no so pocketdoremon...
no-so pocketdoremon(clik here)
Wednesday, September 22, 2010
Thursday, September 9, 2010
Graded Assignment 3: WWW LESSON PLAN
Level: Intermediate to Advance
Time: 2 periods (70 minutes)
Theme/Topic: People-Changing Scene “Life in the Slum”
Language Content: Grammar- Adjectives and Vocabulary
Educational Emphases: Thinking Skills, Knowledge Application, Multiple Intelligence, ICT skills.
Previous Knowledge:
i) Students have knowledge in present tense, and very basic knowledge of adjectives.
ii) Students have learned on ways to obtain information from the internet.
iii) Students have learned the formal letter writing format
Aims: By the end of the lesson, students should be able to
i) Describe a particular environment.
ii) Verbally present their opinion and views of an environment.
iii) Use internet browser and search engine to look for information.
iv) Practice their writing skills in formal letter writing
Technical Requirements:
i) Preferably desktop computers shared among 2 or 3 students.
ii) Internet connection.
iii) Web browsers.
iv) Microsoft 2003 or 2007.
Preparation:
1. Browse for picture of Slumdog Millionaire on Yahoo! Image.
2. Browse the definition of slum on Wikipedia.
3. Browse video of slum from YouTube.
4. Make sure the content is suitable for the students and matches the topic of the lesson.
3. Browse video of slum from YouTube.
4. Make sure the content is suitable for the students and matches the topic of the lesson.
5. Determine a search engine that can cater to all the students' need during the activity.
6. Design worksheets and activities according to the information from resources obtained.
6. Design worksheets and activities according to the information from resources obtained.
Websites:
i) Yahoo! Image (www.images.search.yahoo.com)
ii) Wikipedia (www.wikipedia.com)
Procedures:
Set Induction:
(5 minutes)
1. Teacher displays the image of 'Slumdog Millionaire' on the screen using the projector.
2. Teacher asks students of things that come into their minds upon seeing the picture.
3. Teacher elicits responses from students based on the picture.
Pre-Activity:
(7 minutes)
1. Teacher highlights the word ‘slum’ in the display image.
2. Teacher asks the students if they know the meaning of the word ‘slum’.
3. Teacher directs the students to launch the web browser and type in the word ‘Wikipedia’.
4. Click on the link to the Wikipedia web (www.wikipedia.com)
6. Teacher asks the students to read and explains in further details about slum.
7. Then, teacher directs students' responses into the topic of the day on 'Slum'.
Developmental Stage
Activity 1:
(15 minutes)
- Teacher instructs the students to sit in groups of 2 to 3 students per group per computer.
- Teacher asks the students to open up a new tab.
- Teacher gives the students link on a video and asks the students to copy down the link.
- Teacher directs the students to click on the link.
- Together, teacher and the students watch the video on slum in
- Teacher elicits the students’ responses upon watching the video by asking them to describe the environment of the slum settlement and the people living in the slum.
- Teacher distributes a plain A3 size paper.
- In groups, teacher asks the students to draw a mind map describing ‘slum settlement’.
- Teacher asks the students to decorate the mind map creatively as marks will be given.
Activity 2:
(20 minutes)
- Teacher re-directs the students to open up a new tab and type in the word ‘yahoo’.
- Click on the link to the yahoo website (www.yahoo.com)
- Type in 'slum settlements'
- Teacher asks the students to goggle up for the information and search for other slum settlements apart from
- * Teacher asks if the students have difficulty on searching the information.
- Teacher distributes Worksheet 1 for each group.
- Teacher explains the instruction for worksheet 1.
· Given an enormous amount of 10, 0000 what the students can give in order to
create for betterment.
- Teacher asks the students to discuss and complete worksheet 1 in group.
- Teacher asks a pair of students to present their work to the class.
Activity 3:
(15 minutes)
- Teacher distributes worksheet 2 to each student.
- Teacher explains the instruction for task 3.
- By using the information they have discuss in task 1, the students will have to write a formal letter.
- * Teacher offers assistance to students if necessary.
- Teacher asks the students to complete worksheet 2 and submit it next week.
