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Tuesday, October 11

  1. page Instructor's reflection edited ... a Reflection A. When you reflect on a session you think of the following: What? - What…

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    a Reflection
    A. When you reflect on a session you think of the following:
    What? - What have I learned?
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    Positives - Describe the good aspects of this session
    Suggestions - Can I suggest any way this session can improve?
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    been given:
    Each task presented on your digital portfolio should have a reflection. As a suggestion the reflection can cover these three areas:
    What? - Describe what the work is about. For example, this presentation is about a ………. and the requirement was ....... Make sure you talk about what was expected for this work and what time it took you to complete it. Was it a group project? What input did others have to this work?
    So what? - Now talk about why this piece of work is significant. Is it something you are proud of? Is it something you received a high grade for? Is it something developmental that helped you reach a new level in the subject? In other words why have you chosen THIS artefact for your portfolio?
    Now what? - Now talk about how doing this work has improved you as a learner in the CALL program. Has it helped you organise your time and work efficiently? Has it demonstrated that you are capable of using CALL in your English teaching and so now you have a lot more confidence than before? What are you now going to do with the new knowledge and skills you have gained from doing this work? How is this moving you along the path of life?
    Lecturer's Reflections
    Week 1 A:
    Students became acquainted with the CALL course content, the different tasks they will be involved and the mark allocation. It was pointed out that this is tentative and that some changes may occur during the semester. The aim of the changes will be the continuous improvement of both the course content and the process of enriching students CALL repertoire in knowledge, skills and experiences.
    ...
    of the coruse wikisite.course wiki site. I think
    Students were then given a website address where they found a questionnaire they were asked to use in order to assess their ICT skills.
    This involved use of the Internet, saving the word document found on their USB, answering the questionnaire and emailing it to their lecturer. Thus, the course already started implementing CALL in its teaching techniques and started giving teaching ideas to the course participants.
    ...
    Students' reactions were mixed: some were very confident, others were OK and one faced the prospect with some worry. By the end of the session, all students had created their website, consisting of three webpages, and had already started working on the content of the home and the personal pages. By the end of the session, students seemed to want to stay and continue with their task. The general impression was that they were anxious to have the next opportunity, at home or in class to continue working on it! What a great, first CALL experience!
    During the whole process, students helped each other and their was continuous discussion of how this could be used in language teaching.
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    of their acheivement!achievement! I certainly
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    wiki could accomodateaccommodate what we
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    by being involvodeinvolved in similar
    Week 2B:
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    wiki and develpdevelop it even
    At the end of the weekend, I visited their websites. I noticed that some worked on them and some didn't.
    The following are general comments for everyone:
    ...
    4. You can continue to develop the design of your website. For example, you can extend the content list on the left with more and different links. For example you can add a list called references to include printed references you come across which are related to CALL matters. You can add another list which could be called CALL links, where you can add links of interest. You can have a YouTube link, where you can have links to YouTube video clips you think could be useful for TEFL.
    5. Most homepages were really well presented, stating the aim of the wiki and supported by either visuals or YouTube video clips. The layout, fonts, colours etc of most of them is appealing to the visitor. Some students, however, need to work further on this.
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    clips, photo sliesslides and photos.
    7. Most students have already done their reflection on the first week. Some need to complete this task. Some need to read other students' reflection to see other examples. Make sure you don't only describe what you did and what has happened in class, but also what you have learned, what new knowledge, skills and experiences in CALL / TEFL.
    8. Overall, at the end of week 2, I'm very proud of all students, of the effort they are making, the interest they have in their learning and the fact they constantly looking forward to the next lesson... I was so pleased to see them finishing off tasks, much earlier than I thought they would!
    Week 3A:
    As a whole class, we discussed each other’s website (content, layout, design, inclusion of visuals, audio and video materials, etc.)
    ...
    to improve. ItIt took longer
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    of their wiki. Theywiki.They were so
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    websites visited. SomeSome discussion was
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    used in TEFL. TaskTEFL.Task 5 was
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    the Discussion area. Hopefullyarea.Hopefully students will
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    this for homework. Thehomework.The group works
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    of bees. TheyThey are so
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    the session. II had students
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    of the session. I’msession.I’m looking forward
    Week 3B:
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    followed the suggestiongsuggestion made last
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    site called 'Usefull'Useful tips', where
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    group. The sessiong continutedsession continued with the
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    students how improtantimportant and valuable
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    enjoy this 'worshop''workshop' type of
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    have my individucalindividual assistance whenever
    Week 4A:
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    suggestions for improvmentimprovement in content,
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    gradually developing. DiscussingsDiscussing and sharing
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    skills and expreriences.experiences.
    Week 4B:
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    and fully concetratingconcentrating on the
    Week 5A:
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    and ways: Indivually,Individually, in pairs
    Week 5B:
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    (b) move fromefrom guided to
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    make a consiousconscious effort to
    Week 6B:
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    and worked independetly,independently, either individually
    Week 7A:
    Students worked on their "Annotated Review: Writing" task. They worked diligently and conscientiously. They helped each other when needed. They shared ways of presenting their work (layout and interface). Again, the end of the session was reached and students were busily working on their tasks, and left only when they realised another class was going to use the lab! I talked to individuals and they seem to feel they are learning by doing, by investigating, by being creative in the way they present their work.
    Week 7B:
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    the Culture subectsubject of their
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    on the Interent;Internet; c. Create
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    on the Interent.Internet. The first
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    in teaching cutlureculture as part
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    had an interupptioninterruption of the
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    (a) I chekedchecked the course
    (b) The first homework I always do before any other is for this course...
    Week 8A:
    Students busily continued to work on WebQuests. Most of them opted for the 'Annotated Review of 4 WebQuests option' rather than the creation of a WebQuest of their own. We discussed the issue of giving options to students to cater for different learning styles, options that aim at the same expected outcome, in this case, be familiar about WebQuests and how they are used in TEFL.
    Week 8B:
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    is already a practising German
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    me great satisfacationsatisfaction as a
    Week 9A:
    Today students continued to work on Web 1.0 & Web 2.0 technologies, focusing on the one they chose.
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    Religious and National Day: 25th of March.
    Week 10A:
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    working on thertheir Online Thematic
    Week 10B:
    April Fools' Day.
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    Another student said that she finds the long time spent on the internet to search for activities boring (she admitted that it took her so long because she insisted on finding the most suitable and the most challenging activities), but once she finds them, she is happy with the result. This was a good example of what it involves for a teacher in terms of time and lesson successful planning.
    Another student mentioned that she has realised that through the CALL course activities, she is developing other, transferable skills such as time management, working with others, etc.
    Another student accidentalyaccidentally deleted on
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    the wiki. Fortunatly,Fortunately, she followed
    I found that in general students also gain confidence, exercise their critical thinking and are gradually developing skills necessary for a good teacher.
    Week 11B:
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    this task alreaqdyalready intrigued some
    Week 12A:
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    / DPortfolio awarenesssawareness content, c.
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    to assess studetns'students' work (CALL
    I am really impressed with the quality, length, and depth of students' work.
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    behind to clarifiyclarify some areas
    I'm worried about the a couple of students who continue to be absent...
    Week 12B:
    (view changes)
    9:28 pm

