Jenny's interview
https://eportal.cityu.edu.hk/bbcswebdav/users/wailo2/jenny.mp3
Joyce's interview
https://eportal.cityu.edu.hk/bbcswebdav/users/wailo2/joyce.mp3
Thursday, April 17, 2008
Week 12 - Technology in testing: the present and the future
This paper talks about the advantages and disadvantages of computer-based tests (CBTs).
I think CBT is good especially for MC questions, gap fill exercises and cloze passages. It is convenient that markers can save time for marking similar answers. This kind of repeated marking can leave it to the computer for calculating the scores. It is also easy to get the score immediately after taking the test. Besides, learners can choose the time and place to take the test. It is more flexible.
However, there are some disadvantages. CBT is only limited to some question types. For writing tests and reading comprehension tests that required writing elements, it is difficult to mark it through computer. To correct it directly on the question papers is much easier for teachers. It is because writing usually involves many possibilities. Also, teachers can write comments on the papers easily. It is important to get control of the time and place where the learners take the tests. If there is no limitation, learners can ask others to take the tests through computer. As the test is computer-based, if the learners have poor computer knowledge, the result may be affected.
I think CBT is good especially for MC questions, gap fill exercises and cloze passages. It is convenient that markers can save time for marking similar answers. This kind of repeated marking can leave it to the computer for calculating the scores. It is also easy to get the score immediately after taking the test. Besides, learners can choose the time and place to take the test. It is more flexible.
However, there are some disadvantages. CBT is only limited to some question types. For writing tests and reading comprehension tests that required writing elements, it is difficult to mark it through computer. To correct it directly on the question papers is much easier for teachers. It is because writing usually involves many possibilities. Also, teachers can write comments on the papers easily. It is important to get control of the time and place where the learners take the tests. If there is no limitation, learners can ask others to take the tests through computer. As the test is computer-based, if the learners have poor computer knowledge, the result may be affected.
Thursday, April 10, 2008
Week 11- Learning Management Systems: The wrong place to start learning
This article mentioned about the advantages and disadvantages of Learning Management Systems (LMS). It is good in the way that it can enhance the learners' learning autonomy.
Although it is useful to provide a LMS platform for students to learn and interacte with others, I think it is quite difficult to promote the use of it in primary schools. It's because most of the young kids get confused in using the interface. They may find difficulty in searching the materials they need. Also, the learning effectiveness also depends on whether learners are actively participated in the learning process.
As the new technology develops so rapidly, I think it's a trend to use LMS in the coming future.
Although it is useful to provide a LMS platform for students to learn and interacte with others, I think it is quite difficult to promote the use of it in primary schools. It's because most of the young kids get confused in using the interface. They may find difficulty in searching the materials they need. Also, the learning effectiveness also depends on whether learners are actively participated in the learning process.
As the new technology develops so rapidly, I think it's a trend to use LMS in the coming future.
Thursday, April 3, 2008
Week 10: Learner Autonomy and Tandem Learning
There are three approaches on learning autonomy in this paper: they are individual-cognitive, social-interactive and experimental-participatory approach. In the individual-cognitive approach, the learners can effect changes to the construct system through careful processes of reflection. In the social-interactive approach, it emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. In the experimental-participatory approach, the learners should be encouraged to take control over and responsibility of their learning process.
The second part of this paper discussed about tandem learning in some learner autonomy principles. Tandem learning is a collaborative learning partnership where two learners of complementary L1-L2 combination are brought together. They can learn from each other via different channels like email, the MOO or chat systems etc. Problems may occur as it is difficult to monitor whether the two learners work according to their learning goals. Besides, they work at a distance in separate learning environment and contexts. The communication mode may just work within the written medium. It has little chance for oral practice.
There are two examples mentioned in this paper: Tandem Email and Tandem MOO. Tandem Email provides asynchronous communication while Tandem MOO provides synchronous communication.
I think the MOO is more suitable for primary kids as they can communicate with each other at the same time. It also provides a contextually rich and permanent environment. Nowadays, as students can access Internet easily, they can find their tandem partners by using MSN, ICQ or yahoo messenger. It helps them to communicate with L2 learners, however, it may just involve written and informal communication.
