5. Google Docs: A New Media

google-docs-apps-in-chrome

Hey, friends. I was exposed to Google Docs during my final year of Bachelor in UTM. It is used when me and my friends are collaborating with our supervisor when correcting our Final Year Project. It is definitely useful in teaching and learning. Besides that, I learnt more about google docs when I had my CALL (Computer Assisted Language Learning) during my last semester. It is used to share documents and collaborate in a paired/ group project.

In this session, I will also briefly explain the five ways of Google Docs that are handy for teachers and students in the teaching and learning process. Before this, let me introduce what is Google Docs?

Definition of Google Docs:

According to Google, they are the online word processor that lets us create and format text documents and collaborate with other people in real time. Then, we can upload a Word document and convert it to a Google document.

Five ways of using Google Docs:

1. Collaborative Writing

Sharing and commenting provide students with opportunities to receive immediate feedback on their writing from teachers and peers inside or outside the classroom. The integrated reference tools and smart spell checker provide students with convenient writing support directly on the page. The built in research tool expands opportunities for students to engage in real world writing and ease the process of creating links and citations with only a click on the feature using the mouse.

Google Docs

A Screenshot on the Collaboration between My FYP Supervisor and Me as well as My Peers who Can Do Peers-Checking

2. In Box

The most challenging thing when using Google Docs with a class full of students is managing all those Google Docs. It is specially overwhelming if each student emails to the teacher. Teacher may miss out the email of the student as well. To solve this problem John Miller came up with the idea of using a Google Form to collect assignments. Here is how John’s invention works:

a) Teachers create and publish a Google Form to be used as an In Box.

b) When it’s time to turn in a Google Doc, students complete the simple form and submit a link to their Google Doc.

c) The information submitted by students automatically populates a spreadsheet to be used by teachers to keep track of assignments and also to quickly access those assignments for grading and review.

In Box.png

In Box is Used by The Teacher to Manage The Assignment Submission from The Students

3. Collaborative Brainstorming

The features available in the drawing component of Google Docs are well-suited for online, collaborative brainstorming  sessions that provide students with opportunities to work together to develop ideas. Digital brainstorming sessions provide all students with an opportunity to contribute, unlike traditional brainstorming sessions which encourage contributions from the “quick thinkers” in the room. Students can use shapes, arrows, text, and imported images to make a mind map for any assignment. The revision history uses colors to highlight and tracks changes to any Google Doc, making it easy to see what each student has contributed to the big picture.

googledraw_map

Google Docs for Creating Mind Map in Brainstorming

4.  Self-Grading Quiz

Creating a simple self-grading quiz with a Google Form, to provide students with immediate feedback and increase their motivation.  Teachers can create a quiz with a few multiple choice questions and students take the quiz to submit the correct answers and  a simple formula pop into the spreadsheet end to let the technology do the grading for them.  The teacher can immediately publish the spreadsheet of results and teach students how to use the find tool (control + f) to quickly find their score and significantly raise the stakes to increase student motivation.  Please note: To avoid public humiliation and hard feelings make sure the students to sign in with some sort of unique identifier that protects their privacy.

SQuizSelf-Grading Quiz Created by The Teacher

5. A Virtual Copy Machine 

If teacher is looking for an easy and efficient way to provide students with a starting point for an online project, Google Docs Templates can help. The teacher can save time and guide the learning by providing students with a consistent page format by using and creating his or her own templates. A Google Docs template is like a virtual copy machine. There are plenty of user-submitted templates already created and available for public use and there is even a category for students and teachers.

Template.png

The Sample of Google Docs Template that Can be Created by The Teacher

In conclusion, the Google Docs are very useful in sharing and collaborative learning. Teachers and students will surely benefit when using this tool 🙂

4. Podcast: A New Media

PadcastPodcast: A New Media for Teaching and Learning

  1. What is Podcast?

According to Google, Podcast is ‘a digital audio file made available on the Internet for downloading to a computer or portable media player, typically available as a series, new installments of which can be received by subscribers automatically’. In simpler words, podcast is the audio file that can be downloaded from the internet using any electronic devices. Creating podcasts in the classroom has many educational benefits, including strengthening skills in research, writing, and collaboration and podcasting is easy to do.

