Online English Learning

M.Y. Wish Lists: Crazy Paving or Stepping Stones?

2007-07-03T18:00:00.000-07:00

Looking back to the beginning of this semester, I found my wish list (i.e., the course objectives), which included

Students will be able to understand the nature of online learning and its potentials for the study of English;
Students will be able to critically use and evaluate online texts, learning tools, and resources; and
Students will be able to design online activities and produce multimedia content to support English learning.

As online treasure hunters, we explored and scrutinized weblogs, webquests, and websites of our own and others. We kept logs of precious experiences, thoughts, and visions in order to develop in-depth understandings of online English learning. Trained to collect and evaluate information in a systematic way, fortunately (or unfortunately?) we do not become archaeologists because, in part, the Web is evolving. Putting aside categorization, you are creating and constructing Something with various styles and formats in the realm of Web 2.0. These quirky crazy paving or stepping stones in your collaborative experiences may make further exploration possible.

Perhaps someday I will see Celia Angel & Julie Rabbit become as popular as The Simpsons with all age groups around the world. Perhaps someday Cherrie's EFL students in Taiwan will explore Online Language Learning 3.0 with Anita's CFL (Chinese as a Foreign language) students in the U.S. through the newest technologies. Oh, I have a new wish list now. Hope you let me know when your dreams come true.

Young English Storywriters

2007-07-01T05:17:00.000-07:00

This weblog aims to teach ESL children at the age of 10~12 to write their own stories. We design two routes for learners to choose which one they prefer: one is to write about the character first, and then the plot; the other one is to write the plot first, and then the character later. We make use of multimedia tools, such as video clips, lovely pictures, and PowerPoint files. We also introduce some relevant websites, which we believe can complement our teaching to train children's story writing ability. Just come and enjoy it! Please click here: I am young but I can write in English (by Celia and Julie).

The Simpsons webquest

2007-06-30T18:53:00.000-07:00

This webquest is about the cartoon series-The Simpson's in the U.S. and is aiming for the 9-12th high school students. The sutdents need to proceed an unfinished story based on the understanding of the Simpson's. They have to understand the personality of each character well and even get to know the social context this cartoon series implies by visiting the websites we provide first, then continue the situation we provide. They can create a very simple story happening only on the main characters we mention or they can extend the story by adding more characters and current social context in the U.S.. As a result, the task of this webquest is a rather flexible. The students can make it simple or complicated, and the teacher can get to know the language proficiency of each student out of their works. enjoy:) http://www.freewebtown.com/boucicaut/

JazzzzzZZZZZ(webquest for final project)

2007-06-30T00:49:00.001-07:00

This webquest for final project focuses on the western culture, Jazz. With some creative and collaborating activities, this webquest is aimed at high school students. After completing tasks we designers assign, we expect students to not only gain relevant knowledge of Jazz, but also by fostering four language abilities enjoy their English learning with an active attitude.

Click it and find it out

From Abby, Cherrie, Christina and Vercy

Party Fun--A Multimedia ESL Flash Website

2007-06-29T19:39:00.000-07:00

This is our final project, it's a Multimedia ESL Flash website (or more like a Flash Project) designed for children age from 8 to 12 with very limited English ability. By following the directions in this site, they will have a chance to practice their listening and spelling skills through interesting tasks. Read a more detailed description by Anita.

View fullscreen version with audio.

Comment to inform us if you find any bug in it.

(We are Anita, Eleanor and Mandy +@+)

Final Project Share Fair!

2007-06-28T20:23:00.000-07:00

In your final projects, you were required to design online activities and produce multimedia content to support English learning. Share and evaluate group projects based on the following guidelines!

Think of a fun title that relfects the content of your project. (Don't use "final project" as a title).
Give a brief description (100-120 words) of the content knowledge or skills, target users, learning objectives, learning tasks or activities, technology use or online environments, etc.
Add a link to the project file(s) or website(s).
Leave your responses to other group projects as Comments. (Don't leave comments before group projects are posted).

Your projects (i.e., descriptions, links, peer comments) will be evaluated based on your postings on Tuesday, July 3, 2007 at 12 noon.

From Blog Administrator's Desktop

2007-06-28T19:41:00.000-07:00

You might notice that I saved some of your postings as drafts or posted them as comments. As an administrator, I have some principles in organizing this blog.

Group learning outcomes are posted on this group blog. Instead of long postings and detailed descriptions, summaries and links to posts in individual blogs or files in other websites are preferred.
Individual students' learning outcomes and evaluation forms are supposed to be posted on BB or your own weblogs.
Individual students' responses to specific blog postings are posted as comments rather than as main posts.

Reflection and Questions for Thought

2007-06-27T01:21:00.000-07:00

Reflection is an active process of exploring your blogging experience in some depth. You were required to write a reflection from the three perspectives--engagement, learning, and language learning. Your reflection will be evaluated based on your posting on Thursday, June 28, 2007 at 12 noon. Here are some questions for thought.

