tag:blogger.com,1999:blog-71482022571008761862024-03-14T09:09:38.502-07:00Teacher's Toolkit for Shared LearningVance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-7148202257100876186.post-23052153426645757692019-12-31T00:37:00.001-08:002019-12-31T18:50:38.765-08:00All you need to know about EtherpadSomeone posted to a list I follow something to the effect that she had seen on a list that Etherpad.net was shutting down today, the date of this blog post, Dec 31, 2019. That seemed odd to me. Ethernet is open source software.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoxnBh2RnFSyLmBtyympcFLLzCcN8pk4fXaxc7cjfROU6rCGMUb_OzmxAxr1-Jz3bub2MtEwQnvUhLMuamUnWUSt24w6C0ReOtb2nFqtE5zvjaz9peMuEYL0Ths2fts-Kg51pheiqN6Xw/s1600/2020-01-01_0903redditEtherpad.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="396" data-original-width="980" height="257" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoxnBh2RnFSyLmBtyympcFLLzCcN8pk4fXaxc7cjfROU6rCGMUb_OzmxAxr1-Jz3bub2MtEwQnvUhLMuamUnWUSt24w6C0ReOtb2nFqtE5zvjaz9peMuEYL0Ths2fts-Kg51pheiqN6Xw/s640/2020-01-01_0903redditEtherpad.png" width="640" /></a></div>
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I duly visited <a href="https://etherpad.net/" target="_blank">https://etherpad.net/</a> and found this notice:<br />
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<i>good bye! After 1896 days or roughly 62 months, the Etherpad (Lite) service Etherpad.net has shut down for good.</i><br />
<i><br /></i>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqoJu5y_0lYitjFGxqgo1eiVrzAhSWe0jfORixCOADTGScqzXei4s4qp_uo_vm_qN1K3-adnqcEGbh-2EBuutFKyWu_B0bTQfV4lZfJC_FMA4JC1bVRWQRYGdoNfzQZYYYt-JYDR9u2q4/s1600/2019-12-31_1702epadNet.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="457" data-original-width="808" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqoJu5y_0lYitjFGxqgo1eiVrzAhSWe0jfORixCOADTGScqzXei4s4qp_uo_vm_qN1K3-adnqcEGbh-2EBuutFKyWu_B0bTQfV4lZfJC_FMA4JC1bVRWQRYGdoNfzQZYYYt-JYDR9u2q4/s400/2019-12-31_1702epadNet.png" width="400" /></a></div>
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62 months is is also roughly a little over 5 years, but there is no date mentioned at <a href="https://etherpad.net/" target="_blank">https://etherpad.net/</a> as to when this notice was posted.<br />
<br />
Etherpad Lite is described here<br />
<a href="https://www.mediawiki.org/wiki/Etherpad_Lite" target="_blank">https://www.mediawiki.org/wiki/Etherpad_Lite</a><br />
It is basically a recoding of Etherpads in Javascript to replace the previous, presumably more bloated, and likely becoming out-dated, coding scheme.<br />
<br />
This page, <a href="https://meta.wikimedia.org/wiki/Etherpad" target="_blank">https://meta.wikimedia.org/wiki/Etherpad</a>, explains that, according to this deprecation notice, <a href="https://lists.wikimedia.org/pipermail/wikitech-l/2013-November/073249.html" target="_blank">https://lists.wikimedia.org/pipermail/wikitech-l/2013-November/073249.html</a><br />
<i>the old Etherpad was replaced by a new installation of etherpad-lite in 2013. Old pads were archived to etherpad-old.wikimedia.org, which was removed on Monday, 30 December 2013.</i><br />
<i><br /></i>
So the notice at <a href="https://etherpad.net/" target="_blank">https://etherpad.net/</a> could not have been posted before 2013. I checked <a href="https://web.archive.org/" target="_blank">https://web.archive.org/</a> and discovered that <a href="https://etherpad.net/" target="_blank">https://etherpad.net/</a> had been last crawled in 2019 on Dec 3 of that year, and at that time was displaying the familiar page to start a new Etherpad.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW3wI9omYu-Tz1bBK6aXz-FDBwr2YeISeIgO8g3zHrFNGBhks6QT8Dp6zcipnRPxbYTZHZ5tcu3mA4IJ0cxIIDyKgBDnL2HM8VkprXIK7pClrp5pLStqxTwDDdtOiCc48dmpaNeHwXT6Q/s1600/2019-12-03_etherpadNet.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="591" data-original-width="1039" height="363" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgW3wI9omYu-Tz1bBK6aXz-FDBwr2YeISeIgO8g3zHrFNGBhks6QT8Dp6zcipnRPxbYTZHZ5tcu3mA4IJ0cxIIDyKgBDnL2HM8VkprXIK7pClrp5pLStqxTwDDdtOiCc48dmpaNeHwXT6Q/s640/2019-12-03_etherpadNet.png" width="640" /></a></div>
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So the notice would have been posted some time after that, meaning the Etherpad Lite version had been up at that URL since some time in 2014, to be replaced by the new notice at some time in the next few weeks.<br />
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A link on the page with the notice at <a href="https://etherpad.net/" target="_blank">https://etherpad.net/</a> also points to <a href="https://etherpad.org/" target="_blank">https://etherpad.org/</a>, which identifies itself as being the home portal of the Ethernet Foundation. This site allows anyone to download the open source Etherpad software so they can mount it on their own server if they wish.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9vdAdlaTwR3qwv1MAVRLfIkHXPrgHf91gypvLRfoN8AUardHwkP8itrq7OABnf73ik-rCVjZ_8b2mZA7Yqs9dEQ1C7BvMMvLLl0OnnQYwqLAv7c-3_qe-N2WY7Re6S5TDMVvBaDXa-9E/s1600/2019-12-31_1705epadOrg.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="451" data-original-width="876" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9vdAdlaTwR3qwv1MAVRLfIkHXPrgHf91gypvLRfoN8AUardHwkP8itrq7OABnf73ik-rCVjZ_8b2mZA7Yqs9dEQ1C7BvMMvLLl0OnnQYwqLAv7c-3_qe-N2WY7Re6S5TDMVvBaDXa-9E/s400/2019-12-31_1705epadOrg.png" width="400" /></a></div>
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Wikipedia, <a href="https://en.wikipedia.org/wiki/Etherpad" target="_blank">https://en.wikipedia.org/wiki/Etherpad</a>, has a nice basic explanation of what Etherpad is and how it came about that starts off with this paragraph:<br />
<br />
<i>Etherpad (previously known as EtherPad) is an open-source, web-based collaborative real-time editor, allowing authors to simultaneously edit a text document, and see all of the participants' edits in real-time, with the ability to display each author's text in their own color. There is also a chat box in the sidebar to allow meta communication.</i><br />
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<i>First launched in November 2008, the software was acquired by Google in December 2009 and released as open source later that month. Further development is coordinated by the Etherpad Foundation.</i><br />
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Wikipedia goes on to explain<br />
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<i>After the release of the software as open source, a number of people have set up Etherpad servers, as clones of the original website. Soon after, users and programmers of Etherpad, after an initial meeting in the #etherpad channel on freenode, created the Etherpad Foundation to coordinate further development. Their website maintains a list of a growing number of sites that run the Etherpad software.</i><br />
<i><br /></i>
Here are the lists of all sites running Etherpad. They can be linked to from <a href="https://etherpad.org/" target="_blank">https://etherpad.org/</a> (so they appear to be the official lists of sites running Etherpad according to the Etherpad Foundation). They are categorized into sites running original Etherpad code and those running the re-coded Etherpad-lite (Javascript version). The two sites are further subcategorized into sites that are SSL-enabled and non-SSL enabled (and also sites that are inactive, those reporting errors, and one or two that are not free).<br />
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<ul>
<li><a href="https://github.com/ether/etherpad-lite/wiki/Sites-that-run-Etherpad" target="_blank">https://github.com/ether/etherpad-lite/wiki/Sites-that-run-Etherpad</a></li>
<li><a href="https://github.com/ether/etherpad-lite/wiki/Sites-that-run-Etherpad-Lite" target="_blank">https://github.com/ether/etherpad-lite/wiki/Sites-that-run-Etherpad-Lite</a></li>
</ul>
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SSL is the secure socket layer that distinguishes whether a site runs under http:// or https://. This page provides a decent explanation,<br />
<a href="https://yourbusiness.azcentral.com/ssl-enabled-20386.html" target="_blank">https://yourbusiness.azcentral.com/ssl-enabled-20386.html</a>.<br />
It also explains that the term SSL is essentially no longer meaningful, and refers now to TLS.<br />
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<i>SSL/TLS is a security system that combines authentication and encryption. In regular communication over a network, a client contacts a server with a request. The server replies with a response. Under SSL, only the client needed to present authentication. With TLS, both the client and server must prove their identity. The identification procedure includes an encryption key, which is used to protect all transmissions once the connection has been established.</i><br />
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Several sites; e.g. <a href="https://wikitech.wikimedia.org/wiki/Etherpad.wikimedia.org" target="_blank">https://wikitech.wikimedia.org/wiki/Etherpad.wikimedia.org</a> point to this Etherpad as the one being maintained by the foundation.<br />
<a href="https://etherpad.wikimedia.org/" target="_blank">https://etherpad.wikimedia.org/</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQUL9Ho9ZOcMn5Cp_0DFIUaNKDsFgOBRs1tf1QnxFeg0PGmXJChIzmg4gg3g_8pth9UOG1xhTztGFKL5KPCY5a8SA2nXOsgK1zcQ4XXP4zU0peDt09mB92iY0J6IkbMc9sFHpOtv2OsU4/s1600/2019-12-31_1708wikiMedOrg.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="382" data-original-width="429" height="355" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQUL9Ho9ZOcMn5Cp_0DFIUaNKDsFgOBRs1tf1QnxFeg0PGmXJChIzmg4gg3g_8pth9UOG1xhTztGFKL5KPCY5a8SA2nXOsgK1zcQ4XXP4zU0peDt09mB92iY0J6IkbMc9sFHpOtv2OsU4/s400/2019-12-31_1708wikiMedOrg.png" width="400" /></a></div>
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This page describes this etherpad:<br />
<a href="https://meta.wikimedia.org/wiki/Etherpad" target="_blank">https://meta.wikimedia.org/wiki/Etherpad</a><br />
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I just created a new wikipad at that space. I just checked; it's still there in 2020.<br />
<a href="https://etherpad.wikimedia.org/p/Vance's_Wikimedia.org_Pad" target="_blank">https://etherpad.wikimedia.org/p/Vance's_Wikimedia.org_Pad</a><br />
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The composite listing sites do not mention the site that I am using for my Etherpad<br />
<a href="https://etherpad.mit.edu/" target="_blank">https://etherpad.mit.edu/</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVr_CIrYiH8SONIiTrYKQhKv0WncQbbVaZ48tQZZQ0Apx5k1iXeBYQxrzYSZMoZ3mjoos_TYgXOceKA-xu2H5evo4EI9tq0BjO6cCYX3Lv12DDKJyd2NzC2rGWJ9HMfI8krnqxH0K2fo4/s1600/2019-12-31_1710ePadMITedu.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="432" data-original-width="682" height="252" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVr_CIrYiH8SONIiTrYKQhKv0WncQbbVaZ48tQZZQ0Apx5k1iXeBYQxrzYSZMoZ3mjoos_TYgXOceKA-xu2H5evo4EI9tq0BjO6cCYX3Lv12DDKJyd2NzC2rGWJ9HMfI8krnqxH0K2fo4/s400/2019-12-31_1710ePadMITedu.png" width="400" /></a></div>
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Here is my learning2gether etherpad that runs on the above site:<br />
<a href="http://etherpad.mit.edu/p/learning2gether" target="_blank">http://etherpad.mit.edu/p/learning2gether</a><br />
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That particular chat space has been up for years. According to its "time slider" it was started on May 5, 2013 and had recorded 15,309 distinct edits by the day this post was made, and 34 edits since then, each of which can be played back and revisited one by one in the time slider (or you can click on the slider to see clusters of edits at their approximate location on your time line <i>but you can't just change the edit number in the URL, doesn't work for me at any rate</i>).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG9Q3B4JQngbU9l8olDELYCXI6p-ScoYhoWttSZnGbK7VvQtdHXGLEze9TdWgP2jkGPhpWv7S3SdoIDUOLDyHFRiP7zxpiu2WHFEhfX4okAt2CzBSzb4UVUMZUiGfoMgXIh1wOokT7rVA/s1600/2020-01-01_ePadLives.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="502" data-original-width="733" height="438" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG9Q3B4JQngbU9l8olDELYCXI6p-ScoYhoWttSZnGbK7VvQtdHXGLEze9TdWgP2jkGPhpWv7S3SdoIDUOLDyHFRiP7zxpiu2WHFEhfX4okAt2CzBSzb4UVUMZUiGfoMgXIh1wOokT7rVA/s640/2020-01-01_ePadLives.png" width="640" /></a></div>
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This is impressive software and is a testament to open source communities in the way it is implemented, regulated, and maintained. However, if you use this software, heed the warning coded into each new page you create at <a href="https://etherpad.wikimedia.org/" target="_blank">https://etherpad.wikimedia.org/</a> ...<br />
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<i>Welcome to the WMF etherpad installation. Please keep in mind all current as well as past content in any pad is public. Removing content from a pad does not mean it is deleted. Keep in mind as well that there is no guarantee that a pad's contents will always be available. A pad may be corrupted, deleted or similar. Please keep a copy of important data somewhere else as well.</i><br />
<i><br /></i>
The thing to keep in mind with Etherpad is that is it nicely working open source code that has been mounted on hundreds of servers all over the world. The health of your Etherpad depends on the server it is working on, not on the existence of Etherpad itself, whose code is being maintained and made available for download by the Etherpad Foundation at <a href="https://etherpad.org/" target="_blank">https://etherpad.org</a>. So despite Etherpad sites coming and going with the usual fluctuation we have come to expect from anything you can get for free on the Internet, with Etherpad, the code has gone viral, so like the common cold, if you lose one you can surely find another.<br />
<br />
And on that topic, here is an Easter egg for you, something unexpected as a reward for reading all the way to the bottom (or scrolling here, whatever). I've been drafting an article for the February, 2020 issue of TESL-EJ on the most significant losses of Web 2.0 software to have disappeared from the palettes of educators over the past ten years.<br />
<br />
If you want to read it, welcome, and feedback and comments are always appreciated.<br />
<a href="https://docs.google.com/document/d/1M4CY8MK5-IsZr5mdHclNYF6ft1LZEDmq_c88pG_zAVA/edit?usp=sharing" target="_blank">https://docs.google.com/document/d/1M4CY8MK5-IsZr5mdHclNYF6ft1LZEDmq_c88pG_zAVA/edit?usp=sharing</a><br />
<br />Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-40493667877538164552018-03-07T05:17:00.000-08:002019-05-06T03:38:12.793-07:00Teaching writing to students with tablets using voice to overcome keyboard shortcomings<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit;">On Friday March 9, 2018 I gave a presentation at the ALLT conference in Dubai on "</span><b>Teaching writing to students with tablets using voice to overcome keyboard shortcomings</b>". Here is the abstract I submitted with the proposal:<br />
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<span style="white-space: pre-wrap;"><span style="font-family: inherit;"><i>Abstract</i></span></span><br />
<span style="white-space: pre-wrap;"><span style="font-family: inherit;"><i><br /></i></span></span>
<span style="white-space: pre-wrap;"><span style="font-family: inherit;"><i>The presenter has for the past few years been refining techniques to overcome shortcomings in the digital keyboards inherent to most tablet computers and other mobile devices by using voice to help students compose and revise essays on their iPads. The technique uses Google Docs or similar online word processing software such as Office 365, for voice input. However, Arab students have problems getting voice recognition to work for them in English, so the presenter has them begin their essays on paper, create a blank online document, and share it with the teacher. The teacher then uses the voice capability native to his or her tablet device to read what the students have written into their shared online documents prior to having them revise those documents on their tablets. This 20 minute presentation will demonstrate the technique, discuss problems encountered and solutions discovered, and show examples of student-teacher interaction during the revision process using this technique.</i></span></span><br />
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You can see the slide show for this presentation at<br />
<a href="https://docs.google.com/presentation/d/1bkQ5nSomTxR-BILmXqgkdnBr2aRZGCWtRBgL2___H5I/edit?usp=sharing">https://docs.google.com/presentation/d/1bkQ5nSomTxR-BILmXqgkdnBr2aRZGCWtRBgL2___H5I/edit?usp=sharing</a><br />
<br />
<b><i>This post was created in March 2018 to accompany my presentation at the ALLT conference in that month. At some point I stopped working here and finalized the work as a submission</i></b><b><i> to the ALLT Proceedings for 2018. </i></b><b><i>The submission was accepted and published as a paper, which you can access through the reference section below (Stevens, 2019).</i></b><br />
<b><i><br /></i></b>
<i><span style="font-size: x-small;">One advantage to reading this here is that you get a fuller uncut version and with illustrations interleaved with the text. The ALLT editors had me delete what they felt might be distracting to their readership and they had me move all the illustrations to the appendices. I find it's easier to understand what is being referred to when the illustrated examples appear as figures in the text. In any event you can read it that way here, and if you wish to reference this work, please use Stevens, 2019 as it appears in the references below (with link to open-access full text from the <a href="https://www.zu.ac.ae/main/en/research/publications/_books_reports/2018/ALLT2018Proceedings.pdf" style="font-weight: bold;" target="_blank">online version of the proceedings</a><b>)</b></span></i><br />
<br />
Subsequently ...<br />
<br />
This article describes how I have refined a technique I have been exploring for the past 7 years wherein I have been getting students to compose in Google Docs or <span style="background-color: white;">similar online word processing software such as Office 365 and then have them revise using the interactive tools inherent to those platforms. In the past this has involved their initiating their writing process online, and I would provide feedback in their shared document, and try to work with them to help them revise their papers as they returned to their documents and encountered my feedback. Eventually, I found I could provide feedback to my students by bringing their work up on the classroom projector where the student would see it on his or her computer, and I could provide feedback on the document by articulating comments which I could speak into my iPad, and the students would synchronously see my comments appear in their document on their iPads (</span>Stevens, 2015).<br />
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<span style="background-color: white;">Having students compose in Google Docs has worked well when my students have had devices such as laptops with keyboards, but less well when the students have tablet computers where there is no keyboard. </span>Accordingly, I've been <span style="background-color: white;">refining techniques to overcome shortcomings in the digital keyboards inherent to most tablet computers and other mobile devices by using voice to help students compose and revise essays on their iPads. </span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">Because Arab students have problems getting voice recognition to work for them in English, I have them begin their essays on paper, create a blank online document, and share it with the teacher. The teacher then uses voice on his or her tablet device to read in correct English what the students have written into their shared online documents prior to having them revise those documents on their tablets. This paper discusses problems encountered and solutions discovered, and shows examples of student-teacher interaction during the revision process using this technique.</span><br />
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<span style="color: black;"><span style="font-family: inherit;">The problem I need to overcome in my particular context</span></span></h2>
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<span style="color: black;"><span style="font-family: inherit;">The students to whom I was teaching writing at the time of this presentation were at a military aviation college in UAE. Many of them avoid writing beyond the minimum required for completion of classroom tasks, or simply avoid doing those tasks. When they write during class, they are not inclined to follow through afterwards. When asked to
revise, their typical response is “finished teacher,” meaning we did that
already and now we're done with it. Revision and writing process are not in their expectations. They see
little value in taking the time to correct errors,</span></span> even though that may be the sole purpose of an hour-long follow-up class<span style="color: black;"><span style="font-family: inherit;">. They prefer to sit writing exams with as little
preparation as possible. <o:p></o:p></span></span>They do not see improvement of their ability to write in English to be of much value in their anticipated career trajectory.</div>
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<span style="font-family: inherit;">Writing instruction where I teach is assessment driven. Since the students do so little writing, have in fact done too little writing in their early education and come to us with deficient skills sets even in basic grammar and vocabulary, and are so resistant to making the effort to write much of substance, teachers instinctively use whatever class time they have for writing preparation in test-directed activities. These can be formulaic and boring to the students. There are exceptions of course, but it seems that no matter what the purpose of the essay (argumentative, etc) many students learn only to begin paragraphs with firstly, secondly, etc. without much regard to internalizing a wider range of cohesive devices. Their motivation to write is mostly extrinsic; few of the students appear to have experienced much joy in writing, at least in English. Their resistance to the process and the limited time available to prepare them across all aspects of their largely assessment-driven curriculum leads most teachers and students in this setting to focus on tasks designed to quickly train students to successfully write set pieces that will fit the parameters of a prescribed marking rubric rather than to explore writing for its own sake and for the benefit it would bring to all aspects of the curriculum, including improvement in critical thinking skills, if more time could be devoted to it.<o:p></o:p></span></div>
