presentation skills

DVOLVER MOVIEMAKER

Using dvolver moviemaker!!The snowman who doesn't melt!This is a trial video I prepared to show you how the tool looks like.
http://www.dvolver.com/live/movies-1048664
This website provide us with a tool for movie making.It is not very elaborate,so it is simple to use. But,this is a disadvantage, in my view.Students can choose the setting of their story,but the variety of characters is rather limited.Nevertheless,it can be a nice first step towards movie making,as pupils can practise in dialogues,although there is no voice.(They can write their sentences though)The feeling of creating their own movie will be motivation enough for them to be persistent about Grammar and Vocabulary(to be correct and appropriate).It is free and easy to sign in.

The procedure is simple:
1)choose the background,2)select a plot ,3)type the dialogues.There can be background music as well.Then, an original title should be given....and the movie is ready to be shared!

As all tools, dvolver need to be carefully looked by the teacher before using them in class.I found some material inappropriate for children.The role of the teacher here is critical,as s/he is responsible for controlling the materials.
While the pupils are discussing, speaking skills are  being practised. I am not going to incorporate that tool under the umbrella of speaking-listening skills.If used properly writing and reading can be enhanced,especially in early language learning(around the second year of learning English,possible age:7-8 years old)

This is a video  I made for classroom use:It is a way to revise greetings and foster vocabulary about the weather(winter,snow,snowman)httphttp://www.dvolver.com/live/movies-1049610



Dvolver in steps:

Visit the webpage, click on ''Make a movie''

Choose background

Select the plot

MyBrainshark

It is a tool that can be used both from the teacher to the learners and among learners to foster certain learning outcomes.

We make powerpoints more appealing while learning by using My brainshark.
I would use My brainshark to introduce my students to a new technological tool, so that they can practise more on their own. There is a need to be given clear guidelines in order to use the tools especially for the first time. This can happen through a presentation on my brainshark.

Another possible use is related to feedback on group work or on assigning Homework, for example giving the  guidelines for a project.

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From the teacher's perspective:We can upload a powerpoint presentation or pictures. As teachers we usually prepare a powerpoint presentation in order to talk through a project or an assignment, but few students will actually look at it, even if it is in wikispaces. Audiovisual presentation is much more suitable for our learners, who usually want to do many tasks together, such as listening to the instructions and texting a friend. So, it is more possible to pay  attention to a set of notes that combine voice as well.

If students are the active contributors, they have to be careful and write the main ideas of the articles they present. They can have as many tries as they want. This is an asset of mybrainshark, since both learners and teachers can view their products and make the changes they like, such as in the pronunciation.

From the learner's point of view:

By creating their presentations, individual representation of knowledge is constructed. Students can present their work in a visual and auditory way. The problem is that learners may write all the sentences they want to say, and the result would be that they read their notes. What is more, there is not much interaction among students  because they are focused on writing their own presentation.

I would recommend mybrainshark, as it has great potential and is applicable to many practices of teaching and learning. Although the focus is on speaking skills, much emphasis should be given in collaboration skills and summarising.
As a learner, I have been in a difficult position while presenting in front of my classmates. I think it is important to work on presentations collaboratively and thus get peer feedback.

Learning Chocolate

Sometimes teachers look at already made platforms. I think that this may be useful in the beginning of our journey as teachers,but not for regular use.This site is beneficial as far as vocabulary enhancement is concerned.

As we can see there is a variety of topics and words. There is a chance to listen to the words or phrases, so that you know the pronunciation(UK or US accent).

Specific vocabulary grouped in a theme- based approach:

The activity in the following picture is a dictation activity. There is a range of activities in the platform, such as matching or fill in.

The drawback is that there is no space for creativity and imagination. What is more, some words are very rare,such as sirloin in beef's body parts and thus this environment can be chaotic for a beginner. 

It is great that the tool is easy to navigate and learners can search on their own, but the teacher's contribution is indispensable.Some aspects would probably engage boys more( car interior) or some others would be more motivating for girls ( cosmetics).

All the above pictures have been retrieved from  http://www.learningchocolate.com/

Padlet

Padlet is an online themed wall.It reminds me of a large canvas or announcement board, where many learners can post pictures and small texts. It is a web-based interactive tool, easy to navigate. Once students are introduced to it, they have the chance to create a wall and elaborate their ideas.I remember when a student asked me what a pudding was and I was trying to explain to him without using the L1( Greek). Finally he understood that was a kind of dessert , but I think it would be better if we could share a wall and link pictures of puddings and the word. It really works when ideas and words are grouped together according to their meaning. Padlet would be one of the tools I would use for mindmapping activities for young learners.

How does it work?

First of all, visit the webpage: https://padlet.com/

Sign up or log in ( for the first time) by using your email and a password.

