Sessions / Workshop
This workshop will focus on how to conduct face to face and/or online writing classes using Google Applications for Education (GAFE). It will begin by briefly comparing and contrasting available options for educators with (a) independent Gmail accounts, (b) those with Google School affiliation, and (c) other alternatives. Next, I will demonstrate synchronous and near-immediate feedback features that are possible using GAFE. Following that, there will be a brief overview of the Google environment as it pertains to writing classes (Classroom, Folders, sharing). Next, various add-ons that support writing via Google Docs will be discussed (Draftback, Doctopus, Goobric). Subsequently, rubric design and peer evaluation options will be demonstrated. Finally, enrollment procedures via a Google School Administrator’s console and alternatives for independent account holders will be demonstrated and discussed. By the end of this workshop, participants should have a good grasp of how to implement and use GAFE for face to face and/or online writing classes.
H5P is a content collaboration framework (a plugin for Moodle) that enables teachers to create interactive content including slideshows, interactive videos, games, branching scenarios, quizzes, and much more. In this workshop, attendees will first be introduced to a range of H5P content which were designed to facilitate a first-year university-level English course rooted in the communicative language teaching (CLT) approach. Applications and limitations of H5P to enhance existing classroom activities such as information-gaps and dictations will be demonstrated using PC and mobile versions, as will a handful of entirely new language learning tasks made possible through H5P. Following a demonstration of the end user experience, attendees will have the chance to build their own content in a dedicated Moodle course, as workshop leaders demonstrate how anyone, regardless of tech proficiency, can develop and share content that is engaging, eye-catching, and grounded in research. It is recommended that attendees bring their favorite device on which to create H5P content, and though most content is compatible on all browsers, please note that content involving automated speech recognition (ASR) is currently usable only on Google Chrome.
Constructivism approach for academic writing through technology: Writing process through collaborative peer activities #68
This presentation aims to demonstrate how language teachers can facilitate students’ collaborative work for writing for a variety of academic genres. Students can work collaboratively at each stage of the writing process. For example, in the pre-writing phase, students participate in collaborative brainstorming to develop their topic ideas using applications such as Padlet or Zoom. Collaborative brainstorming encourages students to gain different perspectives and ideas of their peers. In addition, brainstorming and collaborative pre-writing activities result in improving students’ writing ability and influencing their writing pieces positively (Abedianpour & Omidvari, 2018; McDonough & Neumann, 2014). As for the writing stage, an iterative model in which students exchange their papers and continue to write their peers’ papers is used to increase students’ opportunities for collaboration (Eckstein, 2011). Regarding the post-writing activity, students who choose the same topic share their papers and summarize their writing pieces together into infographic, report or newsletter genres. Piktochart or Canva, which is a graphic design platform, is used for this activity. Participants are expected to come away with ideas to incorporate students’ collaboration into pre-writing, writing and post-writing activities in academic genres of writing using technology: Padlet, Google doc, Canva, Piktochart, Google hangout and Zoom video conference. Participants are expected to learn a) how to facilitate collaborative work in the writing process, b) how to use different online platforms to maximize students’ collaboration.
As communicative language teachers, we always look for new ways and new tools to encourage students to improve their communication skills and to share their knowledge and ideas with others. Adobe Spark Video is a free content creation tool which can empower students to tell their own stories. Its ease of use frees up valuable class time so that more time is available for learning and communicating together. In this workshop I will briefly talk about what Spark Video is and why it is so different from all the other popular presentation or video tools currently available such as Powerpoint, Canva, Prezi, etc. After looking at some of the beneficial educational and design principles inherent in the application, I will discuss some my own teaching and research experiences of using Spark Video as a student presentation tool and what impact it has had on my own teaching and on my students’ learning. Finally, I will demonstrate and share different ways teachers can incorporate this content creative tool into their classroom to make student thinking visible, to build students’ language and communication skills, and to help students tell their own stories and ideas in fun and creative ways. After completing this workshop, you will be able to teach your students how to use Adobe Spark Video to demonstrate what they have learned, to share their stories, and to enhance their language skills, and you will learn practical steps and techniques to make storytelling and presentations fun and easy to do.
Keep Talking and Nobody Explodes is a commercial video game that has been adapted for use in the EFL classroom. The goal of the game is to defuse a series of briefcase shaped explosives. Participants engage in one of two roles, either as a "defuser" who is tasked with solving puzzle modules or the "expert" who holds a manual and must relay information to the defuser. The virtual bomb explodes if the participants fail to solve the puzzles before the timer runs out.
Previous studies have focused on how the game facilitates communication (Dormer, Cacali, and Senna 2017) as well as the role of the timer in encouraging speech (Fine, 2016), the role of nonverbal factors in the game (Wijk, 2016), and collaborative and uncollaborative communicative acts in relation to successful task completion. Because the game is now available on over 10 platforms in the categories of Mobile, PC, Console, VR, and Mobile VR. We are investigating how the task varies according to the platform in relation to second language acquisition.
Because the game is now available on multiple platforms we decided to investigate how the task varies according to each platform and the effect on language acquisition. During the workshop, the game will be made available on Mobile, PC, Console, VR, and Mobile VR. Participants will be encouraged to try both roles on two or more platforms. After the workshop, participants will be given a QR code linking to a short survey that will contribute to ongoing research.