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.
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