(5 minutes)
1) Teacher elicits response from the students to recap the lesson of the day
2) Teacher discusses the moral values they learn on the lesson
3) Teacher congratulates students on their effort
Follow-up Activity
Teacher assigns students to browse if there is slum settlement in Malaysia Malaysia
Monday, August 30, 2010
Task 7: Hypertext and Hypermedia
Russian Blueberry Pancake
Russian Blueberry Pancakes are delicious, with their golden brown crusts their light and spongy texture, their rich and tangy flavor, made all the better by the sweetness of the blueberries. They go perfectly with real maple syrup, and maybe a couple of sausage links or a few strips of bacon.
Pancakes seem almost too good to be true. They taste great, they are quick and easy to make, and they use inexpensive everyday ingredients such as:
Flour, sugar, baking powder ,soda, salt, eggs, buttermilk and butter.
YOUTUBE: HOW TO MAKE A BLUEBERRY PANCAKE (click here)
Once the batter is made, all that is left to do is to cook the pancakes. Try to use either a heavy gauge pan (skillet) or griddle. Preheat the pan before greasing it with melted butter or oil. Keep in mind that you may have to adjust the heat as you go to ensure that the pancakes have a lovely golden brown crust and are cooked all the way through. You can pour or ladle the pancake batter into your pan and you can make the pancakes any size, from the size of a
So walla! there you go a fluffy blueberry pancake for you!!!!
Saturday, August 28, 2010
Graded Assignment 2: Article Review
Learning to Learn Languages with ICT – But How?
Link: http://callej.org/journal/9-2/boulton.html
Computer Assisted Language Learning- Electronic Journal, February 2008, Volume 9, No. 2.
By: Alex Boulton, Anne Chateau, Myriam Pereiro and Radia Azzam-Hannachi from Nancy2 University and Bretagne University.
The stigma that ICT (Information and Communication Technology) is the panacea was not always true as some thought it would be in 1980s. It is often promoted for the wrong reason at all levels, from government to institutions to teachers and despite the plethoras of research, the results are often disappointing. ICT does not necessarily increase motivation and learners tend to lack of sufficient in autonomy to make the most of it without specific training. This journal traces a number of experiences with ICT in a variety of contexts in order to examine what goes wrong when learners are left to their own devices. Then it discusses on possible ways in integrating ICT into language learning courses.
Nancy 2 University is a French higher education institution which promotes the use of ICT in various areas including language teaching. Langues-U, Etudes et Ressources Universitaires a’ Distance (ERUDI) and Ecouter pour Comprendre (EPCO) are among the tool and facilities which promotes ICT.
• Langues-U: A digital campus to prepare students for CLES; a non-specialist language certificate at university level which is based on Common European Framework of Reference for Language. Designed for use by learner working alone either at home, in a resources centre, distance or blended learning situation.
• ERUDI: Offered distance degree in English for BA and MA. All courses are now available online and the students-teachers and students-students interaction are facilitated by various form of ICT-e-mails, chat, forums etc.
• EPCO: Advising by CRAPEL (Research center for language teaching and learning) the website focus on learning-to-learn and methodological advice for listening comprehension in 3 eastern European languages.
The aims of the research:
The research’s aims was to investigate 3 different population in 3 different settings on their experiences with ICT and also to determine what goes wrong when these learners are left to their own devices. A part from that, the other purposes was to understand why learning language with ICT is not always the panacea as some thought it would become in 1980s.
The methodology:
The study is firmly based on action-research and relies on past and on-going studies carried out with these learners. The investigation methods are both qualitative and quantitative which involved questionnaires, interviews, surveys and feedback.
The subject/sample:
To determine the problems, 3 different populations of students enrolled at Nancy2 University were studied.
Three Studies:
• Population 1: 170 MA students enrolled for a degree in psychology, which were to take part in a form of blended learning in English at the SCELV incorporating Langues-U.
• Population 2: 690 ERUDI students enrolled for degrees in English (BA or MA) at distance, in France or abroad.
• Population 3: Some 300 trainee teachers at IUFM who were offered the opportunity to take part in a blended learning course based on Langues-U.