1. Engagement and participation
*How often did you blog? How did you like to participate in different blogging activities?
*What role(s) did you take in support of your peers' blogging? Why?

2. Learning
How did you connect your blogging experiences with different aspects of learning (e.g., learning goals/objectives, previous experiences, technological features and functions, success/failure in learning, preferred learning styles, and other social and affective information, etc)?

3. Language learning
How did you connect your blogging experiences with different aspects of English learning (e.g., problem-solving, communication and collaboration, creativity and production, reading, writing, speaking, and listening, etc.)?

A Message from Summer

2007-06-25T18:12:00.000-07:00

Are you interested in sharing your writing in other ESL blogs? For more information, see below.

----------------------------------------
Hello,

One of your students, Christina, enthusiastically selected my site as a Favorite ESL site! I was very honored.

I was wondering: What is the full name of their school - "NCU" - and where is it located?

Also, would your students like to each chose a piece of writing they did in English, for me to post on my site -- so that others can enjoy their work? I have been looking for student writing to post and share.

I am an ESOL certified teacher. I have a new blog where you can post their work if they want to share it, and you can write back to me if you like: CLICK HERE.
I am guessing you are their teacher. If not, please let their teacher know I wrote this message. Thanks!

Have a great day! :)

--------------------------------------
For more information about this weblog, see Christina's post.

Christina--Stuff in English Learning: My three favorite ESL Blogs

peer assessment(Ashley, Gina, Stacy, Yajoo)

2007-06-25T06:58:00.000-07:00

Evaluation Criteria Base on
Content: Is the content related to the question?
Quantity: how many ideas that they itemized.
Creativity: Is the ideas creative or not.
Top 1 get 3 points, Top 2 get 2 point and Top 3 get 1point

Hypertext and Print text
Top1-Julie's Group
Top2-Vercy's Group
Top3-Anita's Group

PBL/PBL/IBL
Top1-Vercy's Group
Top2-Anita's Group
Top3-Julie's Group

Principles for designing English teaching and learning weblogs
Top1-Anita's Group
Top2-Julie's Group
Top3-Vercy's Group

Criteria for evaluating ESL/EFL weblogs
Top1-Julie's Group
Top2-Vercy's Group
Top3-Anita's Group

The detailed file in the group page＞file exchange of Blackboard
some of the ranking are changed!
HERE is the correct ranking!

Gina's Green Island

2007-06-24T22:50:00.000-07:00

G-Blog: Green Island

(Gina did not allow comments, so I left my message here.)

In her reflection, Gina wrote, "I think picture and video are very important during learning things."

Gina, can you explain more about it? For example, what roles do pictures and videos play in your learning processes?

You might be interested in this article titled Constructing Our Identities through Online Images

Evaluation of Class Discussion (by Abby, Christina, Cherrie and Vercy)

2007-06-24T03:11:00.000-07:00

1. Hypertext vs. Print Text

Evaluation Criteria:
1. Presentation: format and categories
2. Quantity: How many sections of points were stated
3. Creativity: If the idea is unique, extra point is added.

Ashley’s group got 10 points and they are TOP 1!!
They have well- organized form with categories sort out. Though they have little words, it is easy and clear to compare the differences between hypertext and print text.

Celia’s group got 10 points and they are TOP 1, too!!
They really provided a quantity of information between the two types of text. And also they have idea that is unique. Maybe the merit/demerit can be sort out more clearly, because good or bad really depends.

Anita’s group got 3 points and they are TOP 3!!
They did have some great ideas, but maybe they can provide more explanations for each of the description.

2. PBL/PBL/IBL

Evaluation Criteria:
1. Presentation: format and graphic
2. Persuasion: The statement is strong or not.
3. Creativity: If the idea is unique, extra point is added.

Celia’s group got 10 points and they are TOP 1!!
They have drawn a clear tree-like map that contains explanation to it. It is easy for reader to recognize their thoughts on the relationships of PBL/PBL/IBL. Also they stated their thought according to Richard, which make their statement more convincing.

Anita’s group got 9 points and they are TOP 2!!
Anita’s group has a totally concept comparing to others. They think IBL is the biggest concept among the three. They had stated their ideas according to the books or papers, which make their explanation convincing.

Ashley’s group got 8 points and they are TOP 3!!
They have stated information on Project-Based Learning more than any other groups, and the features they stated are interesting. Also they mentioned about webquest, which is kind of an extended idea of PBL/PBL/IBL.

3. Designing and evaluating ESL weblogs

I. Discuss principles for designing English learning weblogs
II.Criteria for evaluating ESL/EFL weblogs

Evaluation Criteria:
1. Presentation: format and categories
2. Quantity: How many principles and criteria were stated
3. Creativity: If the idea is unique, extra point is added.

Celia’s group got 16 points and they are TOP 1!!
They have itemized a clear analysis on designing and evaluating ESL weblogs
that contains full explanation to it. It is easy for readers to catch ideas. Also they stated their thought completely and uniquely. Generally, they did a really good job.