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<span style="font-family: inherit;">Even the modality of writing is contentious. Since the essays are usually written out longhand during most tests given in most contexts where I have worked in the UAE (though that is changing), </span>some teachers feel that <span style="font-family: inherit;">preparation for tests should also be done longhand in the same modality. I have long felt the contrary, that the format shouldn’t matter as much as the process the students will need to employ while writing their essays in whatever format, but my attempts to get students to write on PCs and iPads have met with limited success, in the first instance due to the students' lack of keyboard proficiency, and with iPads, due to a lack of keyboard. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Writing on iPad is frustrating for me as well, and I try and avoid it by using a device with a keyboard if possible, or if I need to compose on an iPad or a tablet device, I might use that device's voice-recognition features if feasible.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">This is the feature I utilized when developing the technique described here, where I hit on having the students compose in longhand, then read what they had written (correctly, in good English) into Google Docs on my iPad, and then gave them the resulting texts in both hard and soft copy, with my comments, for them to revise as they saw fit, in Google Docs if they would use it, or in longhand revisions if that is what they preferred.</span><br />
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<h2>
The problem of providing teacher feedback on writing</h2>
Teachers have long grappled with the problem of conveying feedback on student writing in a meaningful way. There is a plethora of literature on the effectiveness of various kinds of written markup on student papers. Hyland and Hyland (2006) present an excellent overview of the issues surrounding a variety of teacher feedback techniques. They raise questions relating to feedback such as: "Does it make a difference to students’ writing? If so, in what areas? What is the best way of delivering feedback? Can error correction and form focused feedback have long term benefits on students’ writing? Can technology play a greater part in delivering feedback?" (p.83).<br />
<br />
Literature is cited to suggest it isn't, though there are the obvious confounding variables "of varied populations, treatments and research designs" (p.84). This is true in my experience. I have found many effective ways of providing feedback over my decades-long career teaching writing to students who were in varying stages of maturity and who were often highly motivated to respond to it. But the present report regards the UAE context where teachers are likely to find a larger than hoped for number of students with limited skills sets and minimal desire to improve them, possibly due in part to the fact that once these students have reached the tertiary stages of education, the tasks so far outstrip their ability to cope with them. Thus a common reaction of my students to my feedback on their writing is to simply ignore it. As Hyland and Hyland characterize the problem:<br />
<br />
"Studies suggest that students may ignore or misuse teacher commentary when revising drafts. Sometimes they misunderstand it ... or they understand the problems pointed out but are unable to come up with a suitable revision ... and sometimes this causes them to simply delete the offending text to avoid the issues raised." (p.87)<br />
<br />
I have in the past ten years been using Google Docs extensively with my students and this has resulted in a large data-base where dozens if not hundreds of students have shared files with me and where I have provided them with markup on their work which I expected them to follow up on. I have never systematically analyzed it, but the data would show that once I started teaching in the military sector in UAE, students, more often than not, never bothered to address their errors by revisiting the files where I had left them comments. As Hyland and Hyland put it, feedback "will only be effective if it engages with the writer."<br />
<br />
This is where I undertook to refine my techniques in an effort to engage more effectively with students that one is likely to encounter at some point when teaching at the lower levels in the Arab context.<br />
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<h2>
Recent applications of technology to improving feedback on writing</h2>
This article seeks to add to the growing list of suggestions on how technology can be brought to bear on the problem of engaging generally unmotivated learners in the revision phases of the writing process. One milestone in making large numbers of teachers aware of how free and easy-to-use Web 2.0 technology could help bring about improvements to feedback given to students was Stannard's (2008) ground-breaking work on screencasting himself bringing his student' writing up on his screen and screencasting himself recording audio feedback on their work. Stannard used the free tool Jing (Techsmith) to make his first screencasts, but soon replaced this with the more versatile Camtasia (also produced by Techsmith, but not free). Stannard felt from his reasearch that on this tool that it was not at its best when pointing out errors in mechanics (form) that could be addressed effectively in other ways; rather "It might actually be that video feedback works best when correcting ideas and concepts which require elaboration," (i.e. when addressing function).<br />
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<br /></div>
Dobrou (2017) addresses the potential of technology in helping teachers provide feedback thusly:<br />
"with digital feedback [on writing], they get to listen to detailed comments by their teacher at their own pace and they will have to take the time to do so while looking at their piece of writing in more detail. They can later be asked to rewrite it."<br />
<br />
Alvira (2016) conducted a study of his students in Colombia using Stannard's method. In his literature search he notes that a part of his rationale for exploring screencasting as a feedback technique is that other researchers have "demonstrated that teacher comments on feedback on content are usually vague, contradictory and sometimes provide no guidance to the student ... The outcome of this situation is that students often become frustrated and discouraged and consequently ignore the comments, a situation which reduces the possibility of students improving their writing skills".p.82<br />
<br />
Alvira cites a PhD dissertation by Hartshorn (2008) who found that ideally, feedback on writing must be manageable, timely, meaningful, and constant. Manageable means that the teacher has to be able to cope with the load of marking student papers. Timely means that feedback needs to reach the student as soon as possible after each draft. Meaningful means the student has to be able to understand it, and constant means that the feedback keeps coming.<br />
<br />
The technique described here addresses all of these considerations. My situation was not unusual in that I might teach two or three writing classes a day, each with 15 to 22 students, and I had to get them to produce writing and process it quickly and effectively (manageable), provide feedback they could understand (simple feedback was most meaningful) and return it to them the next day (timely) so that they could undertake their revisions (and get more feedback).<br />
<br />
In this last iteration of working through this technique I had decided that I could get better results from students if I had them begin writing using pen and paper. Otherwise some might be tempted to plagiarize, consuming my time unproductively in dealing with that and setting back my efforts to help them, Plus they preferred to write by hand. Though revision would normally require even more handwriting, their conception of the task was to write it out once and forget about it. Improving writing through revision was not something they had had much practice with.<br />
<br />
I would take their papers to a quiet place and read their papers one by one into a Google Document. I would find that the students on average produced about 50 to 150 words per class period, but often only just one or two dozen words. I read the papers back in correct English. I found that for the reasons mentioned above, taking time to address errors at this stage was not the best use of time. Rather than bogging the students down in working out where there errors were and how to correct them, I wanted them to continue working from something that they had produced but had magically been rendered into excellent English. If you believe in magic you might also believe that if you keep your students writing they might somehow improve their English just through practice and working on fluency, and this is what I wanted to take place in my writing classes. While the students worked, I would interact with them as best I could to help them with questions as they arose, rather than confounding them with all the answers written in red on their papers, before they had had time to formulate their questions. My comments addressed a few matters of form, but were usually directed at bigger issues, such as structuring paragraphs logically, and how to develop the paper by providing examples, conclusions, or whatever else was needed to get the composition to follow a successful exam model.<br />
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<span style="font-family: inherit;">What my students need to know about the writing process</span></h2>
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<span style="color: black;"><span style="font-family: inherit;">I try to inform my students about the writing process in a handout I give them<o:p></o:p></span></span></div>
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<a href="http://vancesclass.pbworks.com/w/file/fetch/120489444/writingProcessSection10.docx">http://vancesclass.pbworks.com/w/file/fetch/120489444/writingProcessSection10.docx</a></div>
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<b><span style="font-size: 14pt; line-height: 19.9733px;">In this class, we work using the same WRITING PROCESS</span><br />that you should apply when you sit your final writing assessment in this course.</b></div>
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<b><br /></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiePbomR87VAPVZFWd2OJLF4z9O_c9vj-vAW_TwVLewRDZeul6wXUWWsTwrEz5lKmaUipMSHSeDu5oMA-zUsgFxWyi7tgkcR2rfXaxhSwYDyCmAITzoRXJetm9MdhEkoNfsV4Ok1try-FI/s1600/poemsRneverFinished.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="351" data-original-width="1265" height="176" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiePbomR87VAPVZFWd2OJLF4z9O_c9vj-vAW_TwVLewRDZeul6wXUWWsTwrEz5lKmaUipMSHSeDu5oMA-zUsgFxWyi7tgkcR2rfXaxhSwYDyCmAITzoRXJetm9MdhEkoNfsV4Ok1try-FI/s640/poemsRneverFinished.png" width="640" /></a></div>
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This explains <span style="background-color: transparent; font-size: 18pt;">How to
follow the PROCESS of WRITING</span></div>
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<b><span style="font-size: 12.0pt; line-height: 107%;"><br /></span></b></div>
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<b><span style="font-size: 12.0pt; line-height: 107%;">All good
writers revise!<o:p></o:p></span></b></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span dir="LTR"></span><b><i>In the past, before
we had computers, </i></b><span style="text-indent: -0.25in;">we had to write or type out multiple drafts, or versions, of what we wanted to write.</span><br />
<o:p></o:p></div>
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<br /></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><b style="text-indent: -0.25in;"><i>NOW, with computers</i></b><span style="text-indent: -0.25in;">,
we can write out what’s on our minds in a </span><b style="text-indent: -0.25in;"><span style="font-size: 14.0pt; line-height: 107%;">FIRST DRAFT</span></b><span style="text-indent: -0.25in;">, </span><span style="text-indent: -0.25in;">but then we think more deeply and change what we wrote in </span><b style="text-indent: -0.25in;"><span style="font-size: 14.0pt; line-height: 107%;">second, third, etc. drafts</span></b></div>
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<b style="text-indent: -0.25in;"><span style="font-size: 14.0pt; line-height: 107%;"><br /></span></b></div>
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<b><span style="font-size: 16.0pt; line-height: 107%;">Here is
the process<o:p></o:p></span></b></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span dir="LTR"></span><span style="font-size: 16.0pt; line-height: 107%;">First draft</span>, get some ideas down on paper or
into a word processor<o:p></o:p></div>
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<!--[if !supportLists]--><span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><span style="font-size: 16.0pt; line-height: 107%;">Second draft / third draft</span>, go back and</div>
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<ul>
<li>Add detail</li>
<li>Reorganize for better coherence</li>
<li>Find better words</li>
<li>Add transition words for better cohesion</li>
<li>Check spelling</li>
</ul>
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You will need to follow the writing process on paper by <s>scratching out words</s>,
writing between the lines, etc.<o:p></o:p></div>
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<b><br /></b>
<b>Think about your writing as a <i>process </i>you can continually
improve by</b></div>
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<ul>
<li>Writing out and
submitting a quick 100 word first draft<span style="text-indent: -0.25in;">.</span></li>
<li><span style="text-indent: -0.25in;">Revising your draft considering teacher feedback, and thinking about how you can improve it through</span></li>
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a.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span>Adding detail, improving introductions and conclusions<br />
<span style="text-indent: -24px;">b. Better organization, rewording, choosing better connecting words and phrases</span></div>
<span style="text-indent: 0px;">
</span>
<br />
<ul><span style="text-indent: 0px;">
<li>And then develop your first draft into a 250 word second / third draft</li>
</span></ul>
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</span></div>
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<o:p></o:p></div>
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<!--[if !supportLists]-->a.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><span dir="LTR"></span>It’s important that you <b><span style="font-size: 12.0pt; line-height: 107%;">work from</span></b><span style="font-size: 12.0pt; line-height: 107%;"> </span>and <b><span style="font-size: 12.0pt; line-height: 107%;">build on</span></b><span style="font-size: 12.0pt; line-height: 107%;"> </span>your first draft<o:p></o:p></div>
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<!--[if !supportLists]-->b.<span style="font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;">
</span><!--[endif]--><span dir="LTR"></span>Work from your teacher’s
feedback. <b><span style="font-size: 12.0pt; line-height: 107%;">Do NOT start over</span></b>.<o:p></o:p></div>
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<span style="background-color: white; font-family: inherit;">-------------------------------------------------------------------------------------</span></div>
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<span style="background-color: white; font-family: inherit;">Previous iterations of my work have had students composing in
Google Docs or in Office 365 (Google Docs is far superior), where I would edit
their work and try and get them to correct it. Some students would do this but many wouldn’t, depending on their motivation to learn. One nice thing about
Google Docs is that I have records of this kind of work going back years. There
is evidence of some student success, such as the video recording I made of my
synchronous interactions with one student who clearly benefited from the
experience, at least in the moment.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ0OCX8NLsO-e_CCND0w96WKJujng4ONNczCHqo6Q8SDJn7HGrXl4-Ykxvx6B83-Xnn9gVIRnOCiJHOy4nvBHirDoJeagFTxhkwSpUYJAJUh1vuf30m2X_OGX9queVVoKDQXvZzLoIWP4/s1600/interactiveCorrection.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="558" data-original-width="1320" height="270" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQ0OCX8NLsO-e_CCND0w96WKJujng4ONNczCHqo6Q8SDJn7HGrXl4-Ykxvx6B83-Xnn9gVIRnOCiJHOy4nvBHirDoJeagFTxhkwSpUYJAJUh1vuf30m2X_OGX9queVVoKDQXvZzLoIWP4/s640/interactiveCorrection.png" width="640" /></a></div>
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<span style="color: black;"><span style="font-family: inherit;">View the screencast here: </span></span><span style="background-color: transparent;"><a href="http://screencast.com/t/fmW5zZoZUF">http://screencast.com/t/fmW5zZoZUF</a></span><br />
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<h2>
Some disadvantages to using tablet devices to begin the writing process</h2>
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<span style="font-family: inherit;">The main disadvantage to using tablets at the early stages of writing is the lack of keyboard. The school where I teach has transitioned from giving earlier cohorts of students PCs to giving them iPads, and for this age group, there have been problems with focus and distraction which are not the topic of this article. As pertains to the present topic, I have noticed that composition on iPads is awkward for my students. They are not able to use voice input themselves for reasons addressed in my earlier work (cited above), so I came up with the technique described here to get them started writing on paper, and having them carry out the revision process on their iPads.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Another disadvantage of students’ composing on Internet-connected devices in general is that
they will often pursue one of two counterproductive strategies. One is to copy swathes of text from the Internet and submit it as their work, and the
other is to compose in Arabic, run that through a translator, and spew out the
result in what I call a 'word salad'. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">There isn’t much to do about the word salad resulting from translation. Since the student’s message does not emerge, I can only tell them to try and rewrite it in their own words. Students will be as overwhelmed with the task of unraveling what it was they were trying to say as I am in trying to help them work it out from the word salad they have put before me, and they see that the best solution is to start over, if they are going to proceed.</span></div>
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<span style="font-family: inherit;">Often a simple
Google search will expose plagiarism. </span><span style="font-family: inherit;">For example, my Student 1, whose work is described below, submitted this passage (on paper) from something he was copying from his iPad which he had beneath his desk in his lap:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj82aEGk4b5SKTeiovWziWs9o-VBIkgroDvVq9N99NmwlcfEe4sQsyEJnXhH9yroj-qnfiHP-ci0kATCIWK9O4ZWS3_SWWZcoa_cA5FeDHeQb8ZgKZn6kVeIT8WS86NXxH-ovRKKxUf_u4/s1600/student1badmitton.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1572" data-original-width="1600" height="628" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj82aEGk4b5SKTeiovWziWs9o-VBIkgroDvVq9N99NmwlcfEe4sQsyEJnXhH9yroj-qnfiHP-ci0kATCIWK9O4ZWS3_SWWZcoa_cA5FeDHeQb8ZgKZn6kVeIT8WS86NXxH-ovRKKxUf_u4/s640/student1badmitton.png" width="640" /></a></div>
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<span style="color: black;"><span style="font-family: inherit;">Using voice tools in Google Docs enables me to quickly render text into machine-readable format that can then be pasted into Google. Since I read all my students' work into Google Docs now in order to give them feedback, by doing that I am also in position to quickly check their work for plagiarism. When I read Student 1's work into the iPad, it was transcribed as:</span></span></div>
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<span style="background-color: transparent; color: black; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><i>I want to play football but there is an effect of anxiety of badminton players and its relation to the level of accomplishment. This study aimed to investigate the level of anxiety of the badminton players and its relationship to the level of accomplishment. Also the effect of the professional player in developing the level.</i></span></span></div>
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<b id="docs-internal-guid-f8972163-fa33-abac-38f6-8b5a6c386ce0" style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b></div>
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<b style="font-weight: normal;"><span style="font-family: inherit;">By way of feedback, I informed the student that his work was partially copied from the abstract of this study. The study itself was in Arabic but the student obviously lifted from this study of anxiety in badminton players to inform his paper on football.</span></b></div>
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<a href="https://journals.najah.edu/media/journals/full_texts/effect-anxiety-badminton-players-and-its-relationship-level-accomplishment.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">https://journals.najah.edu/media/journals/full_texts/effect-anxiety-badminton-players-and-its-relationship-level-accomplishment.pdf</span></span></a></div>
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I asked the student to try again in a later class and the second time he produced the following:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw8W19PaUhMxm3g4jnjCAneABRb5QUVn1wIMaOrK7vz-8RDiHAhf9lAY3JWmw9myczNTkXycL9ADxLfDtMIK4aLc95PnpoI2rb_1bCtkmRAaWwvy4SVY3UnHYH72eVkLUXUgjdRswJmGA/s1600/student1badminton2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1311" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw8W19PaUhMxm3g4jnjCAneABRb5QUVn1wIMaOrK7vz-8RDiHAhf9lAY3JWmw9myczNTkXycL9ADxLfDtMIK4aLc95PnpoI2rb_1bCtkmRAaWwvy4SVY3UnHYH72eVkLUXUgjdRswJmGA/s640/student1badminton2.png" width="524" /></a></div>
