Hot Potatoes Mind Map

Teaching with Comics

What are Comics?

Comic books; is the pulpy-papered, saddle-stapled mixture of art and story. The alter ego of the comic book is the graphic novel, which is also a medium in which stories are told through both text and pictures, comics publishers are collecting multiple issues into single volumes, and comics writers are responding with more ambitious and artistic story arcs that spread across many issues.

 Comics    &   Education

 Reading and writing skills may be improved through using comics and cartoons in the classroom. A recent explosion of academic interest in comic books and graphic novels has stirred the creation of comic’s curricula nationwide. Several colleges and universities are now offering courses in comic’s literature, and high school teachers are exploring graphic novels as a new way to stimulate young readers’ interest in literature. The National Association of Comics Art Educators is producing exercises, study guides, and handouts on comics in the classroom. Comics have been the subject of a national best-seller.

http://www.tomhart.net/storyark/comics/multiple.html

    

A Word about Multiple Intelligences

The comic strip making workshop is also a way to reach students with many different learning styles. Comics inherently speak to a multitude of Howard Gardner's "Multiple Intelligences." Merely by its storytelling nature, a student can make a story about any subject that he or she is interested in; cartoon character exploration appeals to the learning tendencies of any child.

  

COMIC BOOK CREATOR: Is an interactive tool that supply the information you want in this  provide people, animals, thought and speech bubbles, props, and backdrop as well  invites Students to compose their own strips for a variety of context. 

Comic Strip Creators : is aimed to teaching art-related skills of drawing and sequencing drawings by creating comic strips..eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Arts/Visual_Arts/ARA0005.html

Character and Plot Development Through Comics

Students are introduced to character, plot development, point of view, and tone through the use of comic strips. Students identify these four attributes in the comic strip and present their findings to the class

http://www.beaconlearningcenter.com/Lessons/517.htm

Using digital comics in the classroom

Educomics http://www.educomics.org/ is a European Union education project. It has built sets of resource materials for teachers based on research and piloting in EU schools, so that teachers will have clear examples and guides to use digital comics in their teaching practice.

PROMOTE LEARNING BY USING COMICS 1. enhances and enriches the reading vocabulary 2. expression developed 3. helps retain complex words by association 4. contributes to the understanding of the story 5. fixes attention 6. adjusting self-paced reading student 7. improve spelling, perception and ability to synthesize 8. ideal for language learning 9. It is inexpensive, readily available and to acquire 10 it is malleable, easy to copy, copy, cut, climb ... 11.Share with other narrative strategies http://usuarios.multimania.es/confejerez/07experiencias.htm Etiquetas: VANESSA VELEZ. CALLT

VIDEO CONFERENCE IN EDUCATION

Video conferencing technology is all the rage among corporations. Recently educational facilities have begun taking advantage of video conferencing technology to support learning and education. Its equipment can help facilitate instruction and provide distant learners with a host of resources and access to content providers, teachers, librarians and more. It is so powerful and efficient that there is a possibility for many students to share a classroom with other students from the other side of the world as if they were in the same physical place.


One of the biggest problems when hiring new professors is to bring them to your own country. There are many reasons that the professor won’t move to your country but with the use of video conferencing tools the professor can give a lecture just by using a computer and a webcam. Imagine a medical school student to watch a doctor/professor to perform a operation live even though he/she is miles and miles away. The power of video and audio interaction is amazing for the human brain.
Video conferencing tools improved its capabilities to let more than one person to collaborate and share info.

Nowadays, more and more teachers are adopting video conferencing as a method of enhanced communication and instruction. Many California schools are using video conferencing to connect with one another and produce networks carrying large volumes of video and text data to educational facilities, teachers and students. Other people that benefit from video conferencing technology include librarians who can use video conferencing to develop strategies, provide resources and improve the quality of their service and delivery.