Ashley’s group got 14 points and they are TOP 2!!
Ashley’s group has especially something new from other group, but maybe they can provide much more explanations for each unique item of the description.

Anita’s group got 10 points and they are TOP 3!!
They have stated criteria for evaluating these weblogs with a descriptive article, and make their readers not get the main idea immediately. However, the way of analysis (four language abilities) is different from others truly attract our interests.

Evaluation of class discussions (GROUP 1)

2007-06-24T02:36:00.000-07:00

Evaluation of three in-class discussions BY julie& celia

2007-06-22T06:18:00.000-07:00

JiangYajoo's Website Reviews

2007-06-20T01:12:00.000-07:00

Little Red in the Tea in the Attic

Vercy Mapping Out Her Web-logs

2007-06-19T22:59:00.000-07:00

Vercy's Blogging Experinces

Abby News Studio

2007-06-19T21:39:00.000-07:00

Ab: Integrated Language Learning Materials

Christina's K-Blogging Experience

2007-06-19T21:25:00.000-07:00

Christina's Blogging Experience

Julie: "I write blogs"~(￣▽￣)~

2007-06-19T21:17:00.000-07:00

Julie48tw in Blogger

Celia the Blog Organizer

2007-06-19T21:12:00.000-07:00

Celia's Blogging Experiences

Mandy's Principles and Criteria

2007-06-19T20:28:00.000-07:00

Mandy's Principles and Criteria for English Learning Weblogs

Anita Translating Love Song Lyrics @ SchMOOze U.

2007-06-19T19:55:00.000-07:00

Anita's Treasure Hunting

Sandee Chen's love song

Eleanor's Blog Reader Wanted

2007-06-19T19:42:00.000-07:00

Eleanor's Online English Learning Blog: Reflections on This Blogging Experience

Stacy's Video: the English Department @ NCU

2007-06-19T19:32:00.000-07:00

Stacynihilating: our youtube clip!!!

Ashley & Tapped In:New and Embarrassed Awareness

2007-06-19T19:25:00.000-07:00

Ashley's Tapped In Experiences

Harry Potter Theme Park (Stacy Ashley)

2007-06-13T07:26:00.000-07:00

Harry Potter theme park set to openWizarding World of Harry Potter will open in Orlando in 2009
TODAYUpdated: 10:29 a.m. ET May 31, 2007

Ashley: This is an interesting article
Stacy: What is it? I’ve never heard about it, neither the book nor film
A: You need to up date, this book was wrote by a female writer, house wife
S: Heard about her, but do not dare to read it, thick book
A: Attractive, just read, give a try
S: Theme park as the magical world, what it is like?
A: Refer to the set of the movie, original setting
S: Still 3 years to wait for it
A: Read the novel first to learn about it, then
S: Go to Florida, first Disney land!

Key words explanation:
* apparition *Harry Potter *conjure *Warner Bros. *Universal Orlando Resort *The wizarding world *Today *authentic *Hogsmeade *Hogwarts *immerse-

Questions:
1. What is an apparition?
2. Who wrote the famous novel Harry Potter?
3. Where will the theme park be opened and when?
4. Which two incorporations worked together to bring this plan up?
5. What will the visitors be able to experience in this“authentic world”?
6. What will the Wizarding World feature? rides, shops and restaurants all based on the fictional world of Harry Potter

Summary:
Two American colossus entertaining company, Warner Bros. Entertainment Inc. and Universal Orlando Resort plan to open The Wizarding World of Harry Potter within Universal’s Islands of Adventure theme park in 2009, Orlando, Florida. This magical world will be build based on J. K. Rowling’s popular novel series and its film adaptation, presenting not only authentic atmosphere but exciting, unforgettable experience. This announcement is just on time to add to the current Harry Potter frenzy

Now, play our hot potato tests!

Consumption with a conscience (by Vercy and Abby)

2007-06-12T10:05:00.000-07:00

Consumption with a conscience

This article talks about we consumers should be responsible for this world when consuming something. There are four examples of how those people use their conscience to make their products or activities. “Two worlds apart” describes a designer gives something back to his country with his creative social work. “Green with style” describes the example of Lexus to be made with concern of environment. “Seeing beauty in the unwanted” talks about recreation that uses unwanted materials. “Rock in the name of charity” says that a band can hold a concert to raise money with charity.

More about news and hot potatoes

You don't have to hate your first job/Cherrie and Christina

2007-06-12T09:49:00.000-07:00

※You don't have to hate your first job

※summary
Dustin Ashley Tester surfs everyday, but she is not on vacation, it is actually her job. Tester is one person who is lucky to find pleasure in work. But many other young college graduates are scurrying to grad school to postpone the process of getting a first job because a dream work seldom exists. The article tells us that we don’t have to hate our first jobs, we can even fall in love with them-if we ask our selves the two questions: What do I love so much I'd do it for free, and how can I get someone to pay me to do that? Find out answers to them, and you will never “work” again.

* Listen to Cherrie and Christina's studio!!!

