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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Making sentences

I ask students to choose 5 or 6 keywords ( for each theme) and make sentences to improve their writing skill.

managing a choice

Students at LINC 4 learn about Canadian Law and one fun review would be to add a link to the you tube video "10 dumbest criminals". After viewing this video,  students would complete and  submit their choices on a series of choices about the video. The choices would be: Who was the dumbest criminal? Who was the scariest?  Which crime took the longest to plan? Which crime was the funniest?, etc.

News discussion forum

Excellent tool for students to compose short paragraphs in class and then type out the edited version.It also enables them to comment on each others writing.

News Stories

A wide variety of learning activities can be done from one single news story. As a listening activity, this can be linked to the external stories itself or the teacher can clip it using Audacity. Students are able to listen to the story as many times as they want. Questions can be general, comprehension or more detailed. 

Follow this with a reading of the news story (through an external link). Questions from this can mirror that of the listening. A writing activity can follow (as a forum or blog or wiki on Moodle) to surmise the student's response to the new story. This would work for a variety of levels depending on the new story itself. 


To engage and encourage student feedback polls should be used consistently. For example a question could be; Is this learning activity too difficult? Yes? No? Somewhat?


 PoodLL can be used to track completion of LINC speaking tasks for the PBLA. Using PoodLL, a file of learner's speaking samples are stored along with feedback and grades from the instructor. The feedback can be provided  in audio or written format .This will allow the learner to track his/her  progress over the term. This also incorporates technology into the PBLA which is too paper based.

PoodLL Voice Mail

You could create an activity around the PoodLL app about leaving a voicemail message. The learner could respond to instructor created scenarios – phoning in sick at work, cancelling or making and an appointment.  You could ask the learners to evaluate their own recording for clarity and content.  An additional activity would ask learners to transcribe each other’s  voice mail messages. This could  stress the importance of leaving a clear concise message.

Posting URLs

Posting links to website URLs greatly increases the speed at which learners can access information, especially at lower levels where mistakes with one letter are common.  Learners spend less time trying to type in the URLs and more time on the task you want them to achieve and will end up where you want them.  No more "Teacher I can't find it" excuses. 


I have used the PoodLL voice recorder with a level four class. All students were given a text to read and practice. I chose so that the text had a majority of known words. Students were given time to practice reading it. By the deadline, they had to submit it to me for evaluation.

Each student had a different text. As a teacher, I wanted to see if I could understand the various accents. If each student does the same text, my brain has it after the second time and I'm not really processing the speech. 

I gave each student feedback on difficult consonants particular and specific words they needed to practice. 



Use Questionnaire for the pre/post term surveys and or for choosing themes for PBLA.

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