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Reading this into Google Docs, I saw,</div>
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<span id="docs-internal-guid-f8972163-fa62-7c84-dd89-31c3cde24777"><span style="font-family: inherit;"><i><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Football is one of the most famous sports in the world and I like to play </span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: line-through; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">the </span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">football. Countries and organizations attach great importance to the formation of teams for each country to compete in the world and to represent the country in international and annual competitions, whether annual, monthly, weekly, or otherwise. This is a very enjoyable sport, as well as a source of income in countries with large teams with high skills that win the world level and gain a strong competitive edge in this field. And I like UAE teams because they are strong teams and I love them, and I like sports because it helps my life.</span></i></span></span></div>
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This time the work was at least on the topic of football, but this was from a student who up to now had produced no original writing in my class. How could he have on his own generated this cohesive and error free text, which incidentally does not address any aspect of football as an extreme sport? By now, in seeing the way I work, my students had begun to find other sources of text that I could not find in Google. They would even challenge me to find it, sometimes gloating when I couldn't, and then double down on their insistence that this was their work. Something like Turnitin might have worked to expose plagiarism, but we don’t have access at the college where I teach. Again having at hand a machine-readable transcription of what they have written enables me to make cloze passages from their work and revert the challenge on <i>them </i>by seeing whether they can fill in any of the missing words. So I gave Student 1 this exercise</div>
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<i>Your mark on the paper you wrote for me in class yesterday can be your score on the words that you can replace in this paragraph, which you handed in as your own writing. If you did not copy this from somewhere, then you will know the words that you used in writing this.</i><br />
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Countries and organizations __________ great importance to the __________ of teams for each country to __________ in the world and to __________ the country in international and __________ competitions, whether annual, monthly, weekly, or otherwise. This is a very enjoyable sport, as well __________ a source of __________ in countries with __________ teams with high skills that win the world __________ and gain a strong competitive __________ in this field.</div>
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<span style="color: black;"><span style="font-family: inherit;">The student made no attempt to guess that missing words from what he had claimed was his own writing. He did however produce a third version in his own words.</span></span></div>
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<span style="color: black;"><span style="font-family: inherit;"><b>Using teacher voice to help students engage in a writing </b></span></span><b>process </b></div>
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<span style="color: black;"><span style="font-family: inherit;">In order to get the students to produce first drafts of their writing more quickly than they can do it on an iPad and to be able to give them fast and improved feedback on their writing, as well as to counter and discourage these counterproductive strategies, I have my students </span></span><br />
<ol>
<li>Start
writing on paper in class. </li>
<li>I have them create and share a blank Google Doc with me. </li>
<li>Once they have done this, I take their papers and
speak what they wrote into their shared Google Docs. This corrects their spelling, grammar, and punctuation and
gives them something to go on in revising their work in a follow-up class. </li>
<li>The teacher prints out a hard copy of the student's work, makes some corrections and suggestions there, but in particular addresses more global issues that the student might work on.</li>
<li>This
makes further revision much more efficient than with other methods, since what
they have written already is rendered into correct English. The students can open the soft copy on their iPads, and they can use their limited time for revision to strengthen arguments or complete the work they started.</li>
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Here is an example of what the technique looks like in practice. In this example, Student 2 responds to the writing prompt by writing the following in class, on paper</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaAOeBxjnu0CszBdTLT4WTE7hvT9013BuM-wcvGx9ThXuJyQ1Nk7eB2wJYV2TdrK3qIrNt5_XgZxkv29mvlsWnGS9AGDaZO1y44tuWpAXtdcXrNwvrABmIAqx0Z7Ga0nDLiuczVCORn60/s1600/student2-3cropped.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1467" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaAOeBxjnu0CszBdTLT4WTE7hvT9013BuM-wcvGx9ThXuJyQ1Nk7eB2wJYV2TdrK3qIrNt5_XgZxkv29mvlsWnGS9AGDaZO1y44tuWpAXtdcXrNwvrABmIAqx0Z7Ga0nDLiuczVCORn60/s640/student2-3cropped.png" width="586" /></a></div>
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The student did not appear to address the task very seriously. He wrote 50 words in the 30 minutes assigned to the project, half the number of words the teacher was expecting from the weakest students in the class. Yet this student is not weak. He makes interesting analogies with attacking and hunting regarding the pursuit of balls controlled by opponents while passionately engaged in the 'extreme sport' of soccer. </div>
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Teachers are often at a loss as to how to respond to written student writing in an effective way. All manner of markups have been proposed in the decades I have been teaching. One thing that does not appear to work well is decorating the paper in red squiggles and expecting the student to respond thoughtfully to each squiggle. This is a shame because teachers pour heart and soul, and copious amounts of time, into those squiggles, often with relatively dismissive acknowledgement from the students.</div>
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In Student 2's case, teacher takes 5 minutes to read the student's work into Google Docs and produces this in soft-copy, prints it out, and marks it up with suggestions for revision.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpOvfvNgzsT74nH4YvR4GImRknisDqZHkCKYmZR9w2ks6HxZlhF5_I4waqkh9y9kXXRQskPV_6pIUR4RLbx7L86oMb_ZYLUUmlhhGUw2S8znh5KIshPiDLFpXWuN07cXkVYjgtT7aQHvA/s1600/student2-2cropped.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1333" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpOvfvNgzsT74nH4YvR4GImRknisDqZHkCKYmZR9w2ks6HxZlhF5_I4waqkh9y9kXXRQskPV_6pIUR4RLbx7L86oMb_ZYLUUmlhhGUw2S8znh5KIshPiDLFpXWuN07cXkVYjgtT7aQHvA/s640/student2-2cropped.png" width="532" /></a></div>
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In this technique, just the act of reading it into Google Docs is perhaps an effective feedback for the student. The teacher has obviously taken time to literally read the student's work. Students may or may not notice the spelling and grammatical changes, but they are just as likely to not notice them even if they are highlighted in red. Feedback here is focused on what the student should do next. This is designed to keep the student writing. And the time it takes to make suggestions on a printout of a paper that has been "corrected" though voice rendition into text is a fraction of the time it takes to address errors one by one and then provide that valuable holistic feedback.</div>
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Here we can see that the student took some of this on board to add more substance to two of the paragraphs, bringing his work much nearer to standard, and addressing the task with more thoughtfulness than before.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYY5egKYD6fmFnpyizPFxaShuORhWKss6OC9pmfXJoBtO_Qr5lKz0gUDDqhyGUtX983TmMuW4cNwEl0rf8uDLAxQRFrG0Hg6iROsZlnt7pC_Jede66zgtfkzvjF3h1q_LmiP-jsytydOE/s1600/Student2-1cropped.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1486" data-original-width="1509" height="630" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYY5egKYD6fmFnpyizPFxaShuORhWKss6OC9pmfXJoBtO_Qr5lKz0gUDDqhyGUtX983TmMuW4cNwEl0rf8uDLAxQRFrG0Hg6iROsZlnt7pC_Jede66zgtfkzvjF3h1q_LmiP-jsytydOE/s640/Student2-1cropped.png" width="640" /></a></div>
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<span style="color: black;"><span style="font-family: inherit;">In practice some of my students simply
ignore the feedback the teacher has provided and might change the topic or
start over using one of the counterproductive strategies mentioned earlier, in
which case they waste their time and that of the teacher. But those who carry
forward with the process can usually improve their work more effectively than if they were revising by hand. <o:p></o:p></span></span>For those who follow the process the results have exceeded methods I have tried in the past. </div>
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<span style="color: black;"><span style="font-family: inherit;">Here is the work of Student 3 to show how he responded to the technique. This task began with an "essay planner" where the students completed reasons and examples for an advantages / disadvantages essay:<o:p></o:p></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYaL5sG0MftBo7qlQnzGuB2uinllMF_lJ47xh7YoHqlC27EdBxV0mPYBA9OgV2H4rVZrt0Q_-JfxWqjQ02oDRAnhGNesBefqhhM5-tSmWww7hywoBi7KLx-NVliCRbKgcoJBU3s0TQRWA/s1600/student3-01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1164" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYaL5sG0MftBo7qlQnzGuB2uinllMF_lJ47xh7YoHqlC27EdBxV0mPYBA9OgV2H4rVZrt0Q_-JfxWqjQ02oDRAnhGNesBefqhhM5-tSmWww7hywoBi7KLx-NVliCRbKgcoJBU3s0TQRWA/s640/student3-01.jpg" width="464" /></a></div>
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<span style="color: black;"><span style="font-family: inherit;">Here the student has converted these points into an essay on paper using a reasonably coherent structure.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmEUywErN4ndEfkgbMvp5MRdVJPBiST9ThAre8Su66olawvyF7yMoLZKim3MsCbm74oH6ac8PXiIf7riJ_Z6sYhFlQkkmlEuU5M9o4XV-ZWGeaLYUj4r10JA1u6kKdIFcG4P1pVzIaxcQ/s1600/student3-02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1164" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmEUywErN4ndEfkgbMvp5MRdVJPBiST9ThAre8Su66olawvyF7yMoLZKim3MsCbm74oH6ac8PXiIf7riJ_Z6sYhFlQkkmlEuU5M9o4XV-ZWGeaLYUj4r10JA1u6kKdIFcG4P1pVzIaxcQ/s640/student3-02.jpg" width="464" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDkuGW-5W6a3HLCCBwKwuy4rnsugWflTaGxN1DlSP8jptiRp04YG_63KrTLZ40Z531df_QZU1QwodtEYq_qhvPl8MI2snOxWRu5GYU6tGRD62jXMBwjp6wD_7O_nkVsjDATAGGM05LspU/s1600/student3-03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1164" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDkuGW-5W6a3HLCCBwKwuy4rnsugWflTaGxN1DlSP8jptiRp04YG_63KrTLZ40Z531df_QZU1QwodtEYq_qhvPl8MI2snOxWRu5GYU6tGRD62jXMBwjp6wD_7O_nkVsjDATAGGM05LspU/s640/student3-03.jpg" width="464" /></a></div>
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<span style="color: black;"><span style="font-family: inherit;">The teacher reads this into Google Docs, notes from Google's word count that the work is well crafted but short of the 200 word target (168 words), and returns it to the student. I probably spoke to the student about his work when doing this, offering my suggestions orally.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUENIKE9g104DYp2Z1Uk7y7Kv33SPE-BgsDueMXI0zEfs8rM4vwBBmhcmtj1gDJWulhMERkSaVD_3491iTdQRqlXX4w-2HQtbAfcWYBoch9KAizyufhgRHH-VzW6jYFgkjTN2TM6kzA48/s1600/student3-04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1433" data-original-width="1465" height="626" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUENIKE9g104DYp2Z1Uk7y7Kv33SPE-BgsDueMXI0zEfs8rM4vwBBmhcmtj1gDJWulhMERkSaVD_3491iTdQRqlXX4w-2HQtbAfcWYBoch9KAizyufhgRHH-VzW6jYFgkjTN2TM6kzA48/s640/student3-04.jpg" width="640" /></a></div>
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<span style="color: black;"><span style="font-family: inherit;">The student does not respond to the suggestion (in red) that he rephrase the introduction to avoid "lifting" words from the prompt that will not figure into his final word count, but he does add additional information to two paragraphs that significantly improve the paper, highlighted in yellow below.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrKCkqzKawmsvIS6vtoW8V8P9IUI-tCScfVt3rxFlWruMRg0Ilwbm-kkVdvaTyrmuqe8tuGoSgY8syj95B0FnNMgNFXKGf-w1E3CKnkFqqhr3tu7gWemTEjipRUmhADInOjuj_ea_-sNg/s1600/Student3-05.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1398" data-original-width="1514" height="590" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrKCkqzKawmsvIS6vtoW8V8P9IUI-tCScfVt3rxFlWruMRg0Ilwbm-kkVdvaTyrmuqe8tuGoSgY8syj95B0FnNMgNFXKGf-w1E3CKnkFqqhr3tu7gWemTEjipRUmhADInOjuj_ea_-sNg/s640/Student3-05.png" width="640" /></a></div>
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These small revisions might seem trivial to teachers of students of strong writers who faithfully engage with a writing program, but small victories are significant with students whose English is so weak that their writer's block is rooted in deeply negative attitudes toward something they feel they will never do well. Student 1 was in a class of the weakest students in the institute, and when I started working with them, they would tell me, as if it were all the explanation needed, "We are level 1, teacher." So let us return to the case of Student 1, the one whose first attempts at writing in my class were plagiarized. When I finally got him to see that I would not accept that, he finally, on third try, produced this:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJGWJfaw4V_-ndifmWtZvtqGD62TCQ3BqBnpQhU0iYXfOKH5cQxjxJlFPeC-2Yz1_qQGtILMh7LWNnWtx92FTqyxw5FgeOku-kNXrnOptkKIuwu2ukQHuIM0GKcPkZA9NM8-2Ph1ThVUo/s1600/s1_paperwrite.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1129" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJGWJfaw4V_-ndifmWtZvtqGD62TCQ3BqBnpQhU0iYXfOKH5cQxjxJlFPeC-2Yz1_qQGtILMh7LWNnWtx92FTqyxw5FgeOku-kNXrnOptkKIuwu2ukQHuIM0GKcPkZA9NM8-2Ph1ThVUo/s640/s1_paperwrite.png" width="450" /></a></div>
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Clap for the student :-)</div>
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I read this into Google Docs and was finally able to give him some meaningful feedback.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie4hD_Je6flRYBVYt7zGes76MwC_yLFHwufaSyTX6PTMJE-tRpQP5iYxRb2MarOKpQVbJg8iM-KEw5JPgK1qa_5fq9QoyWQPzW_0GimzT-xNaZIgBFzIKsXfBEW9PoDVPQ6DclTI1GT_0/s1600/s1_draftfeedback.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1562" data-original-width="1375" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie4hD_Je6flRYBVYt7zGes76MwC_yLFHwufaSyTX6PTMJE-tRpQP5iYxRb2MarOKpQVbJg8iM-KEw5JPgK1qa_5fq9QoyWQPzW_0GimzT-xNaZIgBFzIKsXfBEW9PoDVPQ6DclTI1GT_0/s640/s1_draftfeedback.png" width="562" /></a></div>
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When the student seemed to still be struggling, I have him an essay planner handout and had him complete it with ideas that would help him organize an acceptable essay. Here is what he did with it:</div>
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I recorded this into Google Docs ...</div>
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As we see, the student was making progress. I'm not sure what kind of help he was getting from classmates, but as I pointed out earlier, I count success in the fact that the technique employed got the student to persist in his writing and follow a process which he might be starting to internalize. I believe he also benefited from this modicum of success he may not have thought possible as an individual who saw himself as a level one student. </div>
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The students I work with are challenging. Class sizes are large, and many of our students use that to hide out in class and avoid work while the teacher focuses on the more responsive students. Teachers need a technique that will enable them to address the initial efforts of all students quickly and draw them out the way that Student 2 was encouraged to make meaningful revisions in his paper. Having students start the writing process on paper usually gets them to write something, and putting that into Google Docs gives them something to take to the next level without having to re-write anything from scratch. </div>
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I find the technique described here to be an effective way of dealing with several classes which collectively produce several dozen short essays in a day. I can usually address the work of a class of up to 20 students in about an hour, and return them something next class that will get them moving into the next phase of the writing process. The technique seems to work well with some of my students.</div>
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References</div>
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Alvira, R. (2016). The impact of oral and written feedback on EFL writers with the use of screencasts. <i>PROFILE 18</i> (2), 79-92. Available: <a href="https://www.researchgate.net/publication/305038010_The_Impact_of_Oral_and_Written_Feedback_on_EFL_Writers_With_the_Use_of_Screencasts">https://www.researchgate.net/publication/305038010_The_Impact_of_Oral_and_Written_Feedback_on_EFL_Writers_With_the_Use_of_Screencasts</a><br />
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Dobrou, Dina. (2017). Digital Feedback. Why? When? How? <i>IATEFL LTSIG</i>. Available: <a href="https://ltsig.iatefl.org/digital-feedback-why-when-how/">https://ltsig.iatefl.org/digital-feedback-why-when-how/</a><br />
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Hyland, K. and Hyland, F. (2006). Feedback on second language students' writing. <i>Language Teaching 39 (</i>2), 83-101. Available: <a href="http://hub.hku.hk/bitstream/10722/57356/1/133933.pdf">http://hub.hku.hk/bitstream/10722/57356/1/133933.pdf</a></div>
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Mogey, N., Paterson, J., Burk, J. & Purcell, M. (2010). Typing compared with handwriting for essay examinations at university: Letting the students choose. <i>ALT-J, 18 (1)</i>, 29-47, DOI: 10.1080/09687761003657580. Available: <a href="https://journal.alt.ac.uk/index.php/rlt/article/view/873/1124">https://journal.alt.ac.uk/index.php/rlt/article/view/873/1124</a></div>
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Stannard, R. (2008). Screen capture software for feedback in language education. In Thomas, M. (Ed.). (2007-2009). <i>Proceedings of the second annual International Wireless Ready Symposium: Interactivity, collaboration & feedback in language learning technologies</i>, pp. 16-20. Available: <a href="http://wirelessready.nucba.ac.jp/Stannard.pdf">http://wirelessready.nucba.ac.jp/Stannard.pdf</a></div>
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Stevens, V. (2015). Finding Your Voice: Teaching Writing Using Tablets with Voice Capability. <i>TESL-EJ 19 (</i>3), 1-11. Available: <a href="http://tesl-ej.org/pdf/ej75/int.pdf">http://tesl-ej.org/pdf/ej75/int.pdf</a><br />
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<span style="font-family: inherit;"><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Stevens, V. (2019). Teaching writing to students with tablets using voice to overcome keyboard shortcomings. In Zoghbor, W., Al Alami, S., & Alexiou, T. (Eds.). (2019). Proceedings of the 1st </span><span style="background-color: transparent; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Applied Linguistics and Language Teaching Conference: Teaching and Learning in a Globalized World</span><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">. Dubai: Zayed University Press, pp.22-47. Retrieved from </span><a href="https://www.zu.ac.ae/main/en/research/publications/_books_reports/2018/ALLT2018Proceedings.pdf" style="background-color: transparent; text-decoration-line: none; white-space: pre;"><span style="background-color: transparent; color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">https://www.zu.ac.ae/main/en/research/publications/_books_reports/2018/ALLT2018Proceedings.pdf</span></a><span style="background-color: transparent; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">.</span></span><br />
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<b>Additional notes</b></div>
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I found that keeping a class set in one document worked best from a management standpoint.It usually too, me less than an hour to read a class set.<br />
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<b><i>Motivating students to write can in and of itself be a problem, especially when writing is done in preparation for a test (extrinsically motivated, if even that, vs. intrinsically, not at all).</i></b><br />
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Pesce, C. (n.d). How to Effectively Teach English Writing Skills. Busy Teacher. Available: <a href="https://busyteacher.org/2971-how-to-effectively-teach-english-writing-skills.html">https://busyteacher.org/2971-how-to-effectively-teach-english-writing-skills.html</a><br />
says "If they're not involved in the writing task, in other words, if they don't have a reason to write, the task you set forth won’t be an effective learning experience." Unfortunately the remedies he proposes are themselves the problem with my students, such as these "examples of some great writing prompts:<br />
- Who is your favorite actor/actress and why?<br />
- What are the three items you’d take to a deserted island and why?" or worse, the typical IELTS exam genres and topics that teachers tend to try and anticipate and then have students write on for the best directed practice in limited classtime available for them to write in.<br />
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Buyse, K. (2006). Motivating Writing Education. International Journal of Applied Linguistics 152, 1, 111 - 126; DOI: https://doi.org/10.2143/ITL.152.0.2017865. Available: <a href="https://ilt.kuleuven.be/onderzoek/docs/kris_buyse_ER_ITL_def.pdf">https://ilt.kuleuven.be/onderzoek/docs/kris_buyse_ER_ITL_def.pdf</a><br />