※key words and their English definitions:
▲Source: Cambridge Dictionary, Wikipedia
1.catamaran 2.Costa Rica 3.entrepreneur 4.gorgeous 5.pinch 6.whine 7.nostalgia 8.scurry 9.obsess 10.font

※comprehension questions and answers
Q1: How old did Dustin Ashley Tester first pick up surfing?
Q2: Why does Tester spend a lot of time “pinching herself”?
Q3: What may be the cause to send college graduates scurrying into grad school to postpone the process of getting a job?
Q4: What possible situation would we encounter when we find a job in Career fairs feature booths?
Q5: In the article, what is the attitude suggested toward getting a first job?

◎FINALLY!!!!
here come our hot potatoes. Enjoy it!!!

June,1st: Julie&Celia's Secret Garden with Mr. HotPotato(fixed on June 14th)

2007-06-10T22:08:00.001-07:00

Julie&Celia's secret Garden is an educational boardcast program for ESL students who are interested in Romance, Sex and Love Relationship! Join us at every Friday 13:00 here at live, or download it now!

Do you enjoy our show in Friday afternoon? Here are our links for more online marterial and Hot Potato's test! Enjoy learning with us!

The Programe of this week: Julie & Celia's Serect Garden (June, 1st)
The voice files has been devided for listeners' convenience . Please choose for your favorite section and re-listen.

The article of this week: Do men cheat for the thrill? Or the sex?(from MSNBC) *Summary: The fact that men tend to have more affairs than women is due to not only sex, but other reasons as well. Men’s motivation to cheat is in fact complex than we may assume. A sense of freshness, proving they are still young and new, environment, avoiding any real intimacy, and so on are also crucial reasons. It is a misconception that the man’s mistress must be more attractive than his original wife. Lack of honesty and active communication are also reasons accounting for men’s cheat.

Article Reading (Hosted by Julie)
Vocabulary and Phrases Intro (Hosted by Julie)

Interactive Questions of this week's topic (Q&A 1) (Hosted by Celia, discussing with Julie)
Interactive Questions of this week's topic (Q&A 2)
Interactive Questions of this week's topic (Q&A 3)
Interactive Questions of this week's topic (Q&A 4)
Interactive Questions of this week's topic (Q&A 5)

DON'T Walk away~Take a test with our lovely friend, Mr. HotPotato! He's so hot!
JCloze JMix JQuiz JMatch JCross

Vocabulary list: (From dictionary.com)
Companionship Experiment Indefinitely in·tox·i·cate in·fat·u·a·tion Trist
More vocabulary and phrases

To hypertex composer and blog organizer

2007-06-07T18:47:00.000-07:00

Don't put all information on the blog; try to make each entry short and concise.

Select and show important information (i.e., a summary or abstract).
Turn elaborate ideas and substantiating sources into hypertext links.
Think about linking stategies, i.e., how to connect ideas together.
You can highlight key words or phrases (glossing).
You can add links to relevant questions and discussion (Q & A).
Never use "click here;" put specific terms into hypertext.

More about Writing for the Web

Toddlers Drown In Pond While Babysitter Naps (Anita, Eleanor and Mandy)

2007-06-07T09:01:00.000-07:00

News Link:
Toddlers Drown In Pond While Babysitter Naps
Summary: Toddlers wandered out of house while sitter slept!!! Two toddlers accidentally drown in Pennsylvania pond. Girls, 20 months and 2 years, were put down for nap. The Teenage babysitter tells police she also fell asleep. The ruling would not preclude criminal charges if investigators determined the baby sitter was negligent or reckless.

Key Words: (link to word definitions)
Toddlers Accidentally Cpl. (Police Corporal) Rescuers Frantically Emergency
Performing Authorities Investigators Associated Press Preclude Negligent
Reckless
Questions: Multiple Choices, Short Answers.
Audio Recording and its Transcript

In-class discussion on 5/11 (by Anita, Eleanor and Mandy)

2007-06-06T08:51:00.000-07:00

Discuss principles for designing English learning weblogs with team members.

1. First of all, we should let every visitor know that the site is about ESL learning, so the blog should be titled with directly.
2. The visual designs of the site should be simple yet captivating. It should be manipulated by learners with clear directions.
3. The content of the blog should fulfill our target learner's needs, and the target learner's age, language ability and other descriptions should be placed under the blog title.
4. Since we are building a site with Web 2.0 features, we should make sure that learners are capable of posting feedback or their practice outcomes, or comments on their interested articles. Rss, permalink and traceback would also help learning in distributing and aggregate learning materials.
5. With the help of Web 2.0 features, we can also make evaluation a public activity, such as web pulls and comments.

Discuss criteria for evaluating ESL/EFL weblogs with team members.

We think that there are some essential features a ESL/EFL weblog should have to help develop learner's four skills: Reading, Writing, Speaking, and Listening. In order to improve learners' reading abilities, the weblog should include hypertext in its articles for learners to link to more reading materials. This is really crucial because it offers learners multiple choices to link to other texts, so that learners will have more self-awareness about their learning process.