2. How Podcast can be used by teachers effectively in teaching and learning process? 

  1. Used as classroom news broadcast every week.
  2. Record a class discussion
  3. Share book reviews
  4. Conduct interviews
  5. Review curricular content

3. How the teacher can create the podcasts with the students?

Through four steps  of preproduction, recording, postproduction, and publishing.

a) Preproduction

Before students start recording, they need to do some planning. In fact,  preproduction takes over three-quarters of the time to produce a podcast in Radio WillowWeb. It is a website that produced by students and teachers at Willowdale Elementary School.

In preproduction, students need to keep their audience in mind. Who will listen to the podcast?  Determining who exactly is the audience should help focus the podcast. Also, the podcast will need a name. It is better to be mote creative. Furthermore, the teacher and students must also decide upon the format, the speaker to be heard in the recording, the host, which segment to be used, the length of podcast, involve the whole class the students, rehearse the selected segments and etc.

ww.png

Screenshot of Radio WillowWeb

b) Recording

It’s best if students record short portions of audio at a time. Students then have less chance of messing up what they intend to say. When the portions are played right after another, the listener won’t realize that some things were recorded separately.

It is better to record the introduction last for a couple of reasons. First, recording last allows the students to introduce exactly what will be in the podcast because it has already been recorded. Second, students have had practice in front of the microphone and are more comfortable. They’ll record a much better introduction, and after all, the introduction should hook the listeners.

c) Postproduction

After recording, it is time to edit the audio. The students may not have recorded the audio in order, so the first priority is to make sure all audio is organized properly. Also, clips can be trimmed to delete any unnecessary pauses or interruptions. Additionally, music and sound effects can be added in postproduction.

d) Publishing

Publishing is perhaps the most technical part of the entire process. You need access to a web server. You’ll copy the MP3 file to the server. Also, a podcast needs a web page and an RSS feed. For the web page, use your favorite HTML editor (like Dreamweaver or FrontPage) or put the podcast information into a blog posting. A free alternative for the RSS feed is to use the Blogger and Feebdurner method for publishing the web page and RSS feed for a podcast.

Finally, submit the web address of  the RSS feed to podcast directories, including iTunes, to tell the world about the podcast! (Link to submit: http://web-marketing.masternewmedia.org/where-to-submit-your-podcasts/)

In a nutshell, the four steps used in the collaboration between the teachers and students are very useful in learning especially language learning.

3. Padlet: A New Media

Padlet

Hi, everyone. I’m glad that I was being introduced on this new media by one of my classmates, Mastina during our group discussion. I found this simple, installation free and versatile tool is beneficial for all level of students. Installation free means we do not need to install the application because it is in the cloud like Google Docs. But, of course, there must be an internet connection in order to use Padlet.

Padlet:  A virtual wall whereby everyone can share their ideas on the same common topic. It’s like a sticky note. The fun thing is that when a teacher asks a question in the Padlet, all the students can reply with not only texts but with video, image, links and audio. You can even record your own voice!  Also, you can save Padlet in Excel, CSV and PDF form for future reference. Not to forget, you can access Padlet using any device, computer, laptop, mobile phones, tab and so forth. Isn’t it fun and useful? Hyperlink

Hypermedia that can be used to Reply Teacher/ Peers’ Question

Moving on, I will share the 20 useful ways of using Padlet. They are helpful for teaching and learning in the classroom 🙂