In 2010 online education became a powerful and affordable way for students to get a degree. Even though the student will lose the interaction with other students and professors, the possibility of getting a degree increased dramatically. Even the tuition is much more affordable than regular university’s tuition.
It facilitates learning allowing remote or distant learners to meet regardless of their location. Students can take classes at multiple universities. In essence classes that are not available at one location may be available at another through video conferencing. Video conferencing can also benefit non traditional students who are not able to attend classes during normal hours.

Some students are concerned about getting an online degree due to not get as same treatment as a student that got a 0n-campus degree. This myth has been debunked after many major companies spoke about hiring very smart people with online degrees. Even though the most benefits of video conferencing in the classroom relies on how effectively the instructor manages it, successful stories of its incorporation can be seen everywhere.

This technique can also be used as a career or employee training tool. Many colleges are now collaborating with local businesses to offer students certification and business training. Expert subject matter delivered from individuals in the field is easily delivered to students using this new technology. Student can also take advantage of mentoring services offered by companies in distant locations using video conferencing technology. The possibilities are virtually endless.

 

REFERENCES
http://www.agocg.ac.uk/reports/mmedia/video3/contents.htm
http://www.techlearning.com/article/3312

Kehylee Degano - UC

Internet and Education

The Internet has become an increasingly important feature of the learning environment for teenagers. Research by the Pew Internet & American Life Project in November and December 2000 shows that teens use the Internet as an essential study aid outside the classroom and that the Internet increasingly has a place inside the classroom. The Project surveyed 754 online youth ages 12-17 and their parents. Teens and parents report that Internet is vital to completing school projects and has effectively replaced the library for a large number of online youth. 71% of students report using the Internet at their primary source for their last major project, and they also report accessing online study aids like Sparknotes or CliffNotes. Beyond legitimate assistance with studies via websites, or email or Instant message communication with teachers, students also take advantage of the Internet to cheat, with 18% of students reporting knowing someone who used the Internet to do so.

Internet-Based Education: Some Guidelines

By Hilary McLellan

The Internet offers many powerful resources for implementing distance education. Internet-based education can take many forms, including: (1) tutorial, (2) virtual classroom, (3) correspondence course, (4) project-based education, and (5) event-based education. Internet-based education can also provide a valuable supplement to more traditional approaches to education. And as Internet technologies develop, more possibilities emerge. An overview of issues related to designing and implementing Internet-based education will be presented here.

One fundamental concept to understand is the contrast between synchronous and asynchronous communication. Synchronous refers to communication that occurs instantaneously, in real time. The telephone is an example of this --- both participants in a telephone conversation are present --- at their respective locations -- simultaneously. Asynchronous communication refers to communication that does not take place in real time but is delayed at the receiver's end. A telephone answering machine is an example of asynchronous communication. Electronic mail is another example. The concept of synchronous versus asynchronous communication is an important fundamental parameter in Internet-based education since many patterns are possible, as we shall see.

Another essential concept for Internet-based education, one that requires a major shift in thinking is for educators to recognize and harness the vast array of resources that are now available on the Internet, especially the World Wide Web. In addition to selecting a textbook, the instructor should now consider incorporating a Web navigation guide tailored to a particular subject or at least some student exploration quests on the World Wide Web into many classes, especially Internet-based classes. Gaining awareness of these resources and facility in navigating them is a critical component of information literacy and basic technological competence for today and tomorrow. Related to this, Nicholas Negroponte, in his book Being Digital, reports: "Today kids are getting the opportunity to be street smart on the Internet, where children are heard and not seen. Ironically, reading and writing will benefit. Children will read and write on the Internet to communicate, not just to complete some abstract and artificial exercise. What I am advocating should not be construed as anti-intellectual or as a disdain for abstract reasonings --- it is quite the opposite. The Internet provides a new medium for reaching out to find knowledge and meaning. (p. 200)" Not only children, but adult learners should be encouraged to reach out to these resources.

