- Blogs- Language
learners: provide opportunity to participate in the composing process
without the pressure to produce a whole text independently
-
Webquests- Learners undertake online
research tasks involving advanced word processing skills, desktop
publishing, authoring web-pages, the creation and the use of templates –can
be shared online with peers, parents, assessors and the general
public.
- Flat classrooms- virtual
global student summit-students from different schools collaborated in
responding to questions – require great deal of organisation and
management
Grammar and Vocabulary
- Scootle- learners
watch an animated story –recreate the text by rearranging scrambled
sentences- learn to recognise the grammatical categories involved
5) Interactive Learning Environments
- Facebook, Myspace-
Uses integrative learning management systems (or personal learning
environments) – students are provided with a range of tools, applications,
and activities in a single context which they can utilise with varying
degrees of flexibility and independence, making a richer language
learning experience
- Moodle-
provides to access to highly collaborative communities of learning,
forums, wikis, databases, quizzes and so on
- Livemocha-
learners support each other through peer tutoring, along with more
structured reading, listening, writing and speaking exercises.
- Ning-
allows you to create your own customised social network on which members
can post discussion items, blogs, photos, and videos.
Checkpoint 2: List
down the theories and principles.
(1) Krashen’s
theory
·
Input hypothesis
·
Affective filter hypothesis
(2) Communicative
language teaching
(3) Environmentalist
theory
(4) Interactionist
theory
(5) Socio-cultural
theory
Principles :-
1. Materials should achieve impact
2. Materials should help learners to develop confidence
3. Materials should require and facilitate learner self-investment
4. Learners must be ready to acquire the points being taught
5. Materials should expose the learners to language in authentic use
6. Materials should provide the L's with opportunities to use TL to achieve communicative purposes
7. Materials should take into account that the positive effects of instruction are usually delayed
8. Materials should take into account that learners differ in learning style
9. Materials should take into account that learners differ in affective attitudes
10. Materials should permit a silent period at the beginning of instruction
11. Materials should maximise learning potential by encouraging intellectual, aesthetic and emotional involvement which stimulates both right and left brain activities
12. Materials should not rely too much on controlled practise
13. Materials should provide opportunities for outcome feedback
Checkpoint 3: Sketch out a rough outline of
your digital language learning materials.
Prezi- Is the software that can used by the educators to create presentation in a more appealing manner which enables the learners to be anticipated for learning and it also helps to promotes active participation. Prezi presentation is much more interesting compared to powerpoint presentation as we have the choice to zoom in or zoom out,change the template in various forms and etc.
Checkpoint 4: Read
Nokelianen’s article: Summarize explanation for each criteria
(1) Learnability
-
Depends on how long beginners’ use a system before
they learn the essential skills necessary to perform their tasks.
(2) Efficiency
-
Refers to how well experienced users can operate an
application after they have mastered it.
(3) Memorability
-
The ability of an occasional user who has previously
used the system to remember its operational principles.
(4) Errors
-
Divided into 2 groups:-
(a) Less
serious errors: disturb the work of users
(b) Serious
errors: endanger the preservability of the users’ outputs.
Checkpoint 5: Read
Nokelianen’s article: Summarize explanation for each criteria
1. Learner control
-
When learning new topic, the learner’s memory should be burdened
to an optimal level.
-
Certainly helpful to break down the material to be learned into
meaningful units.
-
“one-size-fits-all” approach has been criticized (the students are
required to adjust their learning to fit the teacher’s conception of the best
way of learning certain material.
2. Learner activity
-
Teacher’s “didactic role”: scaffold the learners’ own activity;
increase the learner’s independent activity (teacher as facilitator).
-
Learning material can support student’s activity (interesting
& based on real life).
-
Alternative approach 2 structured material: problem-based
learning.
-
Teacher gives students a certain amount of source material
(individual/group)-construct own conception on the topic.
-
Problem-based learning or accessory software- increases student
activity.
-
Computer supported collaborative learning (CSCL): enhance
understanding of the processes of productive interaction.
3. Cooperative/collaborative
-
Studying with others learners to reach a common learning goal.
-
Learners construct knowledge as members of communities in
practice.
-
Cooperative learning is more structured than collaborative
learning: teacher has the control.
-
Learning (group): members gather & structure info.
-
System/learning material:
offer tools to be used to communicate & negotiate different approaches to a
learning problem.
-
Computer-supported learning material (practice cooperative
learning: students are connected to each other over distance-discussion
groups/chat forums).
-
System/learning material supporting cooperative knowledge
construction includes:-
·
A visual tool: to fashion simultaneous mind maps of the topic.
·
Tools for social navigation: learner gains info about what
learners have done (a synchronic social navigation) or are presently doing
(synchronic social navigation).
4. Goal Orientation
-
Goals & objectives should be clear to the
learner
-
Goals more vary from abstract to concrete
-
If learners do not set their goals, the
meaningfulness should be justified
-
Learners should only be introduced to only a few,
clearly specified goals at one time.
-
Goals should be clearly defined, but have to
originate, as much as possible, with the learners themselves. If the goals do
not originate from the students, their meaning should be explained to them.