  1. Bell ringer activity – Teacher asks students to summarize what they have learnt in the previous lesson and then teacher can revise and improvise the lesson later.
  2. Predicting activity – When the teacher introduces the new content, teacher can stop and let them predict what will happen next with notes on a Padlet. Then, refer to Padlet and see how close students’ guesses were.
  3. Collaborative notetaking – During a presentation, students can work together to add notes to Padlet to ease them to refer in the future.
  4. Event planning – If planning a party or fieldtrip, all the information such as photos of destination, the list of members and other websites can go on a Padlet.
  5. Living webquest –  Students can create a living Webquest where new links are added continually. Teacher can create questions at the end of the activity to the links available at that time.
  6. Exit ticket – Teachers use Padlet as the wrap up of the lesson like ‘What did you learn today?’ and students have to answer it.
  7. QR code Padlet gallery – Teacher can ask the students to print out the QR code on the certain topic (use ‘Share/ Export’ button on the right) and related image and/ or title. Then, place the QR codes around the room so students can see each other’s work.
  8. Ask for suggestions or ideas – Teacher can ask the parents to share the ideas for improving. To avoid flame war, the teacher can approve or disapprove before the ideas sent out on the wall. (by Setting > Privacy > Moderate posts).
  9. Class document hub – Teacher can upload important class files to Padlet so that students can download them anytime.
  10. Whiteboard answers –  For more engaging lesson, the students can snap a photo of themselves holding the whiteboard or paper in response to the teacher’s question. Then, post it to the Padlet.
  11. Field trip documentation – Teachers can upload the photos using mobile devices and give the link for the photos to the parents so that they can see the updates of the field trip.
  12. Poster presentation – Replace poster boards with Padlet. With Padlet, students can add images, information and links. Then, embed them in the class website.
  13. Research resource gathering – Students can create their own Padlets to hold ideas, sources and etc. for research. They can refer the information without losing any papers and friends who are absent are able refer it too.
  14. Class/club updates – For important announcement or share any photos.
  15. Collect videos to share in class – Teacher can collect all the YouTube videos in one place and also create a link of it, then share it in the Padlet so that the absent students are able to catch up.
  16. Sub lesson plans – In case a teacher will be absent in the class, he or she can create links, add photos or post videos for the reference of the substitute teachers, to avoid miscommunication.
  17. Interactive storytelling – Teacher create a story and ask students to continue the story. So, the students can use their creativity and type it in the Padlet.
  18. Image tagging – Students can upload a picture as the Padlet background and have other students to post notes on the wall regarding the picture.
  19. Introductions – Students use introductory Padlet to introduce themselves at the beginning of the school year.
  20. Gather responses globally – The Padlet link that is created can be posted to Twitter, Facebook, blogs and etc. Responses are from worldwide.

As shown below is the example of the Padlet wall:

African

 

Links on how to use Padlet: 

  1. http://www.coolcatteacher.com/how-to-use-padlet-fantastic-tool-teaching/
  2. http://ictevangelist.com/how-to-use-padlet/

 

2. Facebook: A Social Networking Tool


As we know, the usage of Facebook is getting more and more widespread nowadays. Due to its ubiquitousness, connecting over 800 million people on a single platform, many educators are utilizing the Facebook’s social aspects and global reach creatively, to create a very powerful teaching tool. In fact, there are many useful Facebook groups are created to teach English and Geography to the students who are interested and willing to learn.

A) Teaching English Through British Council

For instance, from the English group found in Facebook such as Teaching English-British Council and Learning English Kids-British Council, students ranging from kids and adults can learn English in a fun and relaxed way. They are able to obtain the ways to learn English effectively from the articles provided in the webpage and also download all the relevant files, to learn certain area of English, say vocabularies. The examples are shown below:

  1. For Adults

BBC-adults

Teaching English-British Council 

Articles

Information on How to Learn English More Effectively

2. For Kids

BBC-kids

Learning English Kids-British Council

flashcards

The Printed Materials That Can Be Downloaded From The Facebook For Kids’ English Learning

B) Teaching Geography Through Postcard Swapping

The Postcard Swapping is a platform to empower students to continue build relationship with people and organization they meet through postcard swapping. Interesting photos are mostly shared in P.E. Kids Going Global (Postcard Swapping) Group [https://www.facebook.com/PE-Kids-Going-Global-Postcard-Swapping-209600635717185/] and it is used as a platform for students to easily connect with new postcard swappers from another part of the world.