These 3 populations, each has its own aims and needs- one group need English for Specific Purposes, another being an English majors and the third seeking to improve their chances of passing their end-of-year examination. At the same time, they represent a relatively homogenous group which they are learning English in higher education, passed through French education system thus have a comparable backgrounds in languages and ICT.
The Findings:
Population 1: Fourth-year Psychology Students at the SLEV.
The result of the study found that although the students were generally satisfied with the system (57%), the lack of human contact such as teacher/tutor were a great concern as 40 out of 41 students feel that human contact via forum, e-mail or resource centre is useful for their work. A part from that, other students regretted the absence of “real” evaluation in Langues-U and felt that this type of work could not help them improve their English. Another emerging finding fact based on the finding was the number of students who had never worked online before. The study revealed that out of 127 students asked to test a site helping them to improve their competence of written comprehension in English only 10 had the opportunity to work online before. The general impression emerged from this first population is negative. However, the students who worked online found Langues-U is useful as it’s provide varies activities and work on the campus purposes. Thus, the negative impression came from the learners who are lack of ICT awareness and autonomous work.
Population2: Distance students at ERUDI
The ERUDI students, most of them live within 100 km of the university and abroad, therefore the scheduled group meetings have to be entirely voluntary. Less than 10% students came thus blended learning is ruled out. Furthermore, although over two thirds of students provide a personal email address, some students cannot afford it and do not feel sufficiently ICT literate to attempt it. Many students feel that time spent mastering a tool is such a waste rather than an investment. A part from that, a total of 512 threads was posted over the year on ERUDI forum however sadly found that the forum received no responses from the students. One exceptional thread of “let’s get to know each other” received 81 answers, however it worth nothing as it does not emphasized on teaching. The traffic peaked only on the early year and when the first piece of marked homework was returned after that the numbers trailed off. Entirely, the forum contained 1680 messages plus responses, however based on the students population of 690, it is clear that the site received far more visitors that contributors.
Population 3: Teacher trainees at the IUFM
The first year students at the IUFM are given the opportunity to prepare the CLES with Langues-U. Out of 300 students, only 51 subscribed to the site, but majority used it less than half a dozen times. An e-mail was sent to these students however only 5 replied and claimed that they have no time to work on CLES and one explained that she already has degree in English and she feels that she has to focus on other subject. Whereby, one students among those who replied claimed that the blended learning is effective but her computer and methodology skills were shaky and making it hard to navigate. She admitted that it was difficult when there is no one to explain on how it worked and the Langues-U interface might be partly to blame.
Reaction:
While searching for the suitable article or research to be reviewed for CALL task, the title of the research itself has taken my interest. The title “Learning to Learn Languages with ICT- But How?” make me ponder on the ICT itself, what can I learn from the research and all. In my opinion, the research was well-conducted as various methods and large collection of sampling have been used in order to collect reliable and valid data concerning ICT technology. The usage of 3 different populations in 3 different settings and educational background can largely contributes to good findings in terms of validity and reliability. Therefore, the findings are effectively comparable and the researchers are able to determine the problems. In this case, the researchers are able to identify what goes wrong in learning English language via ICT based on varies setting. Therefore, they can come out with the effective ways to integrate ICT based on the population’s needs.
After reviewing the research I found that the students are lack of awareness in ICT in other words, they are illiterate learners. The institution has done a good deed by promoting and incorporating ICT in the learning process. However, learner’s own lack of exposure towards ICT contributes to the failure of the formation of ICT. Therefore, I feel that the learners need to expose themself with the technology and the institution should provide computer training or workshop before introducing the learners to ICT and they should make it as part of the subject or compulsory. This does not only happen in France, it is also happened in Malaysia, where the students in rural areas did not have the exposure in ICT. Although the Ministry of Education has provide the school with computers and internet access, the students and still did not know on how to use it. They actually failed to understand what is “Information and Communication" is all about. ICT is actually a helper to students however if they failed to compromise with these technology it could be a sad end. As a result, the learners feel demotivated if they have to utilize the technology because they did not have the exposure and understanding towards ICT. This maybe also cause by the lack of human interaction and support from the teacher or tutor. I feel that the implementation of ICT in the teaching and learning process could be more effective if it could balance with human contact. Socio effective is very important in making the lesson works. If we begin helping the learners identify who they are as language learners, they might start thinking about language learning rather than just trying to learn the language thus human contact is the light in a dark tunnel. A part form that, autonomy is the most crucial characteristic in learner. In distance learning, autonomy is much needed in a learner. If the learner has awareness on ICT, therefore he will not feel demotivated towards using the technology and the learner know what he/she needs in the language learning, by maximizing the usage of ICT in the language learning, learner will obtain not just the knowledge on language but also self-autonomy. I feel that, Malaysia should produce learners with self-autonomy and emphasized on learner-constructed knowledge rather than teacher who transmit the knowledge. All in all, awareness in ICT, self-autonomy and human contact are the key to the effective of learning languages in ICT. Balance is the key to everything.