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"Avoid monotony by changing around the structure of your class." from <a href="https://teach.com/what/teachers-change-lives/motivating-students/">https://teach.com/what/teachers-change-lives/motivating-students/</a><br />
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Lo, J. and Hyland, F. (2007). Enhancing students’ engagement and motivation in<br />
writing: The case of primary students in Hong Kong. Journal of Second Language Writing 16 219–237. Available: <a href="http://resourcesforteflteachers.pbworks.com/f/Engaging%20EFL%20Primary%20Students%20in%20Writing.pdf">http://resourcesforteflteachers.pbworks.com/f/Engaging%20EFL%20Primary%20Students%20in%20Writing.pdf</a><br />
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<b><i>Once a first draft is grudgingly produced, getting students to work on revision is another significant hurdle, and is in fact the major point of providing feedback.</i></b><br />
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<b>Finally there is the issue of whether students should write by hand if that's the way the test will be taken.</b></div>
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Bonn, A. (n.d.). Practicing Essay Writing to Get Better at Writing. Available: https://study.com/academy/lesson/practicing-essay-writing.html</div>
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"Because many exams require that you write persuasive essays, it may be a good idea to start your practice with one. Give yourself an hour and a quiet room. You can hand-write or type your essay."</div>
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Swain, H. (2018). Does writing by hand still matter in the digital age? The Guardian. Available: <a href="https://study.com/academy/lesson/practicing-essay-writing.html">https://study.com/academy/lesson/practicing-essay-writing.html</a></div>
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The article is about the importance of retaining the spacial and tactile aspects of writing and how that impacts how children learn. Drawing from a panel, she relates that "Teachers can sometimes be wary of technology because it doesn’t always fit with their idea of what educational success is, said Boden. But Merchant insisted digital literacy was essential, especially in a world where means of communication are rapidly diversifying.</div>
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So is there a balance to be struck in how we teach children to write? For Idress, this is key: making sure we help children choose the right tool for the task in hand – whether that’s a pen, a laptop, or something else."</div>
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While not a study specifically testing hand vs. machine written exam preparation (where students usually prepared online but traditionally took handwritten exams) Mogey, Paterson, Burk & Purcell (2010) conducted a study "designed to explore any systematic differences in mark awarded due to the format in which the examination script was created. Only small differences have been found in the mark awarded to an examination script depending on the format of the script (typed or handwritten) but the difference is not significant and is trivial compared with variation between markers. It has been shown that students are able to type more than they can handwrite, but this was not associated with their reported typing speed. Students who wrote more tended to get slightly more marks, but again this was not associated with reported typing speed." (p.45) This would lend credence to the argument that preparation in one medium should not in and of itself impact the results of exams taken in another medium, leading the researchers to conclude that "No evidence has been found of systematic differences in essay quality due to the format, and data about how students report approaching a handwritten essay versus a typed essay from this study is inconclusive; differences may or may not exist."(p.46)</div>
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<br />Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-15624758574244472992015-07-13T01:00:00.001-07:002017-06-09T04:32:16.051-07:00Teaching writing on iPads and other voice-enabled mobile devices<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Introduction</span></div>
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<span id="docs-internal-guid-76d6af58-01aa-0c8a-0c66-4203f83d89ba" style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">For some time I have been developing techniques for teaching writing using Google Docs, starting when my students and I were all in the PC environment a few years back. At that time the students would open documents and share them with me and I would provide feedback as best I could. The quality of the feedback in the Google Docs environment has always been superior to that possible by other means, especially where the class sizes were large or the students not particularly motivated nor attentive. With Google Docs it was always possible to view student writing while students were writing it, and then work one-on-one with whichever students were engaged in the process at the time. This is because the teacher can display any student’s work on his/her personal tablet, or display it on the class data projector and correct it there while the student follows on <span id="docs-internal-guid-76d6af58-01ac-2421-0599-d7fa1a8e66c5" style="font-size: 13.3333px; vertical-align: baseline;">PC, or as the case may be, on iPad.</span> </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;"><span style="font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">The work could of course be corrected asynchronously, after class, while the students were not present. Recently</span> I was correcting a student’s work in my office at a time when the student happened to be in a lecture elsewhere on campus. The student, from his class, was following my corrections in real time and responding to them, multitasking (and perhaps neglecting the lecture). Possibly the lecture was not that interesting, but I like to think that the student was simply more engaged by the notion of working with a teacher one-on-one in real time in addressing feedback on his writing wherever he happened to be, and whenever, not just during our class time.</span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38; white-space: pre-wrap;"> I thought to make a screencast: </span><a href="http://screencast.com/t/fmW5zZoZUF" style="font-family: arial; font-size: 13.3333px; line-height: 1.38; white-space: pre-wrap;" target="_blank">http://screencast.com/t/fmW5zZoZUF</a><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38; white-space: pre-wrap;">.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">Here is the same thing in YouTube, <a href="https://youtu.be/bH1p86lXD40">https://youtu.be/bH1p86lXD40</a> </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid9gs1qksZuLdS4KmU7VZQt8vjX66nk_2tpjbkb728TDTGCE0nqv3ok4_HhjAImfodSratJFfqi6NWBb3SGPKS6DpdxUC3BsCDdZ0m8kNyAv2cOooDg1TPJ94blLq4Mpeq5e8M-wzNh4o/s1600/2015-08-31_0537pilarmunday.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="177" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid9gs1qksZuLdS4KmU7VZQt8vjX66nk_2tpjbkb728TDTGCE0nqv3ok4_HhjAImfodSratJFfqi6NWBb3SGPKS6DpdxUC3BsCDdZ0m8kNyAv2cOooDg1TPJ94blLq4Mpeq5e8M-wzNh4o/s640/2015-08-31_0537pilarmunday.png" width="640" /></a></div>
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<span id="docs-internal-guid-76d6af58-fc95-1ac4-493f-37819dfe8ae6" style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">Giving feedback on writing is a <span id="docs-internal-guid-76d6af58-01af-8ee5-8f1b-630314fcda21" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">challenge </span>that does not scale well. Teachers are well aware of how tedious it is to <span id="docs-internal-guid-76d6af58-0456-3415-0dc2-e422c226d063" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">give quality feedback on </span>student writing paper after paper and mechanically by hand. My work with Google Docs has been in an effort to develop techniques for correcting student work as efficiently as possible. My classes are normally large, more than 20 students, and giving meaningful <span id="docs-internal-guid-76d6af58-0457-eeba-81ec-011b997ed846" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">feedback on work prepared by hand on paper in conjunction with sufficient writing practice is hardly </span>feasible. Also when I annotate paper drafts handed in by students, my feedback is rarely acted on; whereas in the Google Docs environment, students will more often read and respond to my comments, and I can deal with classes of 20 students as the work comes in, effectively and <span id="docs-internal-guid-76d6af58-fc97-cfc6-554e-5ac88bf05fc2" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">efficiently. It’s more efficient for the students as <span id="docs-internal-guid-76d6af58-049d-6085-27c2-0c9b90063d0a" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">well, since they can</span> <span id="docs-internal-guid-3c9728a1-0459-4364-6ad5-8338f7dca20e" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">focus only on </span>only the issues I have flagged without having to re-write parts of the paper on which I have not commented.</span>.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Techniques</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is the essence of what I have learned over several years of using Google Docs with students:</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 1 - Shortcuts and tips for using Google Docs in teaching writing</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When I first started using Google Docs I used to make corrections to text that are tedious on a PC and even more so to do on an iPad. Also, I had little evidence that my students ever went back to the text to view such details let alone correct them, and so I assume they did not internalize very well what I was trying to make them aware of. I finally settled on just two tools that appear to work best when correcting student writing: the strikeout tool and the comment feature. These are great time-savers when scaled over numerous correction tasks, especially as both have keyboard shortcuts on PC, which make them quick to implement. For strikeout, you merely highlight some text and press alt-shift-5, </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: line-through; vertical-align: baseline; white-space: pre-wrap;">like this</span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. To make a comment, you highlight the text and press ctrl-alt-m (on PC). My correction technique has distilled almost entirely into using these two tools. Now I find that my students often ask about the comments, </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">and gratifyingly, even correct </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">even correct their work in response to them.</span></div>
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<span id="docs-internal-guid-76d6af58-ffef-cefd-fe6d-558f4fc4bdf8" style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">I usually correct student work, whether created on iPad or PC, on a PC. Google Docs on iPad has some omissions, one of which is an obvious strike-through tool. It’s a multi-step process to reach this screen: <span id="docs-internal-guid-76d6af58-01b3-a743-9aa6-d48a91c71724" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">select the text you want to strike-through,</span> touch the format menu, and finally touch the icon you want (to get at the full range of format features you find on PC, </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 18.4px;">you have to revert to desktop view</span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">, where you then lose some useful iPad functionality). </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRKYfeG6jfVNomlESSPHje9KJ7OCiUGY_oHrntoBi76Cr-ErOOSiTZb9ZYpPQYnHegKetN53nP3DQm7_dNJCQInr8j7hIy7oYROcyLq9a3-7PISZq6_XuvU4fthnWwBHtO0nAfPXBvEKE/s1600/2015-08-29_1235ipad_strikethru.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRKYfeG6jfVNomlESSPHje9KJ7OCiUGY_oHrntoBi76Cr-ErOOSiTZb9ZYpPQYnHegKetN53nP3DQm7_dNJCQInr8j7hIy7oYROcyLq9a3-7PISZq6_XuvU4fthnWwBHtO0nAfPXBvEKE/s640/2015-08-29_1235ipad_strikethru.png" width="640" /></a></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 13.3333330154419px; line-height: 18.3999996185303px;">Figure 2 - How to strike through text on iPad</span></span><br />
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 13.3333px; line-height: 18.4px;">Similarly, leaving comments on iPad is a matter of selecting text and then pressing the comment option.</span><span style="font-family: "arial"; font-size: 13.3333px; line-height: 18.4px;"> </span> Leaving comments using the iPad touch screen keyboard might be relatively awkward compared to invoking </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333330154419px; line-height: 18.3999996185303px; white-space: pre-wrap;">ctrl-alt-m and then typing using the keyboard on a PC</span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333333333333px; line-height: 1.38; white-space: pre-wrap;">, but here we find a time-saver native to iPad and mobile devices in general. On these devices you can activate voice input, which makes it </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 18.4px;">possible to mingle with students, observe their work, bring up their files on your iPad, and literally speak your suggestions into their texts as you move from student to student.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA1JGUpwGiUeBnz-VJIhRkayTFkdgSNHK55DfQzogmFIL60gT24R5f_Bnsm4uRUAP3ZLxSJ7T8VZ1lNzDCPh14R4v3cHbfNJi-ZdSyWiQoaitQ2pJ-9tDFyMHmPR3Ddhz-CtLnjNVQyyg/s1600/2015-08-29_1307voice_comment.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="337" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjA1JGUpwGiUeBnz-VJIhRkayTFkdgSNHK55DfQzogmFIL60gT24R5f_Bnsm4uRUAP3ZLxSJ7T8VZ1lNzDCPh14R4v3cHbfNJi-ZdSyWiQoaitQ2pJ-9tDFyMHmPR3Ddhz-CtLnjNVQyyg/s640/2015-08-29_1307voice_comment.png" width="640" /></a></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: 13.3333330154419px; line-height: 18.3999996185303px;">Figure 3 - iPad allows option of typing or speaking comments in Google Docs</span></span><br />
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As regards management of </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">large numbers of </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">student submissions, it is essential that teachers set up some kind of file structure in Google Drive. When students share documents with you, they can be found under the ‘Shared with Me’ tag, but if you have several classes or several assignments that students share with you, you soon see the benefit of creating folders for classes and for separating assignments into those folders. Google has changed the way that drive looks in the folder view. It used to be that when you “moved” a doc to a folder its tag was removed from Shared with Me, which uncluttered the shared view. Then Google programmers decided not to move the file but to leave it tagged both places (in the Google system nothing really moves; files are simply tagged, so this means the files in Shared with Me now retain rather than lose that tag and so remain visible in the Shared with Me view). Assigning them a new folder, i.e. adding that folder-name tag, means they can be viewed also in that folder, which is really a way of aggregating content according to the folder name under which files so tagged are <span id="docs-internal-guid-76d6af58-046a-62ab-b39a-a67b8b3aefdb" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">viewed</span>. In short, if you are working with dozens or hundreds of files, you need to tag them so as to organize them efficiently in </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">Drive (Google have often changed the way this works, looks, and feels, but this is the system at this time of writing).</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">You can of course find your files by searching for them, but this can be tedious if you want to view the work of a particular class, compared to tagging them</span> so they appear to be in folders. Still, one great affordance of Google Docs is that the hundreds or thousands of files you have there are all searchable. You can find files easily by entering a string present in their contents or in a part of the document name, which is one reason it’s a good idea to impose standard naming conventions on files that students create and share with you (and since they share them giving the teacher editing rights, the teacher can always clean up file names so they fall under the convention). I include students’ names as part of my convention because I’ve noticed that in PC view user names are given in your drive listing, but in </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">iPad view, only email addresses of file creators might be given, which might not necessarily help you identify your students.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">Another affordance of Google Docs for students is that they can easily share their work with one another. This is a bonus if they are working collaboratively on projects, but some are inevitably tempted to copy / paste each other’s work into their own documents and claim it as their own. So yet another affordance for teachers is that having all your students’ work in one searchable space is a quick and easy solution to the déjà vu feeling teachers get when they realize they have read something before but can’t quite place where or in whose submitted work. If you think something has been shared improperly between students you have only to type in the offending text and all instances of that text in your drive database will appear on your screen. In this case I’ll usually print the documents in question and give copies of each to the students involved, which usually makes it clear to them that they have been exposed and that you have the power to expose them, so they are more likely to stop doing it.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Using PC and iPad together</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Finding your voice</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With the introduction of digital tools into the writing process, and with texting influencing writing as suggested in David Crystal’s </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The gr8 db8</span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (2008), or in Pegrum (2009, as in this example from p.1, reproduced here in Figure 4), writing appears to be converging more and more with its aural origins. </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-04-02_1630pegrumP1.png" height="533px;" src="https://lh6.googleusercontent.com/N5yrWawd1LVi9ikux0XuGyQiCs5pI-eaDGo3sGHwKa3K-GiuoUi0QLDoLfFevIkxEqikpfoOC9T4Bbzj4Q8j2FPU4nixKcUP-2yCYvAN1nIJGnl3F-KlYqnk2bnzZg15aLqfOMY" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="580px;" /></span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 12px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 4:Mark Pegrum generously shared the first chapter of his book with the 2010 EVO Multiliteracies course, where the pdf of that chapter can be downloaded: </span><a href="http://goodbyegutenberg.pbworks.com/w/page/10972803/GettingStarted2010" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 12px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://goodbyegutenberg.pbworks.com/w/page/10972803/GettingStarted2010</span></a></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Lindsay Clandfield gave an interesting presentation which I attended at a recent TESOL Arabia conference where he pointed out that when writing first happened, it was as a way to record what someone had said, either to tell a story on a cave or pyramid wall, or to use a scroll prepared by a scribe to issue forth an edict or proclamation made aurally by an authority, to whom writing might have been a painstaking and specialized skill best left to technicians. </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Texting circumvents spelling conventions and reduces keystrokes to concise representations of what the words sound like. Clandfield (2014) sees in this trend, as well as in the new emphasis on communicative methods, a return to oral tradition in writing. In his words:</span></div>
<h2 dir="ltr" style="line-height: 1.38; margin-bottom: 14pt; margin-left: 18pt; margin-right: 36pt; margin-top: 14pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Rediscovering Writing / What’s happening to writing</span></h2>
