topics and the difficulty also ranges from easy to very difficult. There are quizzes after each piece of conversation. Also let learners think about what is the goal of their learning. If they just want to know more about American lifestyle, then they can opt “general listening quizzes.” And if they train their listening for academic purpose, then they can choose another category in this website.
Presentation: There are five categories in this website: generally listening quizzes, listening quizzes for academic purpose, 20-minute ESL vocabulary lessons, language learning and life tips and long conversations with realvideo. In each category are several pieces of items for learners’ practice. In each item, there are pre-listening exercises, listening exercises and post-listening exercises. Listening exercise is the conversation to train learners’ listening in other words, while post-listening exercises are some quizzes to test learners.
Practice: Learners can use the quizzes to see how much they understand form the conversation. As they get better, learners may also start to emulate the speaking accent in the conversation.
Evaluation: I think the quizzes are good materials for learners to evaluate their learning.
Extension: Learners may gather to share with each other what they have learned from this website. Just as the anecdote that be mentioned in the first page of chapter three, learners can use this website effectively through teamwork. Some students print the study guide, and some students discuss the sound bites as they listen.
Well, I think this website will be instrumental for my listening comprehension to some extent. In fact, my listening comprehension is not good, let alone speaking proficiency. Speaking and listening correlated with each other considerably. Only when I can comprehend others’ talking, I can reply him or her accordingly. For example, I hear the words “a mess” a few days before, but I mistook it as the word “amaze.” What extremely different meanings they are! Sometimes I listen to Studio Classroom Advanced program to improve my listening, but I do not know whether I do really progress or not. I just keep listening to it if I am free. But there are quizzes in this website, so that I can know whether I really comprehend the conversation or not. I agree that “opportunities for speaking and listening require structure and planning if they are to support language development,” and carefully planned CALL activities can use computers to support listening and speaking. And this website has already achieve this goal, at least from my perspective. As for speaking proficiency, apart from online talking or chatting, I think activities such as role-play, story telling, show-and-tell presentation, and radio drama are all very interesting and can truly sharpen one’s speaking ability, from my own learning experience.
Monday, April 2, 2007
Reflection on 3/23 Lab Class
Today's 3-hours lab class is very fulfilling because I learn how to use FrontPage software. It is a good initiation for me to learn more about this software. We spend 20 minutes of the first hour responding to others' postings. It seems that many of our thoughts are very similar to each other, and maybe it is so-called “Great minds think alike?” With the class goes on, we move to edit our own blog. Now I know how to change the color, even font types, by changing html codes. It's very practical! And then we use FrontPage software to publish our last week's notes onto our collective blog. It takes me about 30 minutes to publish this posting but still in vain because of some unknown problems. Since there are only two members (including me) in my group and we have 3 pages notes needed to publish, Julie and I are very busy in this work. By the time when today's class ends, we just publish one piece of our notes. I feel a little frustrated because we cannot work out the problem in class. Fortunately, I modify the content of our posting and at last it can be published when I back home and try it again and again. Perhaps this is the spirit of today's class topic “Creativity and Production.” Though our postings are not as splendid as other groups', we have tried our best. As for the third class, we discuss which option we would like to choose as our final project. And it's so subtle that Julie and I just sit beside each other but we communicate with each other just through Tapped In! Finally, we decide to design a lesson to help young ESL learners create their own stories. We will use WebQuest format and I think teacher's project that she show us today is a very good example for us to imitate.
After today's class, it also makes me realize the importance of “teamwork.” I really think Julie is a great partner because she teaches me many things that I do not know. I am a slow-paced leaner and cannot get into one situation easily. What's more, we just have two members in this group, so we need to hurry up in order to catch up other groups. When other groups have four people to brainstorm together, we just have two brains. So I feel a little busy as well as lonely! Two people in a group has its own merits and demerits, but now I think its disadvantages outweigh its advantages, at least from today's experience. Given this, we should work harder and harder than other groups, and hopefully I can get into the situation much more quickly.
After today's class, it also makes me realize the importance of “teamwork.” I really think Julie is a great partner because she teaches me many things that I do not know. I am a slow-paced leaner and cannot get into one situation easily. What's more, we just have two members in this group, so we need to hurry up in order to catch up other groups. When other groups have four people to brainstorm together, we just have two brains. So I feel a little busy as well as lonely! Two people in a group has its own merits and demerits, but now I think its disadvantages outweigh its advantages, at least from today's experience. Given this, we should work harder and harder than other groups, and hopefully I can get into the situation much more quickly.
