Learn English, Speak English with SpeakingPal English Tutor untitled Para David Jonassen [1], los Blogs en su calidad de “Hipermedios” pueden utilizarse en educación para construir productos en los que se integre más de un medio digital. Esto permite al estudiante usar a voluntad y combinar: texto, imagen y sonido. Estas herramientas requieren que el estudiante experimente como diseñador, potencie sus habilidades para investigar, organice sus pensamientos en forma secuencial y los represente en forma de bitácora. Los Blogs, como secuencias de entradas (publicaciones), pueden elaborarse con textos escritos u orales, imágenes y sonidos de fondo; a esta combinación de medios se le conoce ahora como Transmedia. Siguiendo la argumentación de Eydie Wilson para el uso de Comics en educación escolar, la elaboración de Blogs también promueve los alfabetismos tradicional (funcional), visual y tecnológico (TIC). NOTAS: [1] Jonassen, David (2000): Computers as Mindtools for Schools, segunda edición, Londres: Prentice-Hall. [2] Boss, Suzie & Krauss, Jane (2009).
Using video 2 Your choice of video may well be limited depending on what you have available to you wherever you are so the suggested activities have been kept deliberately general. They also include several tasks where you have the sound of the video down, and you simply use the moving image. Therefore you can use programmes recorded from the TV locally. In fact, you can get a lot of mileage out of using cartoons, soap operas or reality TV shows from the country you're in, especially if they are aimed at teenagers and you don't watch them, as the students will be able to tell you all about the characters and you can exploit the natural information gap between you and them! If you are using films, try to get them with subtitles in English. When you are planning a video lesson, try to think of it in three parts: Before you watchThe important thing about the before you watch tasks is that they get students into the topic and you prepare them for what they are going to see. 1) True or false? 2) Sound down
ANVILL | A National Virtual Language Lab Visit ANVILL A National Virtual Language Lab Levels: Middle school, high school, universityLanguages: AnyCost: Free of charge Language labs provide valuable opportunities for students to connect with others and for teachers to include technology in the classroom. But not all schools have the resources to support the necessary computers and services. The Yamada Language Center and CASLS created A National Virtual Language Lab (ANVILL) to help all schools access the power of online language tools. Creating media-rich lessons in ANVILL is simple and straightforward.
Onestopenglish: Number one for English language teachers Todo sobre rúbricas: qué son, cómo elaborarlas y ejemplos editables Contar con instrumentos y herramientas adecuadas para evaluar a los alumnos es esencial en la labor de los docentes, dentro de la gran variedad de opciones que existen, las rúbricas son uno de los instrumentos de evaluación más completos que podemos usar para valorar el nivel de logro de los aprendizajes de los estudiantes. En este artículo te diremos qué son las rúbricas de evaluación, la diferencia entre rúbricas globales y analíticas, cómo elaborarlas y además podrás descargar ejemplos de ellas. ¿Qué es una rúbrica de evaluación? Es un cuadro de doble entrada, que se integra por tres elementos primordiales: a) Indicadores: aspectos centrales de aquello que interesa lograr y valorar. b) Niveles de logro: por ejemplo excelente, muy bien, bien, regular. c) Descriptores de logro (sólo para las rúbricas analíticas): progresión desde los niveles inferiores a los superiores o viceversa. ¿Para qué sirven las rúbricas de evaluación? Rúbricas globales y analíticas ¿Cómo se elabora una rúbrica global?
1. Reading and Listening: The Bite-Sized Idiomatic Approach – EFL.training < Back to Start page Next to 1.1 > Idioms 1-10 Introduction/ Methodology This module is written and narrated by Chris Malherbe, English@Work, Germany.Audio by English@Work, Germany.Vocabulary list by Learnmera Oy, Finland.Cartoons, layout and video by Boris Stoyanov, e-Training Solutions, Germany. Summary This module is suitable for learners of English who want to improve their reading and listening skills. It is based on very short stories revolving around idiomatic expressions that can be easily read and listened to. This self-help learning module is suitable for you if: • You have difficulties hearing and repeating words in English • It is difficult for you to focus on letters and/ or what people are saying • You often mix up or miss out letters or numbers • You often miss what people are trying to say • You have tendency to drift away at times Required level of English language proficiency to read and understand this module: A2 or higher Based on: Europass Language Passport Contents
Teaching With Technology Webinars - Realize Forum In July 2013 English Online launched the series of monthly professional development webinars for English Online e-Tutors and any EAL/ESL instructors interested in Web2.0 language classroom. The goal of the series is to increase teachers’/volunteers’ online teaching skills by providing more in-depth introduction to online tools for language teaching and learning and discussing creative use of those tools, covering both technological and pedagogical aspects. To request a PD certificate for viewing webinar recordings, please email Pam Elalfy (pelalfy@myenglishonline.ca ) indicating your full name, the title of the session, and the date you watched the recording. Need more tools, more links, more opinions…? Join Teaching With Technology group on Tutela.ca! Meeting your professional development needs is our priority. There are no live webinars currently scheduled.
Digital Pedagogy Curatorial note “Victorian Literature and Victorian Informatics” is a richly detailed English-course syllabus exploring “canonical Victorian literature through the lens of Victorian information theories and knowledge organization practices” (Buurma). Buurma blends close, middle-distant, and distant reading techniques with an emphasis on digital methods for rereading and remaking literary texts. With its variety of workshops, demonstrations, discussions, and readings, Buurma’s syllabus is exemplary in incorporating fresh critical methods and interpretative tools into a more familiar and canonical reading list. Instructors experimenting with this model could readily incorporate related readings, tools, and workshops into a smaller unit within an existing course, but it is also easy to imagine developing a new one, organized along similar topical or thematic lines. —Bethany Nowviskie, Jeremy Boggs, J.