Tuesday, October 19

  1. page Student Portfolio edited ... Wikis Digital Portolios Reflective Learning Annotated Review Evaluative Review ... Gr…
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    Wikis
    Digital Portolios
    Reflective Learning
    Annotated Review
    Evaluative Review
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    Grading policy/ Course Completion Requirements (as per 23 February 2009)
    CALL E-Portfolio
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    1500 words): 15%
    (a)
    15%
    (a)
    Reflective Journal:
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    / Observant)
    (b)

    (b)
    Peer Evaluation (1 each)
    (c)

    (c)
    End of
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    Self Evaluation
    2. Evaluation Rubric 10%
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    (1500 words) 20%20%
    4. Topic
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    (1500 words) 20%20%
    5. Evaluative review The use of a Web 1.0 / Web 2.0 technology tool in TEFL
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    words each) 10%10%
    6. Comparative/Collaborative
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    (1000 words) 15%
    7.
    15%
    7.
    Digital Portfolio Development 10%10%
    Total: 100 %
    CALL TENTATIVE COURSE OUTLINE (as per 23 February 2009)
    Week 5
    Feb 23
    Discuss course requirements
    Complete Clustering planning
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    Teach Pronunciation
    Chapter 4, pp 102-109
    Using Technologies to Teach Listening / Speaking
    Continue Task 2: Annotated Evaluative review of Internet TEFL activities: Listening Comprehension / Speaking
    Week 6
    March 2
    PUBLIC