Then, choose ''Build your wall''.There is freedom to choose the background and the layout according to your title and description. There are two options: Freefrom and Stream.The already existing pictures can motivate both girls and boys.

Teachers have the chance to choose Moderate Post ,so that they can check students materials. It is not necessary for students to create an account.


It is a tool that enhances collaboration and project work. It can be used in a large school classroom or in a class at a private language institution where usually there is a group of ten learners. However, padlet would be more effective if no more than four students are working on it.

Organising a birthday party:

Privacy settings

 As far as Grammar is concerned, teachers in Greece are asked to teach Grammar in great detail. Unfortunately, if the way of presenting the phenomena is not motivating, children are easily bored and dislike Grammar. Padlet though, is an interesting way to practise the nee forms by working together and actually using them. Thus, the teacher will understand if the theory is understood. What is more, padlet can be used as a homework tool.Students are asked to write their feelings about a class or they can post their questions about Vocabulary or Grammar introduced. So it could be argued that padlet can be used as a tool for formative evaluation. Writing skills can be enhanced as well as speaking and listening skills can be consolidated.It will be a nice way to see assessment differently, especially in the Greek context, where exams are usually the central point of teaching.

(make sure that the pictures added by the children are copyright free.There can be a tutorial on this)

Share!

Another instance would be the translation of the  announcement board of the school in English using the padlet canvas. Several students can collaborate until the board is in English.Having the audience in mind, students will be encouraged to work in detail.Children are usually proud of their work when it is published. The task would be successful if students realise that learning together with their pears help, for instance if a learner does not remember a word, her/his classmates will remind her/him the word.

 The limitations of the tool may be the misuse of it as a presentation tool and the fact that only one multimedia aspect is accepted each time.

Nevertheless, as can be seen, the affordances of this tool outweigh its disadvantages.I would certainly incorporate  padlet in my teaching practice.

Further details van be found on Russel Stannard's teacher training videos: http://www.teachertrainingvideos.com/e-portfolios-iwbs/how-to-use-padlet.html

Webquests

The web has changed our approach to literacy. Using the internet requires the development of new skills, such as analytical and critical thinking skills.
Webquests  are activities that engage learners in searching the web .They can be extended for a course time, six or seven classes.
What is the difference between a document of hyperlinks and a webquest? In my attempt to see if webquests are related to education and more specifically to language learnimg, I realised that there should be clear criteria for the ''webquesting'' process.

Questgarden is an online service, which allows us to create a webquest.
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It is clearly linked to constructivism theory.

We are usually concerned on how our students will develop their analytical, thinking and researching skills.The question is also '' how to use the information we have got for a project, Miss?''Webquests combine networking in a communicative way and scaffolded learning. The aim is to activate High Order Thinking Skills. The learners develop research and analytical skills stimulated by questions. If the webquest is carefully designed by us and the tasks are according to our learner needs, the outcomes will

be brilliant. In my opinion, there is an educational need in Greece to research more on the role of webquests and their affordances in education. There are not many teachers who implement webquests into their teaching and second language learning in particular. I see learning language as a way to understand the world, so webquests would be a great tool to initiate searching. We can also guide learners on how to distinguish information and analyse it critically.

Based on our learners' needs we can introduce a topic, such as Exploring the British Museum.

Visit the webpage and start exploring the potentials of webquests:

Concerning cooperati

While formulating our webquest, there are many factors to take into consideration;

Some types of the layout can be boring and not engaging for the learners and especially for the youngest ones. However, questgarden gives us the chance to have a well structured webquest.

One of Questgarden's assets is that it facilitates cooperative learning, as the process of researching takes place in groups. It can be applicable to a mixed- ability class, as it is suitable for multiple intelligences. During the process of learning the language two invaluable skills can be facilitated with the help of webquests: notes taking and summarising. It is difficult even for university students to be good at summarising and thinking critically ( distinguish information). What is more, learners can evaluate their work in the final stages of the webquest. Reflection can act as a springboard to view their progress more critically.

An example:

Learners can connect the knowledge they are constructing together with their past knowlege and former theoretical frameworks. They may have been introduced to vocaboulary about parties and celebretions, but they had not the chance to see how birthdays are celebrated all over the world.

A study that took place in Greece showed that webquest in teh ELT class had positive effects on stress levels, motivation and attitude towards reading( Popota,2014).

The limitation is that it is not free, but it is not very expensive and it does worth the amount of money.

Images : questgarden,com

References

Popota, C.( 2014). Designing and implementing a webquest in an EFL young learner context.

Word magnets

Word Magnets is one of the resources TRIPTICO allows us to experience.
The ideal situation to embed this tool into your teaching is the occurence of an  Interactive Whiteboard(IWB).I know that the majority of the classes in public schools in Greece do not have this chance,or they have to share with many teachers and thus wait a lot before having access to it.A computer and a projector though could be the solution to that problem.