The second part of this paper discussed about tandem learning in some learner autonomy principles. Tandem learning is a collaborative learning partnership where two learners of complementary L1-L2 combination are brought together. They can learn from each other via different channels like email, the MOO or chat systems etc. Problems may occur as it is difficult to monitor whether the two learners work according to their learning goals. Besides, they work at a distance in separate learning environment and contexts. The communication mode may just work within the written medium. It has little chance for oral practice.
There are two examples mentioned in this paper: Tandem Email and Tandem MOO. Tandem Email provides asynchronous communication while Tandem MOO provides synchronous communication.
I think the MOO is more suitable for primary kids as they can communicate with each other at the same time. It also provides a contextually rich and permanent environment. Nowadays, as students can access Internet easily, they can find their tandem partners by using MSN, ICQ or yahoo messenger. It helps them to communicate with L2 learners, however, it may just involve written and informal communication.
Thursday, March 27, 2008
Brief review of my action research project
I mainly use the Ohio ESL http://www.ohiou.edu/linguistics/esl/ for my action research. The learning objective is to arouse student’s interest to the topic “Halloween” http://www.lclark.edu/~krauss/toppicks/halloween1.htm and to train their reading skill. I expect students can explore more on the topic by doing other related language-use exercises like gap-fill, matching & jumbled sentence. For the evaluation, I will do class observation and a short survey about the effectiveness of this website. I may also interview some students if necessary.
From the class observation, I found that most of the students enjoyed to do the exercise and could be handled quietly themselves within the time limited. From the data of the survey, most of the students were interested to use the website. Some of them suggested if there are animations, pictures, audios and even videos, it will be more attractive.
I think it is a trend to incorporate teaching with online resources. It is especially true to arouse students’ interest and even support to explain difficult concepts with the help of animations and videos. I think schools can tailor made some online materials and buy some suitable software from different publishers which match our syllabus and the school-based curriculum. Teachers can also mark students’ work online. This would make teaching more effective in future.
From the class observation, I found that most of the students enjoyed to do the exercise and could be handled quietly themselves within the time limited. From the data of the survey, most of the students were interested to use the website. Some of them suggested if there are animations, pictures, audios and even videos, it will be more attractive.
I think it is a trend to incorporate teaching with online resources. It is especially true to arouse students’ interest and even support to explain difficult concepts with the help of animations and videos. I think schools can tailor made some online materials and buy some suitable software from different publishers which match our syllabus and the school-based curriculum. Teachers can also mark students’ work online. This would make teaching more effective in future.
Wednesday, March 26, 2008
Week 9: Practical Considerations for Multimedia Courseware Development: An EFL IVD Experience
I think IVD (interactive Videodisc) is quite attractive compared with the computerized graphic displays. Students may be interested in Authentic learning input such as their familiar movies.
To design this kind of Multimedia courseware, we should consider at least three things (as mentioned in the paper): the media, the institutional needs/constraints, and design principles. First, we need to know what the IVD is about and what are the strengths of the program. Next, we need to find out the language needs of our students and whether they can learn from these authentic texts as many idioms may be appeared. Third, we need to set the objectives why we decide such program – what language skills are we expecting students can learn?
The access to computer is very important. Before we use this program, we also have to consider whether we can provide support for students in this area. I know some of our classmates do not have a proper MMLC in their school. It may difficult to conduct this activity.
After reading Paul’s comment on this week’s reading, I also agree that this IVD program is a bit out-dated. We can find different kinds of similar resources online or from some publishers. It is no longer time consuming and too expensive to develop such courseware.
To design this kind of Multimedia courseware, we should consider at least three things (as mentioned in the paper): the media, the institutional needs/constraints, and design principles. First, we need to know what the IVD is about and what are the strengths of the program. Next, we need to find out the language needs of our students and whether they can learn from these authentic texts as many idioms may be appeared. Third, we need to set the objectives why we decide such program – what language skills are we expecting students can learn?
The access to computer is very important. Before we use this program, we also have to consider whether we can provide support for students in this area. I know some of our classmates do not have a proper MMLC in their school. It may difficult to conduct this activity.
After reading Paul’s comment on this week’s reading, I also agree that this IVD program is a bit out-dated. We can find different kinds of similar resources online or from some publishers. It is no longer time consuming and too expensive to develop such courseware.
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