PS

The Facebook Group for Postcard Swapping (https://www.facebook.com/PE-Kids-Going-Global-Postcard-Swapping-209600635717185/)

Besides that, Facebook also provides a feedback loop which is quite touching that can motivate the students as well as the global audience to learn better. The example is shown below:

feedback.png

The Feedback Loop

The Thanks giving upon Receiving The Postcard is shown below:

tq

The Received of Postcard

 

 

 

 

 

Video

1. Diigo: A Social Bookmarking Tool

 

A) What is Diigo?

Basically, it is a bookmark and it goes where we go (access them from any computer or mobile device) and we can share them with students, colleagues and others.In other words, it is a social bookmarking tool  for Internet users to organize, store, manage, and search for bookmarks of resources online.

B) How Diigo as the social bookmarking tool benefits in teaching and learning process Adapted from (https://sites.google.com/site/team8project9440/project-definition)? 

In fact, there are quite a number of features, to enhance the educators and students in the teaching and learning process. There are shown in the following:

  1. Diigo allows users to annotate webpages. Apart from letting the users to save a website title, description and to tag the website with relevant keywords like other social bookmarking website, Diigo  also lets users highlight portions of a webpage, or to add a virtual “sticky note” on the website. Hence, the annotations or explanations made are available to the entire network to help other users too.
  2. Diigo saves a screenshot of webpages. This can help users to recall how the page looked like previously, especially if the page was changed over time.
  3. Diigo users can create lists of websites. This helps users to organize their bookmarks within a topic.
  4. Diigo users can join groups of users. Users can join many different groups around a field or topic, and the group can be used to discover pertaining new bookmarks.
  5. Diigo bookmarks can be automatically exported to Delicious. Delicious is the social bookmarking that evolved before Diigo. When a Diigo user saves a bookmark, the title, notes and keyword tags can be saved in both Diigo and Delicious, so a user can be a part of both social networks.
  6. Diigo allows teachers to create and manage student accounts. As aforementioned, Diigo has many tools that aid in storing, documenting and recalling information. Many educators and students have found this to be useful for research and learning. Due to these reasons, Diigo has created Diigo Educator Accounts for the educators or teachers to manage a classroom social network. In the social community, the students are able to read the articles that their friends and teachers share to them.

C) Examples of The Features of Diigo (Adapted from https://www.diigo.com/user/sheanyin/Diigo) :

1.

Save

The ‘Save’ Feature to Bookmark a Page

2.

Highlight

The ‘Highlight Pop-up Menu’ Allow The Users to Add Notes, Share or Delete Highlight

3.

Sticky Note

Sticky Note to Allow Users to Write The Thoughts Anywhere on a Web Page

D) How to Use Diigo in a Research Group or Group Collaboration? Let’s see from the video 🙂

Self Introduction

Hi, good day Dr. Noor Dayana , Dr. Norah and friends.

First of all, let me introduce myself. I’m Chu Shean Yin, 25 years old, currently in my Semester 2 of Master of TESL. Previously, I was taking my Bachelor of TESL in UTM too and just graduated in October last year.

I’m glad to join this class actually for I love to learn how to use technology to teach in class. I’m excited to learn more and looking forward to the upcoming lessons.

Hence, in my blog here, I would like to share the 6 different types of new and social media that are useful and effective in teaching. Furthermore, I would provide a couple of reflections of mine in the Best Practices lessons.

Haha…So, STAY TUNED 🙂  

 

asian-girl-cartoon-character-black-straight-hair-light-skin-draw-retro-comic-style-42012649