As for writing, we think it is important for the weblog to provide text-input features, so that the learners can submit their feedback to the site, such as comments. And other basic functions like spell check and grammar check should be provided. After writing a paragraph, it is better to provide learners a chance to find out their mistakes, and help them revise their original one.

Thirdly, If a weblog aims to improve learners' listening and speaking abilities, it will need more multimedia features to support their goal. To help improve the learner's speaking abilities, the weblog should be able to record learners' voice input then analyze them(such as accent, pronunciation, and intonation), so that it would generate comments and suggestions to the learners, and help them speak better.

Integrated Language practice and Assessment

2007-05-31T19:47:00.000-07:00

Lab 3 News Webs and Hot Potatoes

First of all, have an iBT Tour.

What have you learned from The TOEFL® Test Details?

Now let's develop integrated language learning and testing materials.

Step 1. Search a 300-500 word news article from one of the following news media.

Step 2. Read the article out loud with your partner and record it to your MP3, 4 or other digital devices.

Suppose that you are experts or language teachers.
Say what you are thinking and doing. For example, "I am using a(n) online dictionary/thesaurus/Wikipedia/Google (or other referenceware or search engines) to find out the word meanings/ideas." "I am clicking on (a button, icon, or links) on the webpage"
Discuss the article with your partner. For example, "Are you saying...? "What did you mean by ...?"

Step 3. Post the following reated learning and testing materials on your blog.

A news link
10-15 interesting or key words and their English definitions using an online dictionary (cite sources)
5-7 comprehension questions and answers
A 5-sentence summary
You and your partners' read/think aloud transcript

Step 4. Download Hot Potatoes software. Here is an instructional website (Chinese version).

Step 5. Make your tests using JCloze, JCross, JMatch, JMix, and JQuiz.

Step 6. Upload your files to your personal web space and BB.

Step 7. In groups, design an online test by integrating reading, writing, listening and speaking skills.

Step 8. Post links to your learning and test materials on your and instructor blog.

In-class discussion on 5/11 (by Celia and Julie)

2007-05-11T02:55:00.000-07:00

Discuss principles for designing English teaching and learning weblogs with team members.
1. The design of the whole weblog should be use-friendly. Namely, designers should use plain and easy description to tell users the objective of the weblog as well as how can people use it clearly.
2. To provide various links (hypertexts) so that users have many references.
3. Users’ feedback and responses should be highly regarded and designers should reply to the users’ inquiries as soon as they can.
4. Designers can use multimedia tools such as video clips, powerpoint files, audio clips and so on to complement and support their goal and attract uses’ attention.
5. To offer some assessment materials so that users can know how much they learn from this website.

Discuss criteria for evaluating ESL/EFL weblogs with team members.
1. To check whether the website has the functions of comments, moderation, traceback and pinback.
2. To check if the weblog involves some multimedia tools (e.g. video clips, eye-catching pictures, audio clips and so on) to support their objectives.
3. Does the weblog use-friendly enough or too complicated to understand.
4. To value whether the content of the weblog meets their teaching goal or not.
5. Does the weblog possess other hypertexts?
6. Do the designers reply to the uses’ questions or comments rapidly or for a long time?

Cherrie Reaches Out to Bloggers

2007-05-11T02:11:00.000-07:00

Cherrie blogging and learning

5/11discussion weblog(Ashley, Stacy)

2007-05-11T00:50:00.000-07:00

Principles for designing English teaching and learning weblog:
1. related articles about it
2. updating notice(new articles or related information)
3. multimedia tools(video clips, audio, pictures)
4. responding area(e-mail, forum, commentary, message-leaving)
5. RSS, moderation, traceback, pingback
6. links to other English learning or teaching websites

Criteria for evaluating ESL/EFL weblogs
1. The degree of content difficulty according to different target learner.
2. Related/assisting tools (description or articles in their native language, or easier language for them to understand) in ESL weblog in order for their better understanding.
3. More information or a much more authentic environment to build the EFL weblog, to enhance and create a total foreign aura for the foreign students learning in their country.
4. Is there enough information for the viewer to learn or contact the blog builder that learners could ask questions through a guest book or e-mail
5. A place for them to share personal experience or give advises.

2007/5/11 discusstion in class (Vercy, Abby, Christina, Cherrie)

2007-05-11T00:46:00.000-07:00

1. Discuss principles for designing English teaching and learning weblogs with team members
Our group thinks that the principles of an English learning weblog should be the use of “multimedia”, the “links” of wide range of information, a platform for posting and receiving “comments” from other participants, and a way to “evaluate” the effectiveness of their learning.
Compared to the traditional classroom learning, English learning weblog has the characteristics of online learning, which provides more time and space for learners to think, offers hypertexts for learners to absorb more information if they want, works with multimedia contents to attract learners’ attention.
Besides, using the form of weblog, learners can receive immediate articles from that English learning weblog through “RSS.”
For example, when an English learner gets into a weblog, he/she will browse a lot of online articles with links and multimedia contents to learn English. Then, he/she is allowed to post his/her personal opinions there, he/she can even give the response to other postings, certainly, he/she can receive the feedback for other participants, so that the learning process involves a kind of interaction of knowledge, instead of just one-way input for a learner. Finally, after learning from the weblog, he/she can receive the updated information from that weblog immediately in their personal blogs.