    PUBLIC
    HOLIDAY
    Chapter

    Chapter
    5: Reading and Writing
    Using Technologies to Teach Reading and Writing
    Continue Task 2: Annotated Evaluative review of Internet TEFL activities: Reading and Writing
    Word processing
    Week 7
    March 9
    Using Technology to Teach Vocabulary / Grammar
    Continue Task 2: Annotated Evaluative review of Internet TEFL activities: Vocabulary and Grammar
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    diverse learners
    Culture,

    Culture,
    community and
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    learners: discussion
    Using

    Using
    Technology to Teach culture
    WebQuest (a)
    Chapter 6: Teaching Thinking and Inquiry-Based Learning with English Language Learners
    Week 8
    March 16
    WebQuest (b)
    Web 1.0 & Web 2.0 in TEFL
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    Task 7 Wiki / Digital Portfolio Development continuous development
    Week 9
    March 23/25
    Web 1.0 & Web 2.0 in TEFL
    Task 7 Wiki / Digital Portfolio Development continuous development
    PUBLIC HOLIDAY: NATIONAL DAY
    Week 10
    March 30
    Thematic Collection
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    continuous development
    PUBLIC

    PUBLIC
    HOLIDAY: APRIL FOOL’S DAY
    Week 11
    April 6
    Thematic Collection
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    continuous development
    Chapter

    Chapter
    8: Assessment
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    L2 Teaching
    Testing
    Task 7 Wiki / Digital Portfolio Development continuous development
    Week
    April 13
    EASTER HOLIDAYS
    Week
    April 20
    EASTER

    EASTER
    HOLIDAYS
    Week 12
    April 27
    Testing
    Task

    Testing
    Task
    7 Wiki
    ...
    continuous development
    Leftovers & D Portfolio
    Reflective Journal
    Task 7 Wiki / Digital Portfolio Development continuous development
    Week 13
    May 4
    Digital Portfolios Presentations
    Week
    May 1
    Digital

    Digital
    Portfolios Presentations
    Week 14
    May 15
    Exam

    Exam
    Week
    Week 15
    May 22
    Exam

    Exam
    Week
    *The dates in this syllabus are tentative and may be adjusted / modified if it is in the interest of the class. Any changes will be announced in class.

    (view changes)
    6:54 am

Thursday, May 7

  1. page Useful Tips edited ... Tom: How to create a video clip and prepare it for uploading Andreas: How to upload YouTube v…
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    Tom: How to create a video clip and prepare it for uploading
    Andreas: How to upload YouTube video clips
    Maria: How to create and embed a Voki
    Eleni:
    How to upload an image
    (view changes)
    2:00 pm