It can be downloaded from its webpage and there is a free trial period for thirty days.

Regarding IWB, some teachers in Greece, may find the use of interactive whiteboard

 a bit difficult to use in the beginning.So far,not all classes have IWBs but the majority of school possess  one IWB. What is more,private institutions provide teachers with IWBs, usually one per classroom.

Registration is asked before downloading.Since then, no internet connection is required.

How does it work?

Firstly,we have to create a board or load an already saved board.We can save our boards for future use.

One possible activity :
We have the chance to write words which act as ''magnets''.It is beneficial as we can explain to our students step by step the structure of a sentence.

Activities as these enable students to synthesize information and apply their existing knowledge to create a new product. It is my firm belief that the learners who have difficulties in writing would be benefited from a step by step approach. For some learners. writing a complete paragraph is a demanding task. There is no reason to panic and look for ways to just add words. The point is for them to practise by writing. Playing with possible combinations could be a way of enhancing learners improvement on writing at a sentence and paragraph level.

One activity could be the rearrangement of the words,in order to create a sentence or as can be seen in the second example, some common mistakes by Greek learners of English can be treated in a non-threatening environment.

Concerning the affordances of the tool , the fact that images and sounds are combined definitely attracts learners.I think that it is a tool for regular use.In Greece,much emphasis is placed on Grammar.Word magnets give us the opportunity to introduce new Grammar phenomena in a more interesting way!So,according to our students' needs and our goals,we can create many activities.It is the space for creativity that makes word magnets interesting.

Creating groups randomly.
Although I prefer to choose the group members manually in order to keep a balance in group dynamics, this application is practical. Sometimes, collaborative activities need time and it is better if the groups are created quickly.

Our work can be saved:

It requires IWB or projector,so class management practices should be a case of decision before the class.In some large classes in public schools,working in groups is a practical idea.A representative of each group can share the team's work.

Timers could be funny,if used properly, to create the feeling of anticipation. However, I would clearly not use the timer if this technique increases the stress levels of the learners.

The limitation of the tool is that it needs to be placed on the hands of an educator who has a clear pedagogical rationale,as every tool. in order to ensure its successful use. The fact that it s not free is another issue taken into consideration.

tools

Listening and speaking

ONLINE VOICE RECORDERS
Free online recorders give us the chance to record our own voices and upload our messages to a blog. Students are encouraged to use English in order to express themselves while the experiment with the target language.It is a nice chance to evaluate their own performance without the fear of being examined. Recordings can be shared, and it is the sense of the audience that lead students to prepare and try their best.

VOCAROO

Regarding Young learners, I would suggest vocaroo  www.vocaroo.com  at a first stage.It is free and very easy to use.What we need is a computer connected to the internet.What is more,the files can be downloaded.

Ιt only asks users to click on the record button.Even the most inexperienced teachers in ICT can use this tool easily without the fear of doing something wrong.Thus, teacher's confidence is enhanced.
1.Open vocaroo website.
2.Click  the red button to record.

3.Instantly vocaroo asks for permission in order to use our microphone. Do click ''allow''(otherwise it is not going to record.)

Therefore, check that the microphone works properly and...

4 You are .ready to record!!!

As can be seen from the above schreenshot, we have to ensure that all our learners are close to the microphone. What is more, if students work at home, a training on the words shown in the tool (eg error, configured) is needed. The tool has to be introduced in class first.

Advantages for the learner: Concerning the time ( 5 minutes), it may be limited, but for reticent students or young learners ( pauses, hesitation) can be a very motivating start.

5.Sharing the recording is important :

It is a tool that could be used for learners who are not fluent at all but, they can make sentences. Otherwise, some students could be shocked of  listening to themselves while realising that they are not that fluent.
Turning a limitation to an advantage: Since there are  no opportunities for interaction, pair work can be introduced.Students can ask each other what they are going to do in the weekend.(practise going to).

Some suggestions on using vocaroo for Homework management:
First of all, the teacher can send feedback to absent students or some piece of advice.

Activities: Students work in pairs and send a voice message to someone abroad, a friend or family member.For instance, learners could make a ''Happy birthday'' message for a beloved grandmother.

The disadvantage of the tool is that it is limited,as it does not give space for creativity.It may be difficult if many learners want to collaborate(as in large classes).In Greek  school classes, the regular students number is 20. It would be very time consuming for the teacher to listen to twenty different recordings and give feedback.What is more, the quality of the sound is not that good in order to identify pronunciation mistakes.

