Ideas for Applying the Edulinc Courseware (from Stage 2)
Ideas for using the courseware from Stage 2 participants. (Refer to the original "Ideas for Applying" glossary In Stage 2 to see who the contributor was.)
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Using a Wiki to Prepare for a Group Presentation
While I was reading the section about using a wiki, an idea occurred to me. I'm currently teaching a LINC 4 evening class and we've been working on consumer skills. I'm planning a field trip next week to Best Buy and Future Shop to get students to do some comparison shopping on specific household appliances. Also, I'd like them to find out about return policies and warranties on those products. Here's my new idea: get them to work in small groups at the stores and then create short presentations on their findings. I'll also get them to use a wiki to plan that presentation. It will help them collaborate even though they are all short of time. Additionally, I will have a concrete record of who has contributed and who has not.
Using choice activities
The choice activity can be used in many ways. I used it to poll students on what theme they were most interested in covering in the summer school class and also if they wanted to concentrate on listening, speaking, reading or writing. I also used it to ask questions during a unit, to get an idea whether they had understood something or not. I will also poll them at the end of the course to find out what they thought of the course.
I have found that after having a class discussion on a topic, it's a good idea to ask them to write their ideas on a wiki, where they use their Microsoft Word skills as well.
Using Wikis for Projects
In LINC 7 (Workplace Focus) the Ss have to perform case studies about workplace safety and human rights. They work in teams of 4 to analyze the case (reading summaries, listening to "conversations" about the case, and researching BC law). They then must write a report that includes a summary, an analysis, and at least 5 recommendations.
In the past I had Ss use Google Docs for this, so that they could work on different sections of the report simultaneously. However, I definitely see the application of using a Wiki for this because it is perfect for collaboration and allows Ss more flexibility than Google Docs.
I would upload the task instructions, the text and audio components, and then let the Ss work out how to best present their ideas. They could add audio and video samples to support their case. The resulting Report could be a much more dynamic document.
Using Wikispaces to prepare for the courseware
I was teaching a LINC 3 class while I was using the courseware. Because most of the students were not tech-savvy, I first introduced them my wiki in computer lab in order to get them use to a process of getting to a certain site. Once they got familiarized with it, I introduced them the courseware site. Getting onto this site was more challenging as they had to log in/off and get to know how to navigate the site (as opposed to the wiki - easy-to-use environment – site). In order to eliminate their confusion with a few passwords they already had (for computer log in, Moodle, e-mail, etc.), I printed off and gave everyone a paper with edulinc log in site including their usernames and passwords so they do not mix up their usernames and passwords with other log in information for different sites. It made the process of getting to the site a lot easier. I also added a link to my wiki on the main page of the courseware so that my students can benefit from both sites.
Have an ongoing list of vocabulary terms grouped by theme for my LINC 2 students. Have them contribute example sentences and review daily.
Saving a snapshot of a student's oral ability has been difficult. I can see using nanogong tasks and saving them as a vital part of a student's CLB portfolio.
I find it useful adding Web links to the course especially from YouTube.
After doing some grammar in the class, students are exposed to videos and different ways of explaining the rules with different examples ( as well as listening to native speakers).
In the blogs students are asked to give their opinions on the watched video, write their own sentences of the lesson practiced, read other blogs and reply to some.
I can see students sharing useful information and ideas with the Wiki feature. This can provide students opportunity to connect and collaborate with each other.
Furthermore, my newcomer students will benefit tremendously because they have to communicate and construct knowledge for real purposes outside of class.
Using Wiki as a learning activity is a very democratic approach. Both teachers and students can edit and delete the comments. Both can see each other comments. So can everybody. Unlike the traditional teaching approach, only teachers comments, but now students can express their opinions freely. However, the drawback is too many steps to manipulate the webpage before they can send it. In the beginning, I am kind of lost in the steps.