<div dir="ltr" style="line-height: 1.5; margin-bottom: 11pt; margin-left: 18pt; margin-right: 36pt; margin-top: 11pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Communicative approaches to language teaching have put much value on the oral skill. Classrooms around the world have, over the past thirty years, devoted more and more time in class to speaking, which is generally seen as a good thing. Writing however, has remained relatively unchanged. Often assigned for homework, or in the form of longer pieces of writing (the composition, the essay, the business letter) this skill has just not seemed as interesting as speaking. However, due to technological developments we are all writing now a lot more than we used to. In some cases, we write more to people than we talk to them.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">When the college where I teach went over to iPad, I had to get used to the fact that the students had a different set of apps to work with while I mainly used my PC, since with PC I retained superior keyboard functionality and had better access to my organized file structure in Google Drive. The students were able to cope with the iPad environment and use the touch keyboard to enter text despite its annoying limitations. But gradually, as noted earlier, I came to realize that the iPad and other tablet and mobile devices are particularly attuned to voice input. I began to experiment with ways that the option for voice input could augment the task of writing, since much of the data entry work that had been tedious in the past could in fact be short-cut through use of voice activation on iPad.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This piece is about interjecting voice, literally, into writing. It is about utilizing the apps you need to do that, Google Drive and Google Docs, organizing your Drive so that it can accept student work through an efficient content management system, and possibly getting students themselves talking into Google Docs as a way of getting started, if they prefer that to drafting on paper.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Other voice tools on iPad and PC</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">My EFL students are not able to get the voice tools working for them as well as I can. For them the voice recognition engine stumbles on their <span id="docs-internal-guid-76d6af58-04b1-8a9b-70b4-d1fac170ed71" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">mispronunciations </span>and intonation, their inexperience with working with voice (as when they blurt asides while speaking, or don’t enunciate clearly into the mic), and mainly from the ambient noise in the classroom. So I give them the option in class of writing a first draft or brainstorming on paper and <span id="docs-internal-guid-76d6af58-0478-8f07-77da-3b9c6b0a6949" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">then, after collecting the paper, I read</span> their handwritten work into Google Docs. Normally, I use the iPad to read from their handwritten papers directly into a blank Google Doc they have shared with me beforehand. I have that same document open in a PC </span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.3333px; line-height: 1.38;">where I can most efficiently clean up any voice-input errors using the PC keyboard.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Before trying out voice directly in Google Docs, I had tried third party tools such as Dragon Dictation, which does a good job when the speaker enunciates clearly in identifying allophones and making a best guess at typing out utterances from words stored in its comprehensive database (or when for whatever reason, the keyboard mic is not functioning on a student’s iPad - in Dragon Dictation the mic almost always works). </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I found I could use this tool on iPad to model writing for the students and project it at the head of the class. I would prompt them and elicit from them <span id="docs-internal-guid-76d6af58-047d-8746-f2f1-44aca6f15760" style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">their expression of points</span> that fit a process I was trying to inculcate, and as they told me in class what they thought we might write, I would read it into Dragon Dictation and it would all appear on the screen in legible font when projected from iPad onto the whiteboard. The result could then be exported to other apps for manipulation in appropriate tools. </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In March 2015, I presented at TESOL Arabia in Dubai about creating listening exercises for students using Dragon Dictation and on one PC counterpart called Dictanote. In Stevens (2015a), I wrote:</span></div>
<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 18pt; margin-right: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">… making corrections to the text you have just recorded requires some dexterity with finger pointing and activating the keyboard exactly where you want it to appear in the text, especially if the text has gone to the bottom of the screen. I find it difficult but doable. This leads to the second problem, getting the text from the iPad into something I can work with. For me, real work requires a hard keyboard so I like to create exercises on my PC. To get from Dragon Dictation to a PC I use email, but of course I have to be connected if I want it right away; either that or I have to create multiple texts and leave them on my iPad and get them later when I am back online (see Figure 5, below).</span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="IMG_0316.PNG" height="468px;" src="https://lh3.googleusercontent.com/gU_B51Jgb7Y1fuXNYEHONBQ8j2vnaE9HwHjIQGHPVX5ENuM5HpVVTKeSV6a0lLv9Ch-okXmy3c84I_f-iyjo_U6czohO-PE5IjYClmQcTaF70q3VIG7LSfhy5Ac-ccvZGH_Hftk" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 5: Early experiments with Dragon Dictation</span></div>
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<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 18pt; margin-right: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The iPad is wonderful for having all you need, mic and apps, in a single device the size of a mouse pad. But if you are willing to work from PC then there are several tools you can use. One is</span><a href="http://speech-to-text-demo.mybluemix.net/" style="text-decoration: none;"><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://speech-to-text-demo.mybluemix.net/</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> which allows you to speak into a mic on the left and renders the text on the right. You can copy what you get into whatever you are using to process text and work with that more seamlessly than if you start on iPad and end up on PC.</span></div>
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<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 18pt; margin-right: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A tool I like even better is Dictanote,</span><a href="https://dictanote.co/" style="text-decoration: none;"><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://dictanote.co/</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, because it combines speech to text with the functionality of a digital notepad, which allows you to make corrections as you speak in a way that the other applications don’t. Dictanote lets you speak into your word processor and make corrections on the fly. A problem I had initially with Dragon Dictation was that I was unable to signal carriage returns, so paragraphs of text tended to run together and were hard later to tease apart. I have since found that if you keep handy a set of voice commands, you can invoke pronunciation; see for example</span><a href="http://isource.com/2009/12/09/some-tips-for-dragon-dictation/" style="text-decoration: none;"><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: #6699cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">http://isource.com/2009/12/09/some-tips-for-dragon-dictation/</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span></div>
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<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-left: 18pt; margin-right: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">With Dictanote I can simply join up text or enter the carriage returns on the fly where I need them a lot more easily than I can with Dragon Dictation or Google Docs on the iPad. There’s a full set of text processing tools available, even an autocorrect tool (though it doesn’t know when users are trying to say the name of the product :-). Still, you can do preliminary work right in Dictanote and copy your text from there into your word processor pretty much the way you want it (Figure 6).</span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="dictanote.png" height="196px;" src="https://lh5.googleusercontent.com/zcEQAexquQcC_h4dUwHno2YPxj1eccYxPmPCVOe9U95x1qZc24_xhsXW_3NufQnm1IUDNDmXmVw9EHl7Gd9LVORT9FYcrPtom6OQ_O090hfjcw3IzwHTJY9xUL-2qJSQi2vHTvA" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 6: Dictanote in action</span></div>
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<br />
<div dir="ltr" style="line-height: 1.656; margin-bottom: 0pt; margin-right: 36pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Yet another advantage of using continuous SR engines is that while you are recording into them, you can create a simultaneous audio recording on another device. I like to speak into Dragon Dictation or Google Docs on my iPad while recording that speech in Audacity on a PC. It makes good recordings for EFL learners because I speak distinctly during voice input, and if anything too slowly for Audacity, but it is an easy matter to go back into the recording to remove gaps and close up the utterances (and if you speak into Google Docs on iPad you can clean up the text on a PC more easily than you can on iPad).</span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The affordances of these tools used in conjunction on mobile and desktop devices open many possibilities for language learning contexts. Once you learn how to speak punctuation into your iPad or dictation-enabled device, life gets even easier.This screen-shot from a Lifehacker post illustrates the process (Figure 7):</span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-06-23_1830voice-punctuation.png" height="328px;" src="https://lh5.googleusercontent.com/EpLMAUCX9GMmwpQj4JoXYyWRE6n9sT0wAjq_txlpd1tE-G2tohGLXP0t_yF99HlhwJ7YP1okDsfINA6Y_VDdPCuUh70v0iI2Kf8zlNSsOwAd-GObCwXagMK-ejpwQHso294PH4w" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 7: From Lifehacker, </span><a href="http://lifehacker.com/5928902/how-to-talk-to-your-mac-using-dictation-effectively" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://lifehacker.com/5928902/how-to-talk-to-your-mac-using-dictation-effectively</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Other tools for writing with impact</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Google Docs Story Builder</span></div>
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<table style="border-collapse: collapse; border: none; width: 624px;"><colgroup><col width="*"></col><col width="*"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Apps can be found to address all stages of the writing process. One tool my students enjoy for brainstorming is called </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">DocsStoryBuilder, available from </span><a href="http://docsstorybuilder.appspot.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="qrcode.gdsb_appspot.png" height="200px;" src="https://lh3.googleusercontent.com/5-1yxhvqhV2mwt4xdocD-w1pU-ZtlFG_248BtDnRFQsNipQt9X27jIfi-sXrb_hrqqXssVbk8aNmOHPB19nCSR4pwDZaxcO5ZJmtZSP1Ome_0Pa1MsDZwhiW3sCHVUIdwW4Jv00" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="200px;" /></span></div>
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<span style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">This tool encourages students to have fun while creating short dialogs, such as to brainstorm ideas for a writing project. It’s not an app, and disappointingly, I have been unable to get its music to play on the iPad (so I play what the students produce on my PC), but their conversations can be created in text or event spoken into the iPad, and a url generated which can be shared with the teacher, or when students are logged into their Google accounts, shared on Google+. It’s quick and entertaining when the results are played on the teacher PC via the audio system from the front of the room.</span></div>
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<span style="font-family: "arial"; font-size: 13.3333px; vertical-align: baseline;">Here are some samples from my students brainstorming ideas for IELTS essays:</span><br />
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://docsstorybuilder.appspot.com/UrwheJQun" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/UrwheJQun</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Fast Food, jazzy</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://docsstorybuilder.appspot.com/V0AYQdyjx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/V0AYQdyjx</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Abdullah and a ghost writer, social media</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://docsstorybuilder.appspot.com/4lLSbXEAn" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/4lLSbXEAn</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Driving fast, schmalzy</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://docsstorybuilder.appspot.com/0zwCdc28j" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/0zwCdc28j</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Bicycles, driving beat</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://docsstorybuilder.appspot.com/Y0d4XoBQV" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/Y0d4XoBQV</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Elderly people, schmalzy</span></div>
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<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://docsstorybuilder.appspot.com/WcoeeZSRx" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://docsstorybuilder.appspot.com/WcoeeZSRx</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> - Public transport, driving beat</span></div>
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</ul>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-06-27_1446gdsb.png" height="349px;" src="https://lh6.googleusercontent.com/h781VfGRhIaB8x3g7fmCx_W4dk16FWs3lV8CAFzEL6q6H3LGhRhwmDizP9sCOfyThjhAixLT3CgaKcEhSm1jwapVbW9P7WeP_9KclBRaYkkIZ3mNNwnvLYCndWPUGh3hYRFPCyM" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 8: Tutorial for Google Docs Story Builder, with QR code that takes you there</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I created this tutorial on how to use Google Docs Story Builder (see Figure 8). </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://docs.google.com/presentation/d/1QPWWMNQvxHLCkmkBq4y7tsbkbuVfA72IoaplaAtf6gQ/edit?usp=sharing" style="text-decoration: none;">https://docs.google.com/presentation/d/1QPWWMNQvxHLCkmkBq4y7tsbkbuVfA72IoaplaAtf6gQ/edit?usp=sharing</a>. </span>There are other tutorials for Google Docs Story Builder online; e.g. </span><span style="font-family: "arial"; font-size: 13.3333330154419px; line-height: 18.3999996185303px; white-space: pre-wrap;">Reading, (2015), and many more available through Google search.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As mentioned above, if your students are logged on to Google they can save their stories to their Google+ accounts or they can generate a link that they can copy and paste to a shared space. One such space that is very convenient to set up is Today’s Meet, </span><a href="https://todaysmeet.com/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://todaysmeet.com/</span></a><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Here a “room” can be created by anyone with or without a Today’s Meet account, and no one needs an account to simply access the room and write to it just by clicking the URL. Because it does not require a login, in some circumstances, it’s an ideal collaboration tool. If “anyone” comprises a class of students, then the teacher can create a room and all students can write to it and click on any links that anyone else places there (Figure 9). Everything written there is preserved for a time, up to a month or so, plenty of time for a teacher to follow up on a class by copying links of URLs recorded there in a more permanent online space where the students can see what each other created.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="todaysmeet.png" height="281px;" src="https://lh3.googleusercontent.com/4jyzn5Bgg7JdJztTrEF5sqXkRe96tteDkYpEkdfzCmgG7UriCA3NxtXBLTWFl9-D-95jlFBLgb0aXE76TM2Rhj-IPSuKUBRLdDw9RhnYuhAGd-ACix00yt_R_5TgKG4f-VbB5mk" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 9: Today’s meet for creating a common place to share on the fly links and backchannel thoughts</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Word Clouds by ABCYA</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">One of my favorite enhancements to writing is Word Clouds, such as those produced on PC by the well known </span><a href="http://worldle.net/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://worldle.net</span></a><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Fortunately, there is a similar app for iPad called Word Clouds (when you search the app store it shows as Word Clouds by abcya.com). With this free app, students are able to generate word clouds on the iPad. </span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">However, until recently they would have discovered that Apple does not make it as easy for you to insert images into Google Docs as you can on a PC. It could be done on iPad, but the trick was not all that intuitive, according to Herb (2014) as recently as September of that year (as shown in Figure 10), and many others, who went on to explain the work-around.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-06-29_0349jeffHerb.png" height="275px;" src="https://lh6.googleusercontent.com/PTOfn920WoBZd_XiUsGhh2c_LrepDR8Il8T3e-rsTh5uohDcOLzhwaxH6yTQBje7EiHYZ05nIx4LzdhMUtrE7KHMG2n0SGd_AbHbPR-l7TnhPU2xGvIL8Fz_bT3D2ATyvGzDgzA" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 10: Screen shot of an article showing how as late as 2014 Google Docs provided no image insert tool for iPad.</span><br />
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">However, in the course of giving my presentations at the recent ISTE conference, one of my attendees showed me that there has since been added a + function on the Docs app that looks like this (Figure 11):</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-06-29_0356insert_image.png" height="244px;" src="https://lh6.googleusercontent.com/0XA_YPXjZ48BpaLxtW2dQQYBbdnkMCpiTetmEHGoqthfaaxCFlziQLX-mxpWi7Nbvs_zh5O9oPfkKHwGsaJI88diBx1gmG0yKKGXVUrcMLN5estG_wA32GKGBJzR6WY5W5VPWuo" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 11: Attendees at my ISTE workshop in Philadelphia, 2015, show me that the image insert tool for iPad had been added by then.</span><br />
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And there you have it, easy photo insert into Docs. Before that addition to Docs functionality, you needed to bring up your Google Doc in a browser on the iPad and then avoid the invitations in the browser to revert to the app. Eventually you would arrive at the desktop version of Google Docs in your browser where you would find the familiar PC-based set of formatting tools, and where you could insert your picture. </span></div>
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<table style="border-collapse: collapse; border: none; width: 624px;"><colgroup><col width="*"></col><col width="*"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="insertimages2googledocs.png" height="200px;" src="https://lh6.googleusercontent.com/6bfhfGHZuGLwvX9A1kcO_Gp0Lr5iZmlCA4Pu439GbSQZ8d7SY07nFuEw_JDlrKNAXM3o0LUpblIQ5nAS_Y9OhaAWyyzlrp2FlvfBuSAW11HzPCUbydssErgTGD13XJPhxGp19uA" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="200px;" /></span></div>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To help others achieve the workaround, I had made screen captures of the process on my iPad and created a tutorial for how to do it at my blog (Stevens, 2015b).</span></div>
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<a href="http://toolkit4learning.blogspot.com/2015/03/tutorial-on-posting-images-to-google.html" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://toolkit4learning.blogspot.com/2015/03/tutorial-on-posting-images-to-google.html</span></a></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This new addition makes this no longer necessary. However, it still might be useful to know how to revert to desktop view for extended functionality with Google Docs on iPad compatible with PC.</span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Educreations</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I mention Educreations in my workshops as a tool that can help students envisage ideas and communicate them spatially and graphically, but I don’t usually spend time on it because there is usually not enough time to spend, and this app is fairly intuitive. It’s a free app that does more or less what Explain Everything does, but Explain Everything costs $2.99 which can be an impediment to students without credit cards or the willingness to use them, whereas Educreations is free. And Educreations compares well with Explain Everything, e.g. </span><a href="http://chronicle.com/blogs/profhacker/ipad-screencasting-educreations-and-explain-everything/38662" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://chronicle.com/blogs/profhacker/ipad-screencasting-educreations-and-explain-everything/38662</span></a><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">According to this comparison, Educreations appears to be simpler to use at the cost of greater flexibility available with Explain Everything. Another difference is that your Educreations are hosted in the cloud, but cannot be extracted from there, whereas Explain Everything allows users ownership of products created, for upload to YouTube for example. </span></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is an example of one of my first Educreations (Figure 12).</span></div>
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<a href="https://www.educreations.com/lesson/view/danipd/14244001/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-06-23_1953educreations.png" height="388px;" src="https://lh4.googleusercontent.com/PCUtYwPNc_EtuVBH__tC6VR6xs_88WcC74dDZ3wEnmBqgM2q-FIfGd_BIK5sL58OvrFEz7oJUkHD6mC6pwIwRmAIz7J3ogNiRQsBLfPZd8lYd8eHjgayz3J3vwgl5Ud9AFHRcaU" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></a></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Figure 12: Dani Coelho introducing teachers where we work to the wonders of educreations, </span><a href="https://www.educreations.com/lesson/view/danipd/14244001/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://www.educreations.com/lesson/view/danipd/14244001/</span></a></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">On-site Workshop Plan</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At the workshop we gave at ISTE 2015 in Philadelphia, the way I intended to allocate my time was explained here (this is for the record; in practice, pace and content of the 45 minute workshop sessions were dictated by participant interest and ability): </span></div>
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<a href="https://docs.google.com/presentation/d/1bYqdrx4zWqJCHICGug-p5_orQsTgLulQUibhuN3EDLI/edit?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 10.666666666666666px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://docs.google.com/presentation/d/1bYqdrx4zWqJCHICGug-p5_orQsTgLulQUibhuN3EDLI/edit?usp=sharing</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">or </span><a href="http://tinyurl.com/iste2015vance" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/iste2015vance</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">10 minutes - introduce the topic</span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and explore resources, as per </span><a href="http://tinyurl.com/iste2015vance-doc" style="text-decoration: none;"><span style="background-color: white; color: #114488; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/iste2015vance-doc</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.755; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="200px;" src="https://lh5.googleusercontent.com/2_bTWuTG3InZ64pld-I3swr7tasUjcAFfiIV3uwksGdd3DxH7TpZLXkk5rKv-5A51DBTCv_ndLIrz-4-ULtsvO6-m-eiRbre3MDl1WafbFNnRKfZX3S0SK27fz4-EGHI-ALe0T0" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="200px;" /></span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<h2 dir="ltr" style="line-height: 1.5; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">35 minutes - practice</span></h2>