                           

                         

Virtual Reality and Education

   Today, technology has achieved great influence in the world, especially computers that have been a great utility for all of us.  The U.S. Department of Education in late 2003 reported that 90 percent of people aged five to seventeen use this equipment, mostly in school but also in libraries or at home. For this reason, teachers struggle to find teaching strategies, create instructional materials, and implement a technological infrastructure based on today's schools, and the most innovative has been virtual reality (VR), but What is it? according to Giti Javidi (1999), The term "Virtual Reality" has been applied more widely to include graphics applications that allow users to walk through a simulated environment and, possibly, to interact with objects in it. Also, VR technology is an integrated technology of computer hardware and software that requires the user to be fully immersed into the computer-generated, real-time, and 3D virtual environment as an inside participant to look, listen, manipulate, interact, feel, speak, and even smell if it is possible. It may be a networked or a stand-alone technology.

   This technological tool is a major support and advance for education that offers different benefits such as: to promote current educational thinking that students are better able to  retain and develop new knowledge; enhancing certain skills, for example, effectively coordinating sensorymotor skills; gaining situation awareness through use of simulations; and training in design skills. Also VR permit to visualize abstract concepts, visit different environments and interact with them, that for reasons of distance, time or safety are not available.

   An article called "The Virtual Classroom: Virtual Reality in Training and Education" gives one example of a school virtual reality program that is called Touch the Sky—Touch the Universe.  It uses an interactive 3-D model of the solar system to help students learn about astronomy. Students fly a virtual spaceship through the model, looking at it from different viewpoints. They watch eclipses and changes of phase as the planets and moons move through their orbits. They can zoom in on individual planets, moons, asteroids, and comets to study them more closely. When they touch a planet or other astronomical object with the mouse pointer, the program shows information about the object, such as its size and the time it takes to complete its orbit. Students can speed up or slow down the movement of the system and find out how these changes affect the movement of particular planets or moons.

   In conclusion, VR is an effective tecnology that influences in the educational change and offers a number of benefits to both students and proffesors. This one should be implemented in schools because it makes easier process of learning.

   In the following video, you will see an example of virtual reality used to teach a brief overview of science and research education.

 

Ruth Méndez

References:

http://www.scienceclarified.com/scitech/Virtual-Reality/The-Virtual-Classroom-Virtual-Reality-in-Training-and-Education.html

http://faculty.ksu.edu.sa/7338/virtual%20reality/virtual%20reality%20in%20education.pdf

http://www.youtube.com/watch?v=EfsSGBraUhc&feature=BFa&list=PL3B0A78D77156035B&index=76

 

Tutorial, Daniel Craig

http://www.danielcraig.com/call/summer2005/tutorials/word-reviewing-feature.wmv

COMPUTER-ASSISTED LANGUAGE LEARNING TEACHING

Language teachers have been users of technology to exploit the power of their students’ minds; some of technological aids that have been used in the foreign language classroom include slide projectors, film-strip projectors, film projectors, videocassette recorders and DVD players, among others.
Computer-assisted language learning (CALL) programs for multimedia computers that were published for multimedia computers on CD-ROM and DVD, CALL programs are still being published on CD-ROM and DVD, but Web-based multimedia CALL has now virtually supplanted these media.
Following the arrival of multimedia CALL, multimedia language centers began to appear in educational institutions. While multimedia facilities offer many opportunities for language learning with the integration of text, images, sound and video. However, the use of technology in the area of education depends on the material human resources of educational institutions; this is a downside because not all institutions have these resources.
In conclusion the advantage of using multimedia technology and computer assistance in the teaching of English as a foreign language; is that many people can access to information from remote locations, the content is available 24 hours per day and throughout the year. Besides this students and teachers are also forced to keep abreast of new resources using technological peak for working





REFERENCES

http://en.wikipedia.org/wiki/Computer-assisted_language_learning#Human_Language_Technologies
http://psychology.wikia.com/wiki/Computer-assisted_language_learning
http://www.fusionbposervices.com/blog/education-for-call-center-agents.html

C.A.L.L Computer assisted LAnguage Learning (xman Edit)

KEHYLEE DEGANO

What Computer-assisted Language Learning is?