Summary on vocaroo:
It is a fee, user-friendly tool that needs little  preparation beforehand. By practising on it, learners can develop their speaking skills.Grammar activities can also be incorporated.The first time the tool and its vocabulary will be introduced.All in all, I think that vocaroo's advantages outweigh its limitations.


pictures retrieved from Vocarroo.com


VOKI
For a more challenging experience,voki allows us the oppotunity to be more creative.
www.voci.com
Visit the website and click on ''Create''

Choose the character ( I chose an animal for use this voki in class while teaching young learners.)or an adult for more mature students.

Choose  the background.









Allow voki to use microphone and camera and.record your message.

This is a voki I created for a class regarding requests. I have just typed the question and chose the female  UK accent.

Another way is to use the microphone and make a recording. Students have many chances to practise before sharing their voki.

http://www.voki.com/php/viewmessage/?chsm=0b2f185f86bba005b18df3dd5e1aed57&mId=2489539

Activites

As shown in the example I recorded my voice saying'' Can I bring you some cake?''. A possible language focus while using voki could be  working in pairs and formulate requests,offers or permission in their avatars( Group A) and (Group B) create answers and create  new requests.

Could I borrow a dictionary, please? Sure, here you are.

Can I  bring you another coffee? Yes, please.Thank you.

May I see you ticket, please?

Guess who?A possible activity could an Interview with a historical figure.

                                                                                                                                                                                                             A discussion between two people with different cultural background can also enhance the intercultural sensitivity of the students. It is also an environment where students can present themselves to other students all over the world. Hence,'' role-play'' activities can be introduced by the teacher.A quick news report ,the ''Class News'' for instance could be realised through a voki. Both the avatars and the recordings can be additions to the learners' e-portfolio.

Voki gives us the chance to revise and see in an non threatening way if our students have understood the input and are ready to use it.For younger learners, the activity itself ( to choose clothes,glasses,skin, mouth) gives them a chance to be creative and they usually like their ''product''because it is theirs. Simple messages can be a reason for experiment and sharing in the community of the class.




http://blabberize.com/ try this tool to add a mouth to a picture.Very motivating for young learners!


Another tool with great potential for young and older learners is voicethread, which is an exapmle of podcasting.
(http://voicethread.com/ Asynchronous learning)

Voicethread provide us with the opportunity to create more interesting activities for our students regarding both in class and out of class procedure.Instead of giving our learners a topic to write about ( for instance ''My favourite museum'') it would be better if there was some discussion before, linked to a picture. The picture or the video would stimulate them ( lead in activity) to express themselves through the medium they prefer. Among the affordances of the tool is the fact that pictures, texts and videos can be inserted. Moreover, there are many ways for the learners to comment on the picture or the video. Voicethread can be a collaborative tool, as acts as a springboard to activate schemata. The teacher can ask the children viewing at a picture: Where do you think is this child? What has happened in that house? It can also be used as a Homework tool or a tool to prepare students for an excursion. If the school has planned a visit to the Acropolis museum, it would be great to have an introductory session using Voicethread.( What do you think we are going to see? What is this? Where is the museum?)

It is free and works as long as internet access is provided by the school( web-based).It works through our webcam, microphone or the mobile phone. It  can be used also to teach searching for images, which are copyright free.This is an important skill for our students too.Another way to use the tool is as a meta- analysis of the class.

Unfortunately, in the free version, there are some limitations on the amount of loading items.

This collaborative tool allows students and teachers to create slides.While workinh in a group, each member can contribute in a different way( text, audio, video).Sharing the multimodal text is very significant; it can be exported as an mp3 or video and be embedded into class blog or wiki.

We have the chance to insert a pdf ,a word or an excel document.

Choosing the image properly:

Voicethread is a tool that enables us , as teachers, to realise who participated more actively in the learning process. Speaking as well as listening skills are fostered. I think that it is a tool that engages students in the learning process, as it can be appealing to both visual and auditory learners. It is simple for them to create an account.Thus they will  be able to make their own ''voicethreads''.

The above kind of activities give students the chance to get  engaged in ''real communication'' activity,as they have a reason for interacting.Students can introduce themselves,interview each other(about their hobbies).Thus, fluency is developed little by little,as it should.We cannot expect our students be fluent without giving them the chance to practise. There is a tendency in Greece to have oral sessions only some weeks before the oral examination, when heading for a certificate.However, this does not help our students to practise their thinking and speaking skills.They end up learning some phrases by heart that are linked with linking words.But this is not scaffolded learning, and usually after the examinations, learners seem to forget much of the input.
The main emphasis should be given on interaction.This is when we know that a tool has been successfully used.One attribute is that they can be used as kind of replacement.
These  tools usually consist great chances for consolidating children's learning.However,as teachers we should be very careful and ask parents' approval before actually record children.

Last but not least,applying Bloom's taxonomy to learning through online voice recordings,the categories that are enhanced are ''applying'' and ''evaluating''.