-
The students should be given chance to make
choices with respect to the course of their studies
5. Applicability
-
The approach should correspond to the skills later
need in everyday and working life and should be transferable
-
Learning something new is most effectively
accomplished if involved with practical tasks
-
Learning materials should always be at an
appropriate level for learners’ learning process
-
Learning materials should be planned and executed
in cooperation with both teachers and students
6. Added value
-
The additional significance value that we can find in a certain
DLL materials e.g. the computer
-
DLLM used is expected to introduce definite added value to the
learning
-
Encourage the possibilities of a certain creative use
-
Allows learners to be able to choose an attribute that can fit the
learners’ preferences
-
List of aspects of computer-assisted learning which offer added
value:
ü
Adaptability to individual needs
ü
Number of flexible options
ü
Learning is controlled by the learner, initiated by the learner
and is in the form that the learner desires
ü
Interesting contents
ü
Development of communication
ü
Active participation of the students
-
Requires the inventor/creator/designer of the DLLM to have
multidisciplinary skills & knowledge, experience, or teaching and time to
develop the DLLM.
-
Should integrate tools which are suited to control the contents of
learning material & to make sure they use the DLLM more effective &
economic.
-
The objective is to let learners feel that the topic is best
learned through the use of a computer.
7. Motivation
-
Affects all learning and makes people behave the way they do.
-
Behaviourists says: motivation to do things by reference to
instincts, desires and reinforcement, cognitive theorists rely on models of
cognitive processes and analysis (Wilson & Myers, 2000)
-
Motivation: Conscious or subconsciously goal-oriented would
support the direction of an individual’s general behaviour. (Ruohotie, 1996)
-
Key concepts:
ü
Incentives
ü
Self-regulation
ü
Expectations
ü
Attributions of failure & success
ü
Performance or learning goals
ü
Intrinsic or extrinsic goal orientation
-
Intrinsically: strives to reach learning goals for their own
purposes
-
Extrinsically: strives to achieve better results than others, to
achieve certain reward, meant to do things because of something else
-
Contextual motivation: motivated because of a certain interest in
the studied topic, can varies dynamically.
-
General level – static and can be adapted – therefore can change
to a certain stage of life.
-
There’s a distinct btwn attitude & motivation:
ü
Attitude: can affect the quality of one’s work
ü
Motivation: can affect one’s alertness & vigour (strength,
energy, dynamism)
8. Valuation of Previous Knowledge
-
The kind of learning material which presumes previous
knowledge from the learners.
-
It is expected for learners to be able to already
possess/own some skills/knowledge from the earlier learning material.
-
Encourages the learners to integrate their
different skills and knowledge to take it into the learning process.
-
Favours learners’ to give elaboration, thought,
analysis on the current DLLM used based on their previous knowledge – use
central concepts from earlier studies that are important for understanding the
present material.
-
The previous knowledge become wider as the current
knowledge is being installed therefore the cumulative nature of knowledge
become clear to the learner
9. Flexibility
-
Flexible learning materials should take concern
towards learner individual differences.
-
Eg: a test given at the start of the lesson should
provide enough info about previous knowledge, interest about the learning topic
and expectation of what the learners will get.
-
Info that learners got can be used to provide the
learner with optional/alternate routes in the studies.
-
Learners should be given a chance to be creative
by themselves through the learning materials
-
Learners also should share the responsibility of
identifying the appropriate additional learning resources and able to
contribute to the learning resources.
10. Feedback
-
The system or learning materials should provide
the learner with encouraging and fast feedback.
-
The feedback can help the learner to understand
the problems and the lack in their learning.
-
Fast feedback using the IT devices is important
because it also can increases learning motivation.
-
Corrections can be made immediately and the
problem is solved in cooperation of the learners and teacher.
Checkpoint 6: Explain
each criteria for visual design
Harmony
Harmony refers to the elements of a display
which interacts together in a pleasing manner. Harmony is when the pieces of
visual images pull together. It can be achieved through repetition and rhythm.
Rhythm is the flow of depicted in a visual and helps direct eye movement. To
ensure harmony, it is best to use 3 grid and the rhythm
should either be in clockwise or counter clockwise .
Balance
and symmetry
Balance is when the elements of different
sizes is brought into balance by either moving them closer or farther from the
center of the page.Symmetry is when one half of a visual
display is a mirror image of the other half. There are different types of
symmetry which were horizontal symmetry, approximate horizontal symmetry, radial
symmetry and asymmetry.
Emphasis
Emphasis referring to creating dominance
and focus in the work for instance focusing on colour, value, shapes, or other
design elements to achieve dominance.
Alignment
Alignment of elements within a screen is an
important part for organizing and grouping purposes. It should visually
maximize differences between texts, label and pictures.
Unity
Unity can be referred as relationship among
visual elements that helps all elements to work together. It gives a sense of
closure or oneness to a visual image. Unity can be achieved through the use of
similar shapes, common pattern or use of a common background.
Group Members :-
Jeeivita Kathirvelu Pillai
Anasuhah binti Buyong
Nabilah Huda binti Hamdan
Ainatul Mardhiah binti Manin