<div dir="ltr" style="line-height: 1.755; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<h3 dir="ltr" style="line-height: 1.5; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Google Docs Story Builder and Today’s Meet</span></h3>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">5 min - Find a partner, introduce yourself, discuss (suggestions) </span><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">…</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What do you teach in common?</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What do you like about Google Tools?</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What do you hope to gain from this workshop?</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">What’s the point of technology?</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">whatever else comes up</span></div>
</li>
</ul>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-left: 36pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In 5 min. you should have settled on a topic for the next exercise</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Next 10 min - Commit your discussion to Google Docs Story Builder</span></div>
<div dir="ltr" style="margin-left: 0pt;">
<table style="border-collapse: collapse; border: none; width: 624px;"><colgroup><col width="*"></col><col width="*"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Refer to the tutorial</span><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><a href="https://docs.google.com/presentation/d/1QPWWMNQvxHLCkmkBq4y7tsbkbuVfA72IoaplaAtf6gQ/edit?usp=sharing" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://docs.google.com/presentation/d/1QPWWMNQvxHLCkmkBq4y7tsbkbuVfA72IoaplaAtf6gQ/edit?usp=sharing</span></a><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Open Google Docs Story Builder in a browser (it’s a website, not an app)</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Type or speak your dialog</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Select some music</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Make a shared link</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Share it at</span><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><a href="https://todaysmeet.com/iste2015gdsb" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://todaysmeet.com/iste2015gdsb</span></a><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
</li>
</ul>
</td><td style="border-bottom: solid #000000 1px; border-left: solid #000000 1px; border-right: solid #000000 1px; border-top: solid #000000 1px; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="line-height: 1.2; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img height="200px;" src="https://lh5.googleusercontent.com/AW815Yh8__QJaqOzR0mnVR2T-4_bp2xmizriOqWbtYGuh8bw1RubsX-b0geMvLDReAvacK23OIzfQ9_Jnr6-6fnYkz5YCmroRt_az_nnpj6fpbiOKo1WafhpfuFxHRtxBY-8CtU" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="200px;" /></span></div>
</td></tr>
</tbody></table>
</div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Google Docs tips and techniques</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">10 min -- Create a Google Doc, share it with </span><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">vancestev@gmail.com</span></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Title it with your name / ISTE 2015</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Divulge something interesting or surprising about yourself OR</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">report the chief take-away from your Google Docs Story Builder dialog</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Write the link of your GDSB in the document</span></div>
</li>
</ul>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">10 min - Make a Word Cloud, save it in your camera roll</span></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Follow the tutorial to insert it into your word document</span><span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><a href="http://toolkit4learning.blogspot.com/2015/03/tutorial-on-posting-images-to-google.html" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://toolkit4learning.blogspot.com/2015/03/tutorial-on-posting-images-to-google.html</span></a></div>
</li>
</ul>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">As an option to any of the above</span></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Experiment with voice tools in Google Docs</span></div>
</li>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">add comments</span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: circle; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">add text</span></div>
</li>
</ul>
<li dir="ltr" style="background-color: transparent; color: #444444; font-family: Arial; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Engage with the presenter using the techniques described above</span></div>
</li>
</ul>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<div style="line-height: 1.38;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In time remaining, create an Educreations or Explain Everything artifact and link to it in your Google Doc.</span></div>
<div style="line-height: 1.38;">
<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: transparent; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In practice, and in order to let participants at my workshops direct the pace and flow of what they wanted to learn from what I had to offer, none of the mini-sessions I ran at ISTE followed this script in its entirety.</span></div>
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<span style="color: #444444; font-family: "arial";"><span style="font-size: 13.3333330154419px; line-height: 18.3999996185303px; white-space: pre-wrap;">For a complete set of resources presented at ISTE and for more about the evolution of this workshop, see the NOTES below.</span></span></div>
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<b style="font-family: Arial; font-size: 13.3333333333333px; line-height: 1.38; white-space: pre-wrap;">Online Presentation</b></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I have since presented this at a virtual conference online. on Sun Aug 9, 2015, I presented "Learning2gether with Vance Stevens on Teaching Writing with Voice on iPads and Mobile Devices" at the MMVC15 – Moodle Moot Virtual Conference hosted by Nellie Deutsch. There is a WizIQ recording of the talk here, <a href="http://www.wiziq.com/online-class/2878405-mmvc15-writing-and-tablet-voice-tools">http://www.wiziq.com/online-class/2878405-mmvc15-writing-and-tablet-voice-tools</a>, from which I extracted an mp3 rendition downloadable here: <a href="https://learning2getherdotnet.files.wordpress.com/2015/08/2015aug09vance_mmvc15.mp3?">https://learning2getherdotnet.files.wordpress.com/2015/08/2015aug09vance_mmvc15.mp3?</a>.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">These are the slides I used for this presentation</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://www.slideshare.net/vances/mmvc2015-teaching-writing-using-voice-tools-on-mobile-devices-and-i-pads">http://www.slideshare.net/vances/mmvc2015-teaching-writing-using-voice-tools-on-mobile-devices-and-i-pads</a>
I blogged the event at <a href="http://learning2gether.net/">http://learning2gether.net</a>, where it is archived here
<a href="http://learning2gether.net/2015/08/09/learning2gether-with-vance-stevens-and-many-others-at-mmvc15-moodle-moot-virtual-conference-hosted-by-nellie-deutsch/">http://learning2gether.net/2015/08/09/learning2gether-with-vance-stevens-and-many-others-at-mmvc15-moodle-moot-virtual-conference-hosted-by-nellie-deutsch/</a></span><br />
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<span style="color: #444444; font-family: "arial"; font-size: 13.3333333333333px; font-weight: bold; vertical-align: baseline; white-space: pre-wrap;">In Conclusion</span></div>
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<span style="color: black; font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;">It is difficult in the fluidity of a workshop context, and perhaps unwise, to attempt to direct peer practice along such pre-conceived lines as outlined above. Many of our ISTE participants would have been aware of some of these affordances, but for many whom I have addressed in other contexts, the idea of app-smashing voice and some of the other tools mentioned into an environment to enhance student writing has been enlightening. These presentations have prompted me to learn more and to refine my techniques, and to explain them in ways that are approachable by a range of educators. For these reasons, I feel that what I have come to learn in my own practice using PCs and iPads to facilitate writing has been of benefit to some, and I am happy to share what I know here.</span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">References</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Clanfield, L. (2014). Rediscovering writing: Re-examining writing in the modern language classroom. Presentation delivered at EOI Alicante, and repeated at TESOL Arabia, Dubai in March, 2015. Available: </span><a href="https://app.box.com/s/0xsjv54sbh18uqx3j01a" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://app.box.com/s/0xsjv54sbh18uqx3j01a</span></a><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Crystal, D. (2008). </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Txtng: The gr8 db8</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. OUP.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Pegrum, M. (2009). </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">From blogs to bombs: The future of digital technologies in education</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Crawley, Australia: The University of Western Australia Publishing.</span><br />
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Reading, M. (2015). Get your students developing their writing skills with Google Story Builder </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.3333333333333px; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>Using Technology Better</i></span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Available: <a href="http://usingtechnologybetter.com/google-story-builder/">http://usingtechnologybetter.com/google-story-builder/</a>.</span></div>
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<span style="background-color: transparent; color: #666666; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stevens, V. (2015a)</span><span style="background-color: transparent; color: #666666; font-family: "trebuchet ms"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Developing online listening exercises for natural English. </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teacher’s toolkit for shared learning</span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Available: </span><a href="http://toolkit4learning.blogspot.ae/2015/03/developing-online-listening-exercises.html" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://toolkit4learning.blogspot.ae/2015/03/developing-online-listening-exercises.html</span></a></h3>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stevens, V. (2015b). </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Tutorial on Posting Images to Google Docs on iPad. </span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Teacher’s toolkit for shared learning</span><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">. Available: </span><a href="http://toolkit4learning.blogspot.ae/2015/03/tutorial-on-posting-images-to-google.html" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://toolkit4learning.blogspot.ae/2015/03/tutorial-on-posting-images-to-google.html</span></a><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">.</span></div>
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<span style="background-color: white; color: #222222; font-family: "trebuchet ms"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Notes:</span></h1>
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<span id="docs-internal-guid-b7b4a585-8672-000d-db15-fc8e10954932"></span><br />
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<span id="docs-internal-guid-b7b4a585-8672-000d-db15-fc8e10954932"><span style="font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;">This article was prepared for the ISTE conference in Philadelphia, June 28, 2015</span><span style="font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;"><br class="kix-line-break" /></span><a href="http://iste2015ipadagogyabloominbetterwaytoteach.pbworks.com/w/page/92494251/Writing%20-%20Vance%20Stevens" style="text-decoration: none;"><span style="color: #1155cc; font-family: "arial"; font-size: 13.3333333333333px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://iste2015ipadagogyabloominbetterwaytoteach.pbworks.com/w/page/92494251/Writing%20-%20Vance%20Stevens</span></a><span style="font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;">for the workshop:</span><span style="color: blue; font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;"> </span><a href="https://isteconference.org/2015/?id=94278056" style="line-height: 1.38; text-decoration: none;"><span style="color: #114488; font-family: "arial"; font-size: 13.3333333333333px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">iPadagogy: A Bloomin' Better Way to Teach</span></a><span style="font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;"> scheduled for 8:30 - 3:30 PM in Marriott Franklin 1, Philadelphia.This version </span><span style="font-family: "arial"; font-size: 13.3333330154419px; line-height: 18.3999996185303px; white-space: pre-wrap;">has been revised and updated in July, 2015</span></span></div>
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<span style="background-color: white; font-family: "arial"; font-size: 13.3333333333333px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This paper was originally prepared for TESOL 2015 Toronto </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">as part of a workshop Thursday, March 26</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 7.999999999999999px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: super; white-space: pre-wrap;">th </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">3:00 – 4:30 PM in the CALL-IS Electronic Village entitled</span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">iPadagogy: A Bloomin' Better Way to Teach </span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">presenters Dani Coelho, Ellen Dougherty, Nery Alvarado, and Vance Stevens</span></div>
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<a href="http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (</span><a href="http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/w/page/92492694/Writing%20Apps%20-%20Vance%20Stevens" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">Writing Apps page</span></a><span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">)</span></div>
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<span style="background-color: white; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and listed in the </span><span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">CALL-IS Electronic Village program: </span><a href="http://call-is.org/ev/schedule.php" style="text-decoration: none;"><span style="background-color: white; color: #114488; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://call-is.org/ev/schedule.php</span></a></div>
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<span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The slides for that presentation were </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> revised and will be run from my iPad using the Google Slides app at TESOL 2015 in Toronto</span><span style="background-color: white; color: #222222; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> on March 26, 2015, here: </span><a href="http://tinyurl.com/vance2015writing" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/vance2015writing</span></a></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The tinyURL for those slides is </span><a href="http://tinyurl.com/vance2015writing" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "verdana"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/vance2015writing</span></a><span style="background-color: white; color: black; font-family: "verdana"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">and for this writeup is </span><span style="background-color: white; color: black; font-family: "verdana"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/vance2015writing-doc </span></div>
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<span style="background-color: white; color: #222222; font-family: "trebuchet ms"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">That version was previewed in Hangout on Air March 15, 2015 and recorded as </span><span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Learning2gether with Vance Stevens and TESOL 2015 iPadagogy preview</span></h1>
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<a href="http://learning2gether.net/2015/03/15/learning2gether-with-vance-stevens-and-tesol-2015-ipadagogy-preview/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://learning2gether.net/2015/03/15/learning2gether-with-vance-stevens-and-tesol-2015-ipadagogy-preview/</span></a></div>
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<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Another version of this presentation, this time a preview for ISTE, was produced on Sunday, June 7 - Learning2gether with Vance Stevens – Teaching Writing on iPad and mobile devices using Voice Tools</span></div>
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<a href="http://learning2gether.net/2015/06/08/learning2gether-with-vance-stevens-teaching-writing-on-ipad-and-mobile-devices-using-voice-tools/" style="text-decoration: none;"><span style="background-color: white; color: #114488; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://learning2gether.net/2015/06/08/learning2gether-with-vance-stevens-teaching-writing-on-ipad-and-mobile-devices-using-voice-tools/</span></a><span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> ; </span><a href="http://sco.lt/9HlqQj" style="text-decoration: none;"><span style="background-color: white; color: #114488; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://sco.lt/9HlqQj</span></a><span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The slide show associated with the current version of this writing is at </span><a href="http://tinyurl.com/iste2015vance" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/iste2015vance</span></a><span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
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<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Yet another version of this, focusing on just the voice aspects of giving feedback on student writing has been prepared for and submitted to TESL-EJ. Entitled <b>Finding your voice: Teaching writing using tablets with voice capability</b>, the draft can be found here</span></div>
<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.3333px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="https://docs.google.com/document/d/1x4moU30MI_Uk_OKlTipv1yxiB5dbjF6p5BEGwaeHKos/edit?usp=sharing">https://docs.google.com/document/d/1x4moU30MI_Uk_OKlTipv1yxiB5dbjF6p5BEGwaeHKos/edit?usp=sharing</a> </span><br />
<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.3333px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>This has since been published as</b></span></div>
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<span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Stevens, V. (2015). </span><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Finding Your Voice: Teaching Writing Using Tablets with Voice Capability. </span><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: italic; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">TESL-EJ 19</span><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (3) 1-11. Available: </span><a href="http://tesl-ej.org/pdf/ej75/int.pdf" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tesl-ej.org/pdf/ej75/int.pdf</span></a><span style="background-color: transparent; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Also available unpaginated in html: </span></div>
<span style="background-color: white; color: #444444; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-4147a0d9-070b-4a1e-e81a-0672a7024228" style="font-weight: normal;"></span></span><br />
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<a href="http://www.tesl-ej.org/wordpress/issues/volume19/ej75/ej75int/" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.tesl-ej.org/wordpress/issues/volume19/ej75/ej75int/</span></a><span style="background-color: white; color: #333333; font-family: "arial"; font-size: 13.333333333333332px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-15708114679669136492015-06-28T23:47:00.000-07:002015-06-29T04:36:11.088-07:00Tutorial on Posting Images to Google Docs on iPad<i>This post was originally made in conjunction with a workshop prepared for TESOL 2015 by Dani Coelho, Ellen Dougherty, Nery Alvarado, and I (Thursday, March 26th 3:00 – 4:30 PM in Toronto) entitled iPadagogy: A Bloomin' Better Way to Teach </i><br />
<a href="http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/"><i>http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/</i></a><br />
<i>and listed in the CALL-IS Electronic Village program here: <a href="http://call-is.org/ev/schedule.php">http://call-is.org/ev/schedule.php</a></i><br />
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<i>My part of it is to show apps that can be used to help facilitate writing and make it fun, as shown on my <a href="http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/w/page/92492694/Writing%20Apps%20-%20Vance%20Stevens">Writing Apps page</a>. My particular focus is on using voice tools for this, and for using apps like Educreations and Word Clouds to jazz up writing projects with media and visuals. Links associated with Vance's part of this presentation can be found here <a href="http://tinyurl.com/vance2015writing">http://tinyurl.com/vance2015writing</a>.</i><br />