Link: http://callej.org/journal/9-2/boulton.html
Computer Assisted Language Learning- Electronic Journal, February 2008, Volume 9, No. 2.
By: Alex Boulton, Anne Chateau, Myriam Pereiro and Radia Azzam-Hannachi from Nancy2 University and Bretagne University.
The stigma that ICT (Information and Communication Technology) is the panacea was not always true as some thought it would be in 1980s. It is often promoted for the wrong reason at all levels, from government to institutions to teachers and despite the plethoras of research, the results are often disappointing. ICT does not necessarily increase motivation and learners tend to lack of sufficient in autonomy to make the most of it without specific training. This journal traces a number of experiences with ICT in a variety of contexts in order to examine what goes wrong when learners are left to their own devices. Then it discusses on possible ways in integrating ICT into language learning courses.
Nancy 2 University is a French higher education institution which promotes the use of ICT in various areas including language teaching. Langues-U, Etudes et Ressources Universitaires a’ Distance (ERUDI) and Ecouter pour Comprendre (EPCO) are among the tool and facilities which promotes ICT.
• Langues-U: A digital campus to prepare students for CLES; a non-specialist language certificate at university level which is based on Common European Framework of Reference for Language. Designed for use by learner working alone either at home, in a resources centre, distance or blended learning situation.
• ERUDI: Offered distance degree in English for BA and MA. All courses are now available online and the students-teachers and students-students interaction are facilitated by various form of ICT-e-mails, chat, forums etc.
• EPCO: Advising by CRAPEL (Research center for language teaching and learning) the website focus on learning-to-learn and methodological advice for listening comprehension in 3 eastern European languages.
The aims of the research:
The research’s aims was to investigate 3 different population in 3 different settings on their experiences with ICT and also to determine what goes wrong when these learners are left to their own devices. A part from that, the other purposes was to understand why learning language with ICT is not always the panacea as some thought it would become in 1980s.
The methodology:
The study is firmly based on action-research and relies on past and on-going studies carried out with these learners. The investigation methods are both qualitative and quantitative which involved questionnaires, interviews, surveys and feedback.
The subject/sample:
To determine the problems, 3 different populations of students enrolled at Nancy2 University were studied.
Three Studies:
• Population 1: 170 MA students enrolled for a degree in psychology, which were to take part in a form of blended learning in English at the SCELV incorporating Langues-U.
• Population 2: 690 ERUDI students enrolled for degrees in English (BA or MA) at distance, in France or abroad.
• Population 3: Some 300 trainee teachers at IUFM who were offered the opportunity to take part in a blended learning course based on Langues-U.
These 3 populations, each has its own aims and needs- one group need English for Specific Purposes, another being an English majors and the third seeking to improve their chances of passing their end-of-year examination. At the same time, they represent a relatively homogenous group which they are learning English in higher education, passed through French education system thus have a comparable backgrounds in languages and ICT.
The Findings:
Population 1: Fourth-year Psychology Students at the SLEV.
The result of the study found that although the students were generally satisfied with the system (57%), the lack of human contact such as teacher/tutor were a great concern as 40 out of 41 students feel that human contact via forum, e-mail or resource centre is useful for their work. A part from that, other students regretted the absence of “real” evaluation in Langues-U and felt that this type of work could not help them improve their English. Another emerging finding fact based on the finding was the number of students who had never worked online before. The study revealed that out of 127 students asked to test a site helping them to improve their competence of written comprehension in English only 10 had the opportunity to work online before. The general impression emerged from this first population is negative. However, the students who worked online found Langues-U is useful as it’s provide varies activities and work on the campus purposes. Thus, the negative impression came from the learners who are lack of ICT awareness and autonomous work.