Websites in CALL Essentials (Chap.2)
PIZZAZ! People Interested in Zippy and Zany Zcribbling.
(http://www.uoregon.edu/~leslieob/pizzaz.html)
Goals: The website is designed to provide simple creative writing and oral storytelling activities with copyable handouts for use with students of all ages.
Presentation: This website is generally divided into five categories: poetry, fiction, bags of tricks, more publishing opportunities and other teacher resources. There are many links available in each category. Beside the links are descriptions about the links. Some links are useful handouts and some are interesting activities, which can truly sharpen learners’ writing and reading proficiency from beginner level to advanced level.
Appropriates: Since this website provides learners with ample links, learners can select appropriate ones of their own choice according to their level. Navigation is also clear. Yet it seems that some of the links are provided to teachers instead of students.
Outcomes: I cannot find extra documents for further learning so far.
Evaluation: The website does not provide any feedback or evaluation. But there are e-mail address and the author’s address; perhaps users can e-mail him if they have any further questions or suggestions.
Notes: This website is clear and easy for learners to understand what or how can they learn. So it is suitable for learners who do not have much technology technique or knowledge like me!
When I first take a glance at this website, I do not be attracted by it too much. Perhaps it’s because the website does not have too fancy appearance. It is a just simple and clear one instead. Nonetheless, as I examine this website closely, I soon realize that it is a useful and abundant treasury for beginners. It contains various kinds of activities to pique learners’ interests as well as to broaden their English proficiency. If there is anything the website can be improved, well, it seems that most of the activities are designed for beginners, and not for advanced ones like us. I also find that at least one link is invalid. Furthermore, some links are offered for teachers to teach, not for learners to learn directly. I also think that the author can design this website more vividly by using multimedia materials such as sounds-effect, animation, pictures, short films and so on.
(http://www.uoregon.edu/~leslieob/pizzaz.html)
Goals: The website is designed to provide simple creative writing and oral storytelling activities with copyable handouts for use with students of all ages.
Presentation: This website is generally divided into five categories: poetry, fiction, bags of tricks, more publishing opportunities and other teacher resources. There are many links available in each category. Beside the links are descriptions about the links. Some links are useful handouts and some are interesting activities, which can truly sharpen learners’ writing and reading proficiency from beginner level to advanced level.
Appropriates: Since this website provides learners with ample links, learners can select appropriate ones of their own choice according to their level. Navigation is also clear. Yet it seems that some of the links are provided to teachers instead of students.
Outcomes: I cannot find extra documents for further learning so far.
Evaluation: The website does not provide any feedback or evaluation. But there are e-mail address and the author’s address; perhaps users can e-mail him if they have any further questions or suggestions.
Notes: This website is clear and easy for learners to understand what or how can they learn. So it is suitable for learners who do not have much technology technique or knowledge like me!
When I first take a glance at this website, I do not be attracted by it too much. Perhaps it’s because the website does not have too fancy appearance. It is a just simple and clear one instead. Nonetheless, as I examine this website closely, I soon realize that it is a useful and abundant treasury for beginners. It contains various kinds of activities to pique learners’ interests as well as to broaden their English proficiency. If there is anything the website can be improved, well, it seems that most of the activities are designed for beginners, and not for advanced ones like us. I also find that at least one link is invalid. Furthermore, some links are offered for teachers to teach, not for learners to learn directly. I also think that the author can design this website more vividly by using multimedia materials such as sounds-effect, animation, pictures, short films and so on.
Saturday, March 31, 2007
Description about Celia
Celia Chueh, also named “littlechueh,” is a 21 and little girl as well as a nocturnal animal.
As a typical Pisces, she has a sentimental and moody personality under her seemingly calm appearance. Sometimes optimistic. Sometimes pessimistic. Sometimes active. Sometimes passive. Reticent, perhaps. Indecisive, as well. She used to think negatively, but now learns to think positively.
20-year-old is a milestone for her, and since then, she came to be more independent. People encounter different challenges at different stages, and “putting her best foot forward at everything” is all she thinks.
She has an intensive but ephemeral passion, so what she likes is keep changing all the time. She is also changeable, so others may not catch on what she is thinking.
“Every day is brand-new,” she enjoys her life considerably as a junior in university.
Favorites: nature, breeze, serendipity, surprise, hand-made cards, bowknot, fantasy, things creative and unusual.
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