2. Discuss criteria for evaluating ESL/EFL weblogs with team members.
Multimedia : This is a very basic and important component for a weblog because students can find the most appropriate way of learning. That is, the weblog provide various media to facilitate students’ English learning. If there is no multimedia in a weblog, then, it just has a few differences between those traditional learning materials.

Comments : To judge whether a weblog is good or not, we can take a careful look at the comments from the visitors. These feedback can provide more objective views of the weblog. In other words, we can also know the advantages and disadvantages of this weblog. Besides, comments can inspire the designer of the weblog to make his or her weblog better.

Information links(hypertext) : The greatest difference between traditional learning materials is that hypertext can make student’s reading much more efficient. Students do not have to flip through many books to obtain knowledge. They just have to click on the links, than, they can explore as many as other websites or weblogs they want.

Quizzes/ Tasks : It’s very important for an English learning weblog to have such criteria. In that way, students could have the opportunities to check what they have learned. Most importantly, by taking some quizzes or tasks, students can get to know what else they need to put more emphasis on.

By Abby, Vercy, Cherrie, Christina

Your Favorite ESL/EFL Blogs

2007-05-10T01:59:00.000-07:00

Review communicative language teaching (CLT) approaches and social costructivist learning theories.
Search and browse some popular English learning weblogs. In groups,

Discuss principles for designing English teaching and learning weblogs.
Discuss criteria for evaluating ESL/EFL weblogs.

Post your group discussion results on the class blog.
Post your 3 favorite ESL/EFL weblogs (with evaluation) on your personal blog.

Communication and Collaboration

2007-04-26T22:58:00.000-07:00

Lab 2 Text-based SCMC activities on the Web: Treasure Hunting @ SchMOOze U.

Visit schMOOze! (Java-enabled browsers only). Carry out the following three activities:
Go to the cafeteria in Student Union and talk to the waiter.
Find Tunnel Maze in Administration and answer grammar questions.
Look at the Public Book in the library and add a poem in it.
Describe your experiences in three of the places you have visited (e.g., Classroom, Conference Center, Main Gate, MOOrrey's Bar, Dormitory, Administration, Student Union, Library, POD Garden, Culture Center, etc).
Copy some proofs and paste them in your personal blog.

What does it mean to learn, to teach, to read, to write, and to communicate?

Review Tim O'Reilly's "Four Phus One" Levels of Web applications.

What are communication and media experiences you have had that differ from
conventional literacies and communicative practices?

3/30 group discussion(Ashley, Gina, Stacy, Yajoo)

2007-04-12T19:47:00.000-07:00

Project-based Learning–
a. goes beyond webquest by using specific learning activities, methods and outcomes.
b. sub-category of problem-based
c. an aspect and model of problem-based learnig
d. embraces various types of web-based learning activities or teaching methods
e. long-term, interdisciplinary, student-centered
f. not only designing a specific focus and context for student projects but also setting
students themselves to also identify project constrains and feasibility and feasibility

Problem-based Learning–includes all

Inquiry Learning–
a. webquest-presented in web page format and aim at getting students to use information form WWW
b. inquiry-oriented activity in which some of the information that learners interact with comes from resources on the internet

Response (Anita, Eleanor and Mandy)

2007-04-12T07:22:00.000-07:00

Question 1.

Inquiry-based learning:
Students participates in many types of inquiry activities, and through the process of discovering their goals, they go through repeated stages of questioning, reflecting, and research.

Problem-based learning:
“It is often viewed as a component of these inquiry activities. …Problem-solving is generally understood to include skills such as making accurate observations, finding and organizing information, predicting, synthesizing, and using other higher order thinking skills to find solutions.” (Subtract from Call Essentials)
In short, two of them are difficult to define precisely, but in this author’s point of view, he thinks basically problem-based learning is just a component of inquiry activities because they share the same skills which are necessary for language learners, but inquiry-based learning involves more complicated stages of inquiries. Through the process of inquiry activities, they apply their problem-solving skills to find the result of their goals.

Project-based learning:
“Project-based learning might productively be considered as one useful subcategory of problem-based learning in terms of not only designing a specific focus and context for student projects but in terms of getting students themselves to also (a) identify project constrains and feasibility; and (b) to plan and apply a design approach.”
(Subtract from The Design of Effective ICT-Supported Learning Activities: Exemplary Models, Changing Requirements, and New Possibilities)
So in conclusion,
Inquiry-based learning> Problem-based learning> Project-based learning:

Question 2.

“A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing.” We all agree WebQuest is a good way for learning; however, our group prefers a multimedia project for our final project. Because our target learners are young children, it will be more attractive if we use multimedia. Although WebQuest can give a lot material, it will be kind of boring for young kids to read words without any pictures or sounds. We decide to use some pictures, animation and sounds to make our project more fun!