Population2: Distance students at ERUDI
The ERUDI students, most of them live within 100 km of the university and abroad, therefore the scheduled group meetings have to be entirely voluntary. Less than 10% students came thus blended learning is ruled out. Furthermore, although over two thirds of students provide a personal email address, some students cannot afford it and do not feel sufficiently ICT literate to attempt it. Many students feel that time spent mastering a tool is such a waste rather than an investment. A part from that, a total of 512 threads was posted over the year on ERUDI forum however sadly found that the forum received no responses from the students. One exceptional thread of “let’s get to know each other” received 81 answers, however it worth nothing as it does not emphasized on teaching. The traffic peaked only on the early year and when the first piece of marked homework was returned after that the numbers trailed off. Entirely, the forum contained 1680 messages plus responses, however based on the students population of 690, it is clear that the site received far more visitors that contributors.
Population 3: Teacher trainees at the IUFM
The first year students at the IUFM are given the opportunity to prepare the CLES with Langues-U. Out of 300 students, only 51 subscribed to the site, but majority used it less than half a dozen times. An e-mail was sent to these students however only 5 replied and claimed that they have no time to work on CLES and one explained that she already has degree in English and she feels that she has to focus on other subject. Whereby, one students among those who replied claimed that the blended learning is effective but her computer and methodology skills were shaky and making it hard to navigate. She admitted that it was difficult when there is no one to explain on how it worked and the Langues-U interface might be partly to blame.
Reaction:
While searching for the suitable article or research to be reviewed for CALL task, the title of the research itself has taken my interest. The title “Learning to Learn Languages with ICT- But How?” make me ponder on the ICT itself, what can I learn from the research and all. In my opinion, the research was well-conducted as various methods and large collection of sampling have been used in order to collect reliable and valid data concerning ICT technology. The usage of 3 different populations in 3 different settings and educational background can largely contributes to good findings in terms of validity and reliability. Therefore, the findings are effectively comparable and the researchers are able to determine the problems. In this case, the researchers are able to identify what goes wrong in learning English language via ICT based on varies setting. Therefore, they can come out with the effective ways to integrate ICT based on the population’s needs.
After reviewing the research I found that the students are lack of awareness in ICT in other words, they are illiterate learners. The institution has done a good deed by promoting and incorporating ICT in the learning process. However, learner’s own lack of exposure towards ICT contributes to the failure of the formation of ICT. Therefore, I feel that the learners need to expose themself with the technology and the institution should provide computer training or workshop before introducing the learners to ICT and they should make it as part of the subject or compulsory. This does not only happen in France, it is also happened in Malaysia, where the students in rural areas did not have the exposure in ICT. Although the Ministry of Education has provide the school with computers and internet access, the students and still did not know on how to use it. They actually failed to understand what is “Information and Communication" is all about. ICT is actually a helper to students however if they failed to compromise with these technology it could be a sad end. As a result, the learners feel demotivated if they have to utilize the technology because they did not have the exposure and understanding towards ICT. This maybe also cause by the lack of human interaction and support from the teacher or tutor. I feel that the implementation of ICT in the teaching and learning process could be more effective if it could balance with human contact. Socio effective is very important in making the lesson works. If we begin helping the learners identify who they are as language learners, they might start thinking about language learning rather than just trying to learn the language thus human contact is the light in a dark tunnel. A part form that, autonomy is the most crucial characteristic in learner. In distance learning, autonomy is much needed in a learner. If the learner has awareness on ICT, therefore he will not feel demotivated towards using the technology and the learner know what he/she needs in the language learning, by maximizing the usage of ICT in the language learning, learner will obtain not just the knowledge on language but also self-autonomy. I feel that, Malaysia should produce learners with self-autonomy and emphasized on learner-constructed knowledge rather than teacher who transmit the knowledge. All in all, awareness in ICT, self-autonomy and human contact are the key to the effective of learning languages in ICT. Balance is the key to everything.
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