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<b>Meanwhile, stop presses! </b>While giving a version of this workshop on March 28, 2015 at the ISTE conference in Philadelphia, one of my attendees showed me where Google had got round to adding this feature in its latest version of the Docs app. Now there is a big plus + on the Docs tool bar and a pull down that allows you to add tables, comments, and IMAGES! simply and easily.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiF779NzjJXgwBIDyZuP2MOlgyvg9tg47qymvvWTfS3TD5pc-FVvlCXgDY-a2ucgpHRuXmLqm9XGeRyvZ6mhUovfzKTCwAhLVqj2HQP2FpEdtJIsJgOdkQ1RG85ljJffbUq-Y6Sf0CP3g/s1600/insert_image.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiF779NzjJXgwBIDyZuP2MOlgyvg9tg47qymvvWTfS3TD5pc-FVvlCXgDY-a2ucgpHRuXmLqm9XGeRyvZ6mhUovfzKTCwAhLVqj2HQP2FpEdtJIsJgOdkQ1RG85ljJffbUq-Y6Sf0CP3g/s1600/insert_image.jpg" /></a></div>
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So there is no need to read further except as a historical footnote. There is no longer a complicated need for a desktop view workaround in order to add images to your Google Docs. This also gives a single example of how much you learn by taking the opportunity to <i>give </i>workshops at conferences.<br />
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<b>The tutorial posted here was referenced in both the above presentations</b><br />
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<b>Originally posted </b><br />
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<span style="background-color: white; color: #333333;">THURSDAY, MARCH 19, 2015</span></h2>
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<b>Historical footnote ...</b><br />
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On a PC, generating wordles at <a href="http://wordle.net/">http://wordle.net</a>, saving them to a device with a discernable file structure, and inserting your graphics into your Google Docs is straightforward, so I was surprised to find that on iPad it is anything but. One of my co-presenters, Dani, put me on to a wordle-like app, Word Clouds by ABCYa. It's free and it generates attractive word clouds from text you paste into it; for example:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpR3I4uMNY-aaT7OH3coHdyktCIoKulCKRKzX3xPyD6lZLknTrBIMMUws9t9KeeOvKdbWJwYgtjSccmOh0MvO4MUGjCVvjTndleaxpfQl03fVdbwMGfLOwJ_WCYL4JPQglHLKQrLrkY3M/s1600/Image+generated+by+word+clouds.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpR3I4uMNY-aaT7OH3coHdyktCIoKulCKRKzX3xPyD6lZLknTrBIMMUws9t9KeeOvKdbWJwYgtjSccmOh0MvO4MUGjCVvjTndleaxpfQl03fVdbwMGfLOwJ_WCYL4JPQglHLKQrLrkY3M/s1600/Image+generated+by+word+clouds.PNG" width="400" /></a></div>
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I made a screen shot of this image so it was stored in the Camera Roll on my iPad. Unfortunately however, there is no way to get this image into a composition being prepared in Docs on the iPad through the current version of the app itself (there is no image insert feature in that app) so to do this, we must resort to trickery!</div>
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We have to work through a browser app on the iPad and <b>point it to <a href="http://drive.google.com/">http://drive.google.com</a></b>. In one of the videos I watched explaining the process (<a href="http://instructionaltechtalk.com/add-images-google-docs-ipad/">http://instructionaltechtalk.com/add-images-google-docs-ipad/</a>).<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ZcB8D_vtnxtsDHv8EwOe-vrBPcQyZdbPBujZkW3l6HzpQkZD17p-z-ykLMoJzmEEI1HIxF-CPHjgH73LwMNqYM4LaDTEf1OTymhx4MeG5cRqCYiPiAf37e_6Cqo6Yrj7q0VdMTeGAgg/s1600/2015-06-29_0349jeffHerb.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ZcB8D_vtnxtsDHv8EwOe-vrBPcQyZdbPBujZkW3l6HzpQkZD17p-z-ykLMoJzmEEI1HIxF-CPHjgH73LwMNqYM4LaDTEf1OTymhx4MeG5cRqCYiPiAf37e_6Cqo6Yrj7q0VdMTeGAgg/s400/2015-06-29_0349jeffHerb.png" width="400" /></a></div>
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Jeff Herb says that Chrome works best, so I used Chrome in this tutorial. Incidentally what follows is what I found on and captured from my iPad. This is a little different from the way it appeared to work in Jeff Herb's video, but I was able to follow the principle, and hopefully this will help you to figure it out on your own idiosyncratic iPad.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoH_Olv8ueiH_9_et_NEfW0vgg-RAV-PaKzo0wY_-s1IEVoepy__c5h9d56xuzi99BtCPgcihvxeiOPvlHR3ddQfdiunHhpGKIvPyWm7d-UsO_AvzsUPeR563ecSETw9R-p4ueAhkbu4I/s1600/Start+with+Drive.google.com.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhoH_Olv8ueiH_9_et_NEfW0vgg-RAV-PaKzo0wY_-s1IEVoepy__c5h9d56xuzi99BtCPgcihvxeiOPvlHR3ddQfdiunHhpGKIvPyWm7d-UsO_AvzsUPeR563ecSETw9R-p4ueAhkbu4I/s1600/Start+with+Drive.google.com.PNG" width="400" /></a></div>
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On my iPad <b><a href="http://drive.google.com/">http://drive.google.com</a></b> brought up the MOBILE version of DRIVE in my Chrome browser app. <b>Check that you see "mobile" in the URL</b> as shown in the screen capture below (if you don't you may have to watch the video yourself and figure out the intermediate steps, or Google for a better explanation):</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd7sVtKvsb8zknlcrLnXJb56Lqs05YI15O-APjiPhTDTekHb9vBMgunW4HiL8zjyZuXKnTGb61LMPDEpe_IKTPEPqfgsS5eyqSya3d0gntiaNP8IJ6H1k9jJYatUTAnzIs8VyqjKVI8L0/s1600/Twoviewsofdrivemobile1.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd7sVtKvsb8zknlcrLnXJb56Lqs05YI15O-APjiPhTDTekHb9vBMgunW4HiL8zjyZuXKnTGb61LMPDEpe_IKTPEPqfgsS5eyqSya3d0gntiaNP8IJ6H1k9jJYatUTAnzIs8VyqjKVI8L0/s1600/Twoviewsofdrivemobile1.PNG" width="400" /></a></div>
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You can now browse your folders and <b>find the file that generated your word cloud.</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR3gZi9lV6G-yFAz8anmNOecUYNJ88mU3mCZwMfq0O4Bb5P8wjBJtPA42LTaMMYHVxETfNX5sGj0MFj5iw2r6pE6dR0rCT9U7uhZVREkhH_wdpNIsQ0PD3iUBA0HwJVmLSfE_FqNXofr8/s1600/Two+views+of+Drive+mobile2.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR3gZi9lV6G-yFAz8anmNOecUYNJ88mU3mCZwMfq0O4Bb5P8wjBJtPA42LTaMMYHVxETfNX5sGj0MFj5iw2r6pE6dR0rCT9U7uhZVREkhH_wdpNIsQ0PD3iUBA0HwJVmLSfE_FqNXofr8/s1600/Two+views+of+Drive+mobile2.PNG" width="300" /></a></div>
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When you've found your file, open it and <b>click on the little box in the upper right part of the screen with the arrow pointing out of it</b> -- here, between the search tool and the X.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxzPGJK88opAOxeZCxc5uX_aLZvBqB-VVymR6SQCf9SOkJelKSpHQOMnDDO0dtkVwEc_w1iZcdiY3gCX5tt9zSOHLGrFFAvPmOJlvCEjnLzcKOzGo-KkvyK1ssm-MdDDyvfeefGfsbjv0/s1600/Click+on+the+arrow+pointing+up+her+right.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxzPGJK88opAOxeZCxc5uX_aLZvBqB-VVymR6SQCf9SOkJelKSpHQOMnDDO0dtkVwEc_w1iZcdiY3gCX5tt9zSOHLGrFFAvPmOJlvCEjnLzcKOzGo-KkvyK1ssm-MdDDyvfeefGfsbjv0/s1600/Click+on+the+arrow+pointing+up+her+right.PNG" width="400" /></a></div>
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In the next screen <b>expand the pulldown chevron</b> left of the EDIT button ... </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ3BC_gCRXv2ecW42dqZaiXwD49V6nhiuscZwHgAnaWOdM5h9fkWB2kbOy_-PKLrS3kQk2VipEZXhUw4aHmz1KHDmxj4gsc3NA9OV5ADdYWfLI2EyGvAdfp0MEORMEodlIepEd3ffVZ0s/s1600/Expand+the+pulldown+Chevron.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ3BC_gCRXv2ecW42dqZaiXwD49V6nhiuscZwHgAnaWOdM5h9fkWB2kbOy_-PKLrS3kQk2VipEZXhUw4aHmz1KHDmxj4gsc3NA9OV5ADdYWfLI2EyGvAdfp0MEORMEodlIepEd3ffVZ0s/s1600/Expand+the+pulldown+Chevron.PNG" width="400" /></a></div>
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Select "<b>Use Desktop Version</b>"</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVv8wbsR3C7PbavgJng4N3eFMoXDuSdFbDWfs7Zwf_DzmTp91RjIYYVN2G7QhgnwgyyadGTr6r7rbdan55fVLpd4y0ZvvSfw9DDt4XPSjcpqQxIaBsNl5RKHwZA83y0HloStfbkCoH8cE/s1600/Use+desktop+version.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhVv8wbsR3C7PbavgJng4N3eFMoXDuSdFbDWfs7Zwf_DzmTp91RjIYYVN2G7QhgnwgyyadGTr6r7rbdan55fVLpd4y0ZvvSfw9DDt4XPSjcpqQxIaBsNl5RKHwZA83y0HloStfbkCoH8cE/s1600/Use+desktop+version.PNG" width="400" /></a></div>
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Are you sure? You bet!<b> Continue to Desktop Version</b> :-)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVTWzUVi_6gjSd5UZNRR3hxvgcsZQLGG-bysskC7XXfpgM60qzxni1s51rKr3h15BJ_U3H4U_3UCqEhVTwIMuNcz5ycT51tx6-dbuH4jLycWVOiVS2ZDXev6FZjlYEOuBaY461tWa8NFY/s1600/Continue+to+the+desktop+version.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVTWzUVi_6gjSd5UZNRR3hxvgcsZQLGG-bysskC7XXfpgM60qzxni1s51rKr3h15BJ_U3H4U_3UCqEhVTwIMuNcz5ycT51tx6-dbuH4jLycWVOiVS2ZDXev6FZjlYEOuBaY461tWa8NFY/s1600/Continue+to+the+desktop+version.PNG" width="400" /></a></div>
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Here you'll find the missing formatting tools you are looking for. Pull down Insert / Image, and you'll soon be in familiar territory.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMYX9E00TkXHS9UbJo_HTfJw25zX4HN0jBov88-X2oE_0-L0RMTRVsmCg8FgBoimpS4iVHueZXmK9yd-lQr6DiUdPM3Rgw1qqGQB1A7htuGqhOErZaiL9e6sHYed-waU0OtD1ARaf3fz0/s1600/Select+image+from+the+insert+pulldown.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMYX9E00TkXHS9UbJo_HTfJw25zX4HN0jBov88-X2oE_0-L0RMTRVsmCg8FgBoimpS4iVHueZXmK9yd-lQr6DiUdPM3Rgw1qqGQB1A7htuGqhOErZaiL9e6sHYed-waU0OtD1ARaf3fz0/s1600/Select+image+from+the+insert+pulldown.PNG" width="400" /></a></div>
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Now we'll see how <b>Insert / Image</b> in desktop view works on an iPad. First <b>choose an image to upload</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr9II5xBmxbrF_4l0U6p6L4RykAR2ZKLCuQ25fnN4etYT2apjyLZooOuxNpU0Cl_z8DvkDi9RC6r3ePSzqjubl_RflDT_9aSQf5s7BGSJdM0ickOI-ZjLNmu_2TnYIWiGAyw6jnphdz1w/s1600/Choose+an+image+to+upload.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhr9II5xBmxbrF_4l0U6p6L4RykAR2ZKLCuQ25fnN4etYT2apjyLZooOuxNpU0Cl_z8DvkDi9RC6r3ePSzqjubl_RflDT_9aSQf5s7BGSJdM0ickOI-ZjLNmu_2TnYIWiGAyw6jnphdz1w/s1600/Choose+an+image+to+upload.PNG" width="400" /></a></div>
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Now tell it you want to<b> choose an existing image</b>, unless you want to take one on the spot</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcCr6HB8LOY79LOadTAIxvyz31-mCVao-c1C6l3lE5fz284KJpZRCiIfar17Fcv0D23l2TMaSaOlJM5nFHKfPClGzehBbT2k-AFFiuJuovgPB-j3NdVHUZekT6i3-Sa94o6LMCxcHtbX8/s1600/Choose+existing+image.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcCr6HB8LOY79LOadTAIxvyz31-mCVao-c1C6l3lE5fz284KJpZRCiIfar17Fcv0D23l2TMaSaOlJM5nFHKfPClGzehBbT2k-AFFiuJuovgPB-j3NdVHUZekT6i3-Sa94o6LMCxcHtbX8/s1600/Choose+existing+image.PNG" style="cursor: move;" width="400" /></a></div>
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Opt for the<b> Camera Roll</b>, if that's where your image is</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGhrv3JOypYvy3MQD3xWfCogl2tfgFeuYjJLDROrZ86cc6LY6pM9tnBSZAJ_HV5O5mY_N4UwkZTIJtXAZJUwBB9wbw5LRi2W_yCNkpSJT0w1V0B96skb-DS2PmMigsxqRjDqwW4wwZruo/s1600/Choose+the+camera+roll.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGhrv3JOypYvy3MQD3xWfCogl2tfgFeuYjJLDROrZ86cc6LY6pM9tnBSZAJ_HV5O5mY_N4UwkZTIJtXAZJUwBB9wbw5LRi2W_yCNkpSJT0w1V0B96skb-DS2PmMigsxqRjDqwW4wwZruo/s1600/Choose+the+camera+roll.PNG" width="400" /></a></div>
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The rest is easy: <b>find your image</b> in the Camera Roll</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxDQqCfh-USOnEQ5s93rD1f6x48HUpnmb8AMrZabt22_IWRBCJe_pNvKSfY0Oq3EwQXOTD7qlrcZuD3wURDMzdfqWxMNcP4g4L1gNepRRCnmZtnFNDnoru1ZTbxoIUhs301JJBES010JQ/s1600/Select+an+image+from+the+camera+roll.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxDQqCfh-USOnEQ5s93rD1f6x48HUpnmb8AMrZabt22_IWRBCJe_pNvKSfY0Oq3EwQXOTD7qlrcZuD3wURDMzdfqWxMNcP4g4L1gNepRRCnmZtnFNDnoru1ZTbxoIUhs301JJBES010JQ/s1600/Select+an+image+from+the+camera+roll.PNG" width="400" /></a></div>
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<b>Click on it</b>, and the image is inserted</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXG__QVzietJO181CbxIfMuIdDwTyg-gnKOh6_D92za8fu2_LOUqJrJAjWR2gRvUBt55L-v2e8NVCiWo2mkY9uWnBtqDL9WQ_u0sgsB4ffDLFEJclJQ0QW52I94YTu6CIFhAoU6d7FapQ/s1600/mage+is+inserted+in+to+desktop+view.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXG__QVzietJO181CbxIfMuIdDwTyg-gnKOh6_D92za8fu2_LOUqJrJAjWR2gRvUBt55L-v2e8NVCiWo2mkY9uWnBtqDL9WQ_u0sgsB4ffDLFEJclJQ0QW52I94YTu6CIFhAoU6d7FapQ/s1600/mage+is+inserted+in+to+desktop+view.PNG" width="400" /></a><br />
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Congratulations, you've done it! But you might notice that in this view the normal iPad shortcuts do not appear to work. Most notably, you can't press on a word and select it or copy, cut, or paste. To resume working on your Google Doc return to the Docs app, where you will find your image intact:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIATKiRctyutN0ToKzbesTG7-Fut7g6ZhkNG1K3Ctl_Uc7viedPNRPQBPaHJX6WfqDswxCaPY0YvkdrxRBdWS1NldR5k6l86oHwEDnLvA7SFrYeeXrqTR7-jkLzn5rVaAvH7faJQx5BV8/s1600/Return+to+docs+app.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgIATKiRctyutN0ToKzbesTG7-Fut7g6ZhkNG1K3Ctl_Uc7viedPNRPQBPaHJX6WfqDswxCaPY0YvkdrxRBdWS1NldR5k6l86oHwEDnLvA7SFrYeeXrqTR7-jkLzn5rVaAvH7faJQx5BV8/s1600/Return+to+docs+app.PNG" width="400" /></a></div>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-35245054179086228212015-03-13T18:47:00.000-07:002015-06-23T07:31:22.554-07:00Developing online listening exercises for natural English<h1 dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 10pt;">
<span style="font-family: Arial; font-size: 15px; font-weight: normal; line-height: 1.38; white-space: pre-wrap;">Presented at the TESOL Arabia Conference in Dubai, March 13, 2015</span></h1>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">by </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><b>Vance Stevens</b></span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> vancestev@gmail.com</span></div>
<b id="docs-internal-guid-c7bfab2b-1b1c-5047-40ed-cdbafc53c8ba" style="font-weight: normal;"><br /></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A Google Docs version of this page is available at: </span><a href="http://tinyurl.com/tacon2015vance" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Verdana; font-size: 13px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://tinyurl.com/tacon2015vance</span></a><span style="background-color: white; color: black; font-family: Verdana; font-size: 13px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
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<span style="background-color: white; color: black; font-family: Verdana; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Slides: </span><a href="http://www.slideshare.net/vances/developing-online-listening-exercises-for-natural-english" style="text-decoration: none;"><span style="background-color: white; color: #1155cc; font-family: Verdana; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.slideshare.net/vances/developing-online-listening-exercises-for-natural-english</span></a><span style="background-color: white; color: black; font-family: Verdana; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span><br />
<span style="background-color: white; color: black; font-family: Verdana; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span><iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/45765765" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> <br />
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<strong> <a href="https://www.slideshare.net/vances/developing-online-listening-exercises-for-natural-english" target="_blank" title="Developing online listening exercises for natural English">Developing online listening exercises for natural English</a> </strong> from <strong><a href="https://www.slideshare.net/vances" target="_blank">Vance Stevens</a></strong> </div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This proposal was made when I was developing materials to teach English listening to pilot cadets at KBZAC in Al Ain UAE. One important aspect of their English language training is being able to communicate with ATC (air traffic control) towers. At KBZAC we use real ATC recordings, and it is useful to render these in text format so as to make exercises that will train the cadets to listen and respond to text-based prompts that will both hone and test their comprehension.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The pedagogical issue</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Because our class sizes are large (apprx. 20 per class) we develop materials that students can access through their devices: laptops or iPads.</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The big problem with such broadcasts is that they are difficult sometimes to understand. The interchanges are highly contextualized (though knowing the context helps with comprehension). It is tedious to transcribe them, so I looked to speech-to-text software to improve my workflow. This presentation explains what I have discovered so far.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Getting text from printed text</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Of course there are many ways to get machine text from printed text. You can scan it to yourself and convert it from the pdf to word. You can scan it into an optical character program and get text from that, or convert its image to text using One Note in the Microsoft Office Suite. But I find these methods to be a bit messy. There could be a weak part of the scan that requires you to make a lot of adjustments in your word processor to correct the area that is not rendered correctly. Reading it into your computer can be a good way to get it into text quickly, plus you have the affordance of an audio recording if you think to make one at the same time.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Discrete speech recognition</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I used to work in software development in speech recognition. There are essentially two kinds of speech recognition, discrete and continuous. The former is the kind you encounter in phone router systems where the machine might prompt, is this an emergency, yes or no. You might answer, “no, it’s not an emergency, i just want to …” and the SR engine picks out the word ‘no’ and acts accordingly. Or you can be sitting at your computer and say FILE, and the file pulldown activates. You can then say new, open, or any number of choices available at that point which the system is now ready to act on. This is the kind of SR I worked with. Our software, called </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Tracy Talk, the Mystery</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (Harashima, 1999) held dialogs with language learners and gave them prompts they could read from the screen. The SR engine acted on proximity to the expected responses and carried on with the dialog accordingly, so the users, in the role of private detective, had the impression of conversing with the characters in the mystery. The SR engine was robust and could be tweaked, so our conversation simulations worked fairly well.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Continuous speech recognition</span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">At the time we were developing Tracy Talk, continuous speech recognition, which works on natural language input, was not well developed. Dragon Systems had the best tool available. It was not free and it had to be trained by the user. Users who bought the package and worked with it over time could get it to take dictation pretty well. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">For anyone with an awareness of the state of continuous SR last century, the developments in the past 20 years are amazing. Nowadays you can speak text messages to Google Glass or into your cell phone, and with some clunky exceptions, you can almost send as-is (it works a lot better than auto-correct :-). You can download Dragon as a free app on iPad and speak to it with very good results. </span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Dragon on the iPad</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Dragon is the best software I’ve found on iPad for converting speech to text accurately and almost painlessly. I now use Dragon to create exercises where I read texts from our books and render soft copy from them that way. The problems I find with using Dragon on the iPad are (1) that it’s not seamless for me to correct the text, I can’t see the text as I’m recording it, and (2) having to export the text before I can use it.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">First of all, making corrections to the text you have just recorded requires some dexterity with finger pointing and activating the keyboard exactly where you want it to appear in the text, especially if the text has gone to the bottom of the screen. I find it difficult but doable. This leads to the second problem, getting the text from the iPad into something I can work with. For me, real work requires a keyboard so I like to create exercises on my PC. To get from Dragon to a PC I use email, but of course I have to be connected if I want it right away; either that or I have to create multiple texts and leave them on my iPad and get them later when I am back online.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="IMG_0316.PNG" height="468px;" src="https://lh3.googleusercontent.com/RJyklseFZ06vQe_H7LKn6sdfRGGdvbbARbYMrLXvMgVtw6GLNg_uMtWYFfB-W-B8bKQrmNmu0xmwR5ys7EF68aXuW1HJM5ZjneSTGVSI_6tvNCzjBqB_6keXiNr50sD5C3wAa-Q" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Text to speech on PC</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The iPad is wonderful for having all you need, mic and apps, in a single device the size of a mousepad. But if you are willing to work from PC with a mic attached (I like USB mics best) then there are several tools you can use. One is </span><a href="http://speech-to-text-demo.mybluemix.net/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://speech-to-text-demo.mybluemix.net/</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> which allows you to speak into a mic on the left and renders the text on the right. You can copy what you get into whatever you are using to process text and work with that more seamlessly than if you start on iPad and end up on PC.