In the previous text already read which talked about Computer-Assisted Language Learning (CALL), we have seen the and know more about tendency of the "communicative" or "enabling" potential of the computer as a way of improving the linguistic competence in a foreign language, in this case English. The integration of the computers as a beneficial way to learn a foreign language, as English, is more and more extended to courses and language material sellers and of course professors. On the other hand, there is a great insistence on the necessity of more communicative skills in a foreign language method, meaning communication as a primary function of language. Computer assisted language learning (CALL) refers to a set of instructions which need to be loaded into the computer for it to be able to work in the language classroom. It should be borne in mind that CALL does not refer to the use of a computer by a teacher to type out a worksheet or a class list or preparing his/her own teaching alone. Computers, which have entered the school life in the 20th century in developed countries, are still developing day by day throughout the world. Today, they have become more powerful, faster, easier to use, more convenient and cheaper, and they can process and store much more data, as well.
Kehylee N. Degano, S.

REFERENCIAS:
http://kholidah2010.wordpress.com/2010/07/27/248/

How can Computer-assisted Language Learning be used to teach EFL?

  Nowadays EFL teachers should use and include in their classes, different types of technological tools that help as students as teachers to facilitate learning language process, in this case, English as Foreing Language (EFL).

   In my opinion, Computer-assisted Language learning (CALL) is one of the practical tool to teach English in classroom because it helps teachers to make easier the language learning process, through   technological programs which include interactive whiteboards, computer mediated communication learning language virtual worlds and mobile-assisted language learning.

In conclusion, this is an effective method that allows students to work independently and also awaken in them the interest in learning because the class will be more dynamic.

In the nex video, you will see a teacher with her students using CALL in the classroom.

Ruth Méndez

References:
http://www.youtube.com/watch?v=MIuYS6mljDY&feature=related
http://en.wikipedia.org/wiki/Computer-assisted_language_learning

 

COMPUTER-ASSISTED LANGUAGE LEARNING TEACHING

DEGANO S. KEHYLEE N.

VÉLEZ V. VANESSA D.

COMPUTER-ASSISTED LANGUAGE LEARNING

Computer-assisted language learning (CALL) is the approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.

Early CALL favored an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALL), which originated in the USA and was in common use until the early 1980s. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies, especially multimedia and communications technology. An alternative term to CALL emerged in the early 1990s, namely Technology Enhanced Language Learning (TELL), which was felt to provide a more accurate description of the activities which fall broadly within the range of CALL.

What computers bring to language learning?

• delivery of a wide variety of multimedia content with pedantic and authentic language models, accessed with individual control
• another source of target language knowledge and examples—as opposed to the teacher being the sole font of target language knowledge in the classroom
• other channels of communication among class members and others
• supplemental practice exercises and tutorial feedback
• tools for creation of individual and group projects
• Outlet to publish student writing and projects to a larger audience via e-mail and web pages, wikis, etc.

·        Computers are playing an increasingly important role in second and foreign language instruction as they are in virtually all fields of instruction.

EDUCATIONAL SOFTWARE

Most software used in Computer Assisted Language Learning environments are tutorials designed specifically for foreign/second language learning or adapted for this purpose.

Typical CALL programs present a stimulus to which the learner must respond. The stimulus is presented in any combination of text, still images, sound, and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers feedback, indicating whether the learner’s response is right or wrong and, in sophisticated CALLS programs, attempting to analyze the learner’s response and to pinpoint errors. Branching to help and remedial activities is a common feature of CALL programs. This allows the instructor to program in the material to be learned.

 Internet activities vary considerably, from online versions of software (where the learner interacts with a networked computer), to computer-mediated communication (where the learner interacts with other people via the computer), to applications that combine these elements. Students individually adjust the pace of their work to accommodate different proficiencies, and learning styles. In addition to classroom enhancement, learning technologies also play a major role in full-time distance teaching. There is increased use of e-tutoring through forums, instant messaging, video-conferencing, courses addressed to smaller groups frequently use blended or hybrid designs that mix presence courses (usually in the beginning and at the end of a module) with distance activities and use various pedagogical styles (e.g., drill & practice, exercises, projects, etc.).