Question 3.

Our Goal:

Building a multimedia website that would help primary school English beginners (age 9-11) to acquire the ability as such to pass GEPT entry-level test.

Our Method:

Since we have decided our target learners as primary school children, it would be necessary for the content and the representation of our site to be captivating and of interest for young children. After discussion, we agreed that the topic for our multimedia website would be “Holding a Birthday Party”, which would involve 3 parts: Invitation, preparation and hosting. Thus our young learners would learn proper dialogues about an interesting event, and may apply their learned skills in their daily-lives.

Presentation of Our Website:

Since we have decided to build a multimedia website, we must facilitate all possible multimedia means to create a learning environment that should not only be visually appealing but also rich with sound and interactive activities. Pictures must be abundant on our site, recordings and music clips would be used, and simple Flash component and games would also be featured in our project.

Group Discussion this week (JULIE+CELIA)

2007-04-01T21:25:00.000-07:00

In-classed Discussion for this Week:
Q1.The connection between Problem-based, Inquiry-based, project-based design.
The problem based is the biggest way of method comparing to the other two. Problem based design first points out a main direction for an issue and it need to be carry out with different relevant methods, such as project-based (used to guide the whole educational design as a project) or inquiry-based (by the process of raising questions and inquiry, students get to realize the problem more). Both project-based and inquiry-based can includes many forms to carry out the final result, for instance, WEBQUEST is one of the form for these kinds of learning.
“A project-based learning (PBL) approach usefully goes beyond the notion of webquests because it represents a general integrative approach which can include as well be exemplified by, but not reduced to, specific learning activities, methods, and outcomes A project may also include the collaborative emphasis of Webquest, but ultimately encourages personal motivation for and ownership of the learning process.” (Richard)

Q2.Do you prefer multimedia form orWebquest form as final project?
We prefer Webquest because of its clearness, form of web page and convenience when building it. However, it might seems bored if there are only a simple webpage, so we will probably add some hyperlinks with multimedia functions and features to support and explain our idea, without making the form of main page complicated and messy.

Problem-, project- and inquiry-based learning

2007-03-30T02:35:00.000-07:00

From this concise chart, we can see take problem-based learning as a concept which gives us a general direction to decide what do want to know. Then, we can go for the project-based learning. It means that once we have a concept in our mind, we can design a project to do some research about our concept. In other words, project-based learning can be an activity for us to put our concept into practice. As for inquiry-based learning, it’s a kind of approach to facilitate our project. That is, by using inquiry-based learning, our project would be much more convincing and promising. (By Vercy,Cherrie,Abby,Christina)

Multimedia by Julie+Celia

2007-03-23T18:48:00.000-07:00

HEPERTEXT VS. PRINT TEXT (By Celia&Julie)

2007-03-23T09:49:00.000-07:00

Hypertext v.s. Print text

Merits:

*convenient links *easy to read, portable, handy

*can be edited with software and saved in disk *comfortable for eyes

*can look up for new vocabulary directly online *fulfilling to see handwritings on papers

*can also be marked by some tools *traditional way people are easily used to

*can save papers

Demerits:

*harmful for eyes (?) *a waste of resources

*inconvenient to bring *inconvenient to search for other information

Other opinions:

*suitable for high-proficiency learners *suitable for low-proficiency learners

*appropriate for extensive reading *appropriate for intense reading

contributions of this body of knowledge through interactive texts

2007-03-23T01:03:00.001-07:00

exchange the knowledge
coauthor system (like Wikipedia)
stage, platform to share
active participants
own path of discovery
space to talk over everything
reconstruct the information

By Vercy,Abby,Christina,Cherrie

contributions of this body of knowledge through interactive texts

2007-03-23T01:03:00.000-07:00

exchange the knowledge
coauthor system (like Wikipedia)
stage, platform to share
active participants
own path of discovery
space to talk over everything
reconstruct the information

By Vercy,Abby,Christina,Cherrie

access, manipulate, and respond

2007-03-23T00:52:00.000-07:00

access	manipulate	respond
Youtube visual reality environment	basic skills in using computer	interactive (like games)

True reality?
attractive/interesting
basic computer skills
correctly/wisely

by Vercy,Abby,Christina,Cherrie

differences between print text and hyper text

2007-03-23T00:08:00.000-07:00

1.Differences between print text and hyper text (by Vercy,Abby,Christina,Cherrie)

Interactive Text(Ashley, Gina, Yajoo and Stacy )

2007-03-22T23:43:00.000-07:00

Learning Community:

1. co-authorship(ex: Wikipedia)

2. reader & participants

3. no posting time limitation

4. self teach/discovery

Differences Between Hypertext and Printtext(Ashley, Gina, Yajoo and Stacy)

2007-03-22T23:35:00.000-07:00

	hypertext	print text
reading strategy	extensive	intensive
English learners	high proficiency	low proficiency
eye health	harmful	comfortable
reading habit	under certain circumstances	portable
note taking	computer font	handwriting
vocabulary checking	convenience	inconvenience