Wednesday, May 6

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    (view changes)
    2:56 am
  2. page Tool 1 edited ... TOEIC is broken up into two tests, a Listening and Reading traditional pen and paper test take…
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    TOEIC is broken up into two tests, a Listening and Reading traditional pen and paper test taken at one of many worldwide locations, and a Speaking and Writing test which can be completed online. As seems appropriate for this course, I will not spend long talking about the Listening and Reading test, as it is not taken online. The test is broken up further into two parts, a Listening test and a Reading one. Consisting of 100 multiple choice questions, the test results in a speaker proficiency score; this is obviously meant to be indicative of a speaker’s English competency in these skills.
    The Speaking and Writing test is again split into two titular tests, and is taken online. Participants are given directions regarding the requirements for each question, of which there are 11 in the Speaking test and 8 in the Writing test. This is a form of alternative assessment, as results are not dependent on participants memorizing the correct answers to questions but rather illustrating their ability to use language in an effective way. The Writing test even includes an opinion essay, which gives people an opportunity to use their level of English to argue their point, and demonstrate the same skills they would need to convince someone of their opinions in a business setting. As before, the results generate a speaker proficiency score.
    ...
    in English.
    (view changes)
  3. page Tool 1 edited Online Test Review – TOEIC The Test Of English for International Communication, or TOEIC, offers…
    Online Test Review – TOEIC
    The Test Of English for International Communication, or TOEIC, offers a “full assessment of a person's ability to communicate in English across all four language skills” (http://www.ets.org). According to ETS, more than 5 million people take the TOEIC test each year, as it is recognised by thousands of organisations around the world. The test specifically focuses on the use of language for business communication, and as such has become a valuable tool for various businesses looking to gauge the English level of prospective employees and determine whether they will be able to use English in an effective and efficient way for e-mail and telephone communication, in-person meetings, video conferences, and any other situations that may arise in today’s increasingly global business world.
    TOEIC is broken up into two tests, a Listening and Reading traditional pen and paper test taken at one of many worldwide locations, and a Speaking and Writing test which can be completed online. As seems appropriate for this course, I will not spend long talking about the Listening and Reading test, as it is not taken online. The test is broken up further into two parts, a Listening test and a Reading one. Consisting of 100 multiple choice questions, the test results in a speaker proficiency score; this is obviously meant to be indicative of a speaker’s English competency in these skills.
    The Speaking and Writing test is again split into two titular tests, and is taken online. Participants are given directions regarding the requirements for each question, of which there are 11 in the Speaking test and 8 in the Writing test. This is a form of alternative assessment, as results are not dependent on participants memorizing the correct answers to questions but rather illustrating their ability to use language in an effective way. The Writing test even includes an opinion essay, which gives people an opportunity to use their level of English to argue their point, and demonstrate the same skills they would need to convince someone of their opinions in a business setting. As before, the results generate a speaker proficiency score.
    The Speaking and Writing test was introduced at a much later date than the Listening and Reading test, which has been in use for more than 30 years (http://www.ets.org). Despite that, because it is an online test which can be taken every month, it would seem to be the easier choice if only taking one of the two tests. Furthermore, the online test has the added benefit of offering sample tests for perspective applicants to try their hand at in order to gain valuable feedback to help them with the actual test (sample tests and extended information on the nature of the tests can be found here). As an added bonus, the online TOEIC test can be retaken at any time up to once a month, meaning that participants can track their progress and improve their scores as their English skills advance. This is especially important since the test is taken mostly by people looking for work in various business sectors, or those seeking enrolment in various programs of study; a participant can try sample tests frequently and improve their language skills, culminating in a strong proficiency in English.

    (view changes)

Tuesday, May 5

  1. page Introduction edited {intro.gif} intro.gif Functioning well in a second language requires much more than understandin…
    {intro.gif} intro.gif
    Functioning well in a second language requires much more than understanding isolated grammar and vocabulary. To be proficient in a language, it is also necessary to understand how language functions and to be able to use the language communicatively in different settings and for a variety of purposes. (Brown, 1994 cited in Pascoe & Wiburg, 2003)
    The above view helps explain the growing trend in recent years among educators to push for changes in the assessment of learners and a shift away from traditional testing methods. In standardized, traditional testing, students are evaluated more on their ability to memorize and regurgitate information they have been given specifically for this testing, rather than their ability to use language in any meaningful way in real world contexts. As Darling-Hammond says, this kind of “testing without investing in organizational learning is rather like taking a patient’s temperature over and over again without taking the necessary steps to promote greater health” (Darling-Hammond, 1997 cited in Pascoe & Wiburg, 2003).
    The constructivist approach to learning and teaching, which has gained popularity in recent times, argues that language should be taught and tested in a way that guarantees learners are able to use it in real world contexts in meaningful ways. The term alternative assessment is hard to define, but all alternative assessment methods share a move away from traditional testing techniques, focusing not on what students can recall, but rather giving them the opportunity to illustrate what they have learnt, rationalize their choices and use their knowledge in context. Importantly, alternative assessment advocates also stress the importance on teaching what is deemed important for the students to learn, rather than teaching what is needed to pass an exam; in other words, they “reverse the emphasis on testing over learning” (Pascoe & Wiburg, 2003).

    (view changes)
    11:35 pm

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