Students become engaged in the learning process with computers, where they are in control. Beside this, learners can communicate in the target language with other real speakers cheaply, 24 hours a day.

REFERENCES

http://en.wikipedia.org/wiki/Educational_technology 

http://people.bu.edu/johndesz/SEDTL512/index.shtml

http://psychology.wikia.com/wiki/Computer-assisted_language_learning

Computer-assisted Language Learning (CALL) and Educational Software

         CALL can be defined as the study of the use and the applications of computers in teaching and learning foreign languages. It covers a wide range of applications such as drill and practice programs which include a virtual learning environment and teaching Web-based distance as well as the use of corpora and concordances, interactive whiteboards, computer mediated communication learning language virtual worlds and mobile-assisted language learning.

According to http://en.wikipedia.org/wiki/Computer-assisted_language_learning, the current philosophy of CALL puts a strong emphasis on student-centered materials that allow learners to work on their own. Such materials may be structured or unstructured, but they normally embody two important features: interactive learning and individualized learning. CALL is essentially a tool that helps teachers to facilitate the language learning process. It can be used to reinforce what has been already been learned in the classroom or as a remedial tool to help learners who require additional support.

The design of CALL materials generally takes into consideration principles of language pedagogy and methodology, which may be derived from different learning theories (e.g. behaviorist, cognitive, constructivist) and second language learning theories such as Stephen Krashen's monitor hypothesis.

In regards to Educational Software, It is a program used to teach, and allows the development of certain cognitive skills.  There is a wide range of approaches to the creation of educational software, according to the different types of interaction that should exist between the actors in the teaching-learning process: teacher, learner, knowledge , computer. 

            The use of computer hardware and software in education and training dates to the early 1940s, when American researchers developed flight simulators which used analog computers to generate simulated onboard instrument data.

An immense number of titles, probably running into the thousands, were developed and released from the mid-1990s onwards, aimed primarily at the home education of younger children. Later iterations of these titles often began to link educational content to school curricula (such as England’s National Curriculum). The design of educational software programmes for home use has been influenced strongly by computer gaming concepts – in other words, they are designed to be fun as well as educational. However as far as possible a distinction should be drawn between proper learning titles (such as these) and software where the gaming outweighs the educational value (described later).

The following are examples of children’s learning software which have a structured pedagogical approach, usually orientated towards literacy and numeracy skills.

§                     ClickN KIDS, Research based phonics and spelling software titles

§                     Disney Interactive learning titles based on characters such as Winnie-the-Pooh, Aladdin, The Jungle Book and Mickey Mouse

§                     GCompris, contains numerous activities, from computer discovery to science

§                     Knowledge Adventure’s JumpStart and Blaster Learning System series

§                     The Learning Company’s Reader Rabbit, The Clue Finders and Zombinis series.

Regardind to courseware, it is a term that combines the words 'course' with 'software'. Its meaning originally was used to describe additional educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer. The term's meaning and usage has expanded and can refer to the entire course and any additional material when used in reference an online or 'computer formatted' classroom. Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed. 

A further category of educational software is software designed for use in school classrooms. Typically such software may be projected onto a large whiteboard at the front of the class and/or run simultaneously on a network of desktop computers in a classroom. This type of software is often called classroom management software. While teachers often choose to use educational software from other categories in their IT suites (e.g. reference works, children’s software), a whole category of educational software has grown up specifically intended to assist classroom teaching.

Finally, instructional design is the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experiences. The process consists broadly of determining the current state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition.

References:

http://en.wikipedia.org/wiki/Educational_software

http://en.wikipedia.org/wiki/Computer-assisted_language_learning,

http://edtech2.boisestate.edu/wagnerk/edtech580/instructionalsoftware.htm

http://en.wikipedia.org/wiki/Instructional_design

http://es.wikipedia.org/wiki/Software_educativo