Interactive Text by Julie&Celia

2007-03-22T23:33:00.000-07:00

Interactive Texts by Julie &Celia

Features:
__Every users as author
__personal free will
__easier to discuss over a plantation
__easier to adjust one’s opinions
__fair share
__worldwide
__not passive receiver anymore
__composing what we’re going to read
__responding to other’s postings
__responsible for your own creation

Example
____Wikipedia
__
___Online Story-telling Relay Game

Multimedia (Stacy, Ashley,Gina, Yajoo)

2007-03-22T23:29:00.000-07:00

― Enriching

― More accessing chances

―Gain oral response (sound recording→ different types: video, clips, games) of interactive response

― Discussion board/ guest book

― Suites different individual habits

Eleanor, Mandy, Anita, Peggy

2007-03-22T23:17:00.000-07:00

Q1:

hypertext:more extensive than accessible, more convenient than comfortable, prompt.

print text:more accessible than extensive, more comfortable than convenient, healthy.

Q2:

Interative text gives a stage for everyone to exchange their knowledge.
It's a place where readers = authors.
Wikpeidia is a great example of interative text.
Fair share between two sides.
But after, it's up to you to participate.

Q3:

In our opinion, multimedia provides many information instead of responding.
You can get different information from blogs or Youtubes. It's more interesting and more various than traditional print text.
Podcasting is a great example of multimedia publishing.

Creativity and Production

2007-03-22T21:30:00.000-07:00

Lab 1 Concept Mapping and Project Discussing

Part 1. Concept Mapping

We had FTF group discussions on individual students' online postings about (1) hypertext reading, (2) multimedia text, and (3) interactive texts. Each group presented ideas and took notes of other groups' thoughts. Groups drew concept maps of key points for each question.

Review the concept of creativity ITO fluency, flexibility, and originality.
Think of different ways of presenting texts on the blogs. Use basic html codes to edit lyour blog. Turn texts into Web pages .
Create products through concept mapping. Organize information through FrontPage, Powerpoint, USB, shooting or scanning drawings, etc.
Post pictures on this group blog.

Part 2. Project Discussing

Sign up as a member at Tapped In. Create an office at Tapped In. Find the Me tab. Chat at Tapped in and download Java. Use text commands and change text sizes.
Discuss final projects in Tapped In. Examples about WebQuest or Web-based projects are provided.

FrontPage format. Online Extensive Reading
WebQuest format. Super Book Fan

What are the new ways of accessing, manipulating, and resonding to multimedia presentations of information? Any new ideas?

Listening and Speaking

2007-03-22T20:59:00.000-07:00

In the FTF meeting, we used Florez's (1999) framework--Preparation, Presentation, Practice, Evaluation, and Extension--to discuss how to integrate technologies into listening and speaking lessons. Joy Egbert used a different set of criteria--Goals, Presentation, Appropriateness, Outcomes, Evaluation--in evaluating reading and writing lessons.

Any thoughts about different criteria used for evaluating ESL websites?

On BB, students discussed Verdugo & Belmonte's (2007) article based on the following 3 questions:

1.Can English digital stories stimulate EFL young learners (Grade 1-3)? What types of digital content may respond to their needs?
2.Can the development in listening be transferred to literacy and to speaking for young learners? How does it occur?
3.What can teachers do to ensure the quality of Internet language learning environments for young children?

What principles shoule be included in designing ESL websites?

Reading and Writing

2007-03-22T20:55:00.000-07:00

In f2f meeting, we talked about ESL Standards for Pre-K12 Students,
National Educational Technology Standards (NETS) , Egbert’s (2005), Chapter2, and Coiro's (2003) Article.

On BB, we discussed Coiro's (2003)’s article. I asked three questions:

Do you use the same kinds of strategies for print texts as you do for reading hypertext?
What are some new ways of thinking about accessing, manipulating, and responding to multimedia representations of information?
What do you think you might contribute to this body of knowledge through interactive texts?

Students brought about interesting points on Q1 & 3, but only a couple of them answered Q2 well.

Anyone wants to try Q2 again?

Welcome to Online English Learning!

2007-03-22T19:45:00.000-07:00

This course will present various issues and trends in the design and status of English learning in an electronic context. Students will be engaged in rich learning experiences through a wide variety of multimedia activities (e.g., videos, songs, news and media, books and journals, etc.) and networked communications (e.g., weblogs, text chats, forums, MOOs, etc.). Current theories and online activities will help students to explore innovative ways to use technology for English learning, and to foster online interaction and collaboration for future study.

Let's go!

1. Have you joined Tapped In as a member? Look around and find their Calendar. You can get your virtual office and search my office. Say hi to people at Reception (help desk).

2. Have you joined Blogger? Post a brief introduction about yourself. Also find remember and add them to your blog.

3. Have you logged in Backboard? Look at the Discussion Board and sign up for student-led discussion.

If you have any question, leave your message here!