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A tool I like even better is Dictanote, </span><a href="https://dictanote.co/" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">https://dictanote.co/</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">, because it combines speech to text with the functionality of a notepad, which allows you to make corrections as you speak in a way that the other applications don’t. Dictanote lets you speak into your word processor and make corrections on the fly. A problem I had initially with Dragon was that I was unable to signal carriage returns, so paragraphs of text tended to run together and were hard later to tease apart. I have since found that if you keep handy a set of voice commands, you can invoke pronunciation; Google it or see for example <a href="http://isource.com/2009/12/09/some-tips-for-dragon-dictation/">http://isource.com/2009/12/09/some-tips-for-dragon-dictation/</a>. The process is not intuitive, but with Dictanote i can simply join up text or enter the carriage returns on the fly where I need them a lot more easily than I can with Dragon on the iPad. There’s a full set of text processing tools available, even an autocorrect tool, though it doesn’t know when users are trying to say the name of the product :-). Still, you can do preliminary work right in Dictanote and copy your text from there into your word processor pretty much the way you want it.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="dictanote.png" height="196px;" src="https://lh3.googleusercontent.com/rGzD1ljmhmZrO0u2wMVNP24XUDwqW8fLOphBDLly4FyG8conGptqta_j_SKy8VEXsHedWTFK3zc8FM1gOJPshTPGCSV2GTFf2e8mE2cManXMBQB1G5uQkP2BL4z_Ek7DjxNl_Sw" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Yet another advantage of using continuous SR engines is that while you are recording into them, you can create a simultaneous recording using Audacity. This is why I like to speak into Dragon on my iPad while recording that speech in Audacity on a PC via a USB mic. It makes good recordings for EFL learners because I speak distinctly for Dragon and if anything too slowly for Audacity, but it is an easy matter to go back into the recording to remove gaps and close up the utterances.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Pedagogical implications</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Why would I want to do that? Suppose you want to have your students work from a text in their textbook. You can ask them to read it and do the exercises there and we all know that control over the class is hard to achieve when they are silently reading, or not. However, if you make an mp3 available to them, then play the mp3 as they follow the text, you can see they are on task, and they like the voice reinforcement. Then with the text you have rendered you can do some interesting things. You can find their vocabulary words in it, you can create text manipulation exercises, you can simply have it on the board and search it for things you want to point out to them in conjunction with exercises they may be doing. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I find it most expedient to paste the texts I create in this way into Google Docs. I label the texts consistently; e.g. Unit 4 ‘texts’, IELTS 3 ‘texts’, and then I can search for ‘texts’ in my Drive and find all my texts created in this way. This way I can easily pull them up in class. I share them so that anyone with the link can VIEW the text, and I share that link with my students, so that they can search the texts on their own.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-03-11_1922sharelink.png" height="141px;" src="https://lh5.googleusercontent.com/QcQKN_c02IdToBi-WgP3I4AyOaiQHHn8u_oewSGcX2YdCgJkru-Hl2SuCk9SiL9_CI98mUTSCtrw648qZBXYeHfwBGwkP75P3UZUYPIcUgwt8kzHwFeZ1mz1f5OyMBmfZ_PJuLs" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Getting text from unclear speech</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">But where the reading technique comes into its own is where there is no text to work from, where you want to get text from an audio recording, especially an unclear audio, such as our ATC broadcasts. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In our context, we can render the unclear audio to text by listening to it, parsing it mentally, saying it back into the SR engine, and then creating text manipulation exercises from it that force students to attend to certain details in the text / speech. We have created Hot Potatoes exercises where the audio is embedded in the exercise and the students can play the audio, complete the exercise, and get a score. In a Moodle context, HP will pass the scores to the LMS. In the Bb Learn environment we have not cracked this given limited time and resources available to us at KBZAC but we think it is possible (if you know how, please get in touch). In our context, I find that I can have students do the exercises in class and then call me over when done and let me record their scores from their screens. It’s a crude way to work but it is effective. It is the only way I have found to get a class of 20 cadets simultaneously on a listening task, each at his or her own pace, audibly and simultaneously engaged in listening and answering questions based on what I want them to listen to.</span></div>
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<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Making Hot Potatoes exercises with embedded audio</span></h2>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To make the HP exercises, you need to have your mp3 (or sometimes we use mp4) and then embed that into the HP module. The text rendered from speaking the text into an SR engine is then used to create the kind of exercise you wish to develop. The students can play the embedded video or audio at their own pace and complete and submit the exercise. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A Hot Potatoes exercise created in this way will have multiple files associated with it; at minimum the HP html file and its associated media file. The components of the exercise can be saved to a scorm package in HP which in effect places the parts needed into a folder which runs as a zip or rar file (zipping your files to a zip or rar packet is another way of doing the same thing, except that Bb Learn accepts scorm).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">To Illustrate, we can use this HP exercise, which has both an mp3 and an mp4 embed</span></div>
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<span style="background-color: white; color: #444444; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sukhoi aborted carrier landing video and model speaking mp3</span><span style="background-color: white; color: #1f497d; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> (voice: Vance)</span></div>
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<span style="background-color: white; color: #444444; font-family: Calibri; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">JCloze: </span><a href="http://vancestevens.com/kbzac/hotpots/videolistening/sukhoi.htm" style="text-decoration: none;"><span style="background-color: white; color: #114488; font-family: Arial; font-size: 13px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://vancestevens.com/kbzac/hotpots/videolistening/sukhoi.htm</span></a></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-03-11_2111sukhoilanding.png" height="309px;" src="https://lh3.googleusercontent.com/jHCGyqaDw8FvgjRdemFg4JNL3awQPpgc_jnvxTBklv80Ysmpe_eWqXY9G4Spn7x-VBGwYFCU1zJTYHJSlamMSNc3GKGJUWoJZnQskrFjtIioTWpSfTs6z9Fehr3L8O03_0TAT94" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The trick is to put some HTML into the Head of the HTML document that will play the files you place in the folder where the HTML file resides. Here the code looks like this:</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Play this model speaking sample</br></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><audio controls></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> <source src="</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">sukhoi.mp3</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">" type="audio/mpeg"></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Your browser does not support the audio tag.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></audio></br></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><video width="320" height="240" controls></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> <source src="</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Sukhoi.mp4"</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> type="video/mp4"></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Your browser does not support the video tag.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></video></br></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">If you’re not too familiar with HTML (and this is HTML5) you can simply copy the code above and paste it where indicated in the dialog boxes shown below (for your HP exercise, of course, and where the mp3 and mp4 files have to be changed to the file names of the files you are using (to replace the file names shown in bold in the example above).</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-03-11_2038code.png" height="221px;" src="https://lh4.googleusercontent.com/OzK8R8fCSia1VlvAC2iPxk0LVaEIfsmkSXMsLhH5bJVMJCGjiJ-exD2R00_cUjIrcNlDO7WlFlB5-pFOw4zycecTYcP6Bdcp96G-iOTZTHUeEwNsjKM44sGX0n0uK1OZsSVIwTs" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">You can also embed a sound file from an online source, as in this example, from mp3s given as samples of a program that records pilot speech from John Wayne Airport simulations. You embed media from the Internet using the <iframe> tag.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-03-11_2102pilotedge.png" height="316px;" src="https://lh4.googleusercontent.com/TCspqyjo4sUUFE2J0XtZuDvl-lI0Reh1wQhELHK78-FO_FPSPWEeDRkUR9iBRoh0pS2wRprvuWhxODLaR37k5Ol9MYMdS3aI_i_E33hgXFbVXjn9Zq9b1i2tg8DYwJGPNnSiCwc" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
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<a href="http://vancestevens.com/kbzac/hotpots/pilotedge/pilotedge_ifrclearance.htm" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://vancestevens.com/kbzac/hotpots/pilotedge/pilotedge_ifrclearance.htm</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<a href="http://vancestevens.com/kbzac/hotpots/pilotedge/pilotedge_ifrclearance_dragndrop.htm" style="text-decoration: none;"><span style="background-color: transparent; color: #1155cc; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://vancestevens.com/kbzac/hotpots/pilotedge/pilotedge_ifrclearance_dragndrop.htm</span></a><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> </span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is the code:</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><iframe width="100%" height="150" scrolling="no" frameborder="no" src="</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/24468540&color=ff6600&show_artwork=false</span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">"></iframe></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Credits: https://soundcloud.com/pilotedge/full-ifr-clearance</span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">PilotEdge CEO & Founder Keith Smith giving a full IFR clearance, with pilot readback, for KSNA-KCRQ</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The credits are simply to acknowledge the source of the file on the Internet.</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Here is where the embedded code is placed:</span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><img alt="2015-03-11_2101pilotedge.png" height="235px;" src="https://lh5.googleusercontent.com/iMj7eWooqW9Mru-gImtRBGLqn9NHlV2fOeLRLOloi6SRc4ab7ugnSwHNkwWN9ZcR8nItEgT6DE42lM7QVe64xAt5MxzNj5HTCraVK07R_XQxBts9al5-5A8cZmIMGr2sHJtWhz8" style="-webkit-transform: rotate(0.00rad); border: none; transform: rotate(0.00rad);" width="624px;" /></span></div>
<b style="font-weight: normal;"><br /></b>
<br />
<h2 dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 10pt;">
<span style="background-color: transparent; color: black; font-family: 'Trebuchet MS'; font-size: 17px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Getting Bb Learn to track student results from Hot Potatoes</span></h2>
<b style="font-weight: normal;"><br /></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In Nov 2014 we were actively pursuing getting these materials into Blackboard. At the time I gave a PD session to my colleagues where I work. The slide show from that presentation explains what we were able to find out about uploading the Scorm packages to Blackboard and getting the system to track the results. We didn’t reach our goal, but the slideshare explains the process we followed and how far we got:</span></div>
<br />
<a href="http://www.slideshare.net/vances/listening-exercises4gradebook" style="text-decoration: none;"><span style="color: #1155cc; font-family: Arial; font-size: 15px; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;">http://www.slideshare.net/vances/listening-exercises4gradebook</span></a><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> </span><br />
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"><br /></span>
<br />
<div style="line-height: 22.0799999237061px;">
<span style="background-color: white; color: black; font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"><iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="https://www.slideshare.net/slideshow/embed_code/42006853" style="border: 1px solid rgb(204, 204, 204); margin-bottom: 5px; max-width: 100%;" width="425"></iframe> </span></div>
<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span><br />
<div style="line-height: 22.0799999237061px; margin-bottom: 5px;">
<span style="background-color: white; color: black; font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"><strong> <a href="https://www.slideshare.net/vances/listening-exercises4gradebook" target="_blank" title="Making listening exercises with Hot Potatoes, BbLearn and Gradebook">Making listening exercises with Hot Potatoes, BbLearn and Gradebook</a> </strong> from <strong><a href="https://www.slideshare.net/vances" target="_blank">Vance Stevens</a></strong> </span></div>
Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com1tag:blogger.com,1999:blog-7148202257100876186.post-91126601298735323032014-09-24T00:40:00.001-07:002014-09-24T00:41:52.366-07:00Organizing students around wikis and training colleagues to do likewiseAt KBZAC we've been using wikis to serve as CMS's or content management systems for some of our courses. This has proven popular with teachers as have PD (professional development) sessions I've been running to help those for whom the concept is new learn how to set up and develop their own class wikis.<br />
<br />
In thinking through the design of the PD sessions I decided to start teaching and while doing that demonstrate in the wiki what I wanted everyone to follow along and do. Then at the end of the session I would clean up the wiki so that it would serve to explain to anyone who had missed that session what we had done using the tools we had covered for that session.<br />
<br />
The result was <a href="http://kbzpd.pbworks.com/">http://kbzpd.pbworks.com</a>, which was also the topic of a presentation I gave on Sunday Sept 21 at the online Fall Blog Festival. That presentation (downloadable mp3, WizIQ recording, and slide show) is archived here:<br />
<a href="http://learning2gether.net/2014/09/21/learning2gether-with-the-fall-blog-festival/">http://learning2gether.net/2014/09/21/learning2gether-with-the-fall-blog-festival/</a><br />
<br />
The slide presentation explains most concisely what it was all about (enjoy) ...<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="355" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/39332590" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="425"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/vances/fall-blogfest2014" target="_blank" title="Flipping the flip: Organizing students around a wiki and training colleagues to do likewise">Flipping the flip: Organizing students around a wiki and training colleagues to do likewise</a> </strong> from <strong><a href="https://www.slideshare.net/vances" target="_blank">Vance Stevens</a></strong> </div>
Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-34008736724900460372014-05-21T01:48:00.000-07:002014-06-09T07:32:39.977-07:00Getting the most out of Socrative<span style="font-family: Calibri;">Socrative lets you set up multiple choice or open ended questions which you can use to poll or quiz the class. You make your quizzes available one at a time through your room. If requested, Socrative sends a comprehensive report on each student's performance to your registered email.</span><br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">As with many hybrid tools it’s best if you can set them up
and manage them on PC whether your students will be using them on iPad or PC. When
you create an acct you are assigned a unique 6-digit room number. This room is
where your students go to take your quizzes, which you deliver through your one
room (so, one activity at a time).</span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">On the PC students go to </span><a href="http://socrative.com/"><span style="color: blue; font-family: Calibri;">http://socrative.com</span></a><span style="font-family: Calibri;">
and use the student login button. They don’t need an acct beforehand, they
simply click the Student button and then enter your room number, and your
activity will be pushed to them when you start it.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">On iPad there are a free teacher app and a student app.<span style="mso-spacerun: yes;"> </span>The students run the student app and then JOIN
your room number. I have found in my office that I have been unable to access
my room as a student on an iPad though a PC in the same room can connect just
fine, so iPad need for bandwidth is something to keep in mind.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">A great affordance of Socrative is that teachers can share quizzes. When you opt to assign your quiz a </span><span style="font-family: Calibri;">SOCrative number, then others can import that quiz into their
account and use it as if it were their own. That is, Socrative makes copies and
stores them in each teachers’ account where each can push their copy of the quiz
out through their room. Thus we can organize to prepare materials for a shared
course, and use each other's materials.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">To import a quiz into your account go to Manage Quizzes > Import Quiz > Import Shared Quiz</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">Insert the SOC-code number, and that quiz is yours to edit and use as you wish.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: Calibri;">We have experimented with using Socrates in class and come up with the
following recommendations</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoListParagraph" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">When you set up quizzes, you can indicate
correct answers or not. If having the students work individually in class,
there is a pitfall. If you give correct answers as quiz feedback, then the
student who attacks the question first might broadcast the answer to the rest
of the class, and students don’t really do the exercise, as might happen when
working from a book or paper handed out in class.<br />
<br />
Solution, indicate only the first question answer as an example, but not the
others. No student will then ‘know’ the correct answer and the exercise might be
done with more integrity.</span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoListParagraph" style="margin: 0in 0in 0pt 0.5in; mso-list: l1 level1 lfo1; text-indent: -0.25in;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span style="font-family: Calibri;">Another approach is to go over the activity in
some other medium and then run the Socrative Quiz as a SPACE RACE. In this
activity, you indicate the answers to all questions, and the team space ship
advances only when a correct answer is given. <br />
<br />
I found using this approach that the competitive nature of the exercise
suppressed cheating (though in some teams, one member did all the
work). <br />
<br />
Only ten teams are possible, so you might have to pair the students BEFOREhand.
This can get complicated as our students don’t necessarily fall right into
place, and in team members each might try to use his / her computer thus bumping other teams from the game, so take time to
set up the activity, assign teams, and be clear what roles team players have.<br />
<br />
I also found that in this format some students requested to review the exercise,
so I re-ran it as a normal quiz. For the quiz each correct answer was indicated,
so this time those who wanted to review were able to get feedback on their work
(on their own, while I was free to direct the next class activity)<o:p></o:p></span><br />
<br />
<span style="font-family: Calibri;"><br /></span>
<span style="font-family: Calibri;"><br /></span></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
Socrative is reviewed, along with Kahoot, and FlipQuiz, here for their game components<br />
<span style="font-family: Calibri;"></span><a href="http://www.edudemic.com/gamify-your-classroom-2">http://www.edudemic.com/gamify-your-classroom-2</a> <br />
<br />
And Rehab Rajab reviews a few apps, including Socrative, and lists sources where she replenishes her information on the topic here:<br />
<span style="color: black;"><a href="http://plato.iat.ac.ae/edtech/blog/myfavoriteipadapps/">http://plato.iat.ac.ae/edtech/blog/myfavoriteipadapps/</a></span><br />
<span style="color: black;"><br /></span>
<br /></div>
Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-23629833021051624942014-03-13T12:43:00.001-07:002014-03-14T05:21:26.591-07:00Live Stream of Hangout on Air from TESOL Arabia, Dubai, March 14, 2014TESOL Arabia Live Stream<br />
<br />
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">At 1000 a.m. GMT, 1400 in UAE, Vance Stevens gives a presentation at the TESOL Arabia conference in Dubai UAE. </span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;"><strong>Extending Google+ Hangouts to way beyond 10 participants</strong></span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">At the conference I intend to set up a Hangout live and invite conference participants to join it. Of course anyone in our online PLN is welcome to join us as well.</span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">The live stream will be set up during the presentation, which was proposed as a workshop to be held in a computer lab setting, starting at 1000 GMT (2pm in Dubai).</span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.2em; margin: 0px; padding: 0px; vertical-align: baseline;">You could set this up by TELLING people</span></div>
<ul style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px 0px 0px 3em; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
<li style="border: 0px currentColor; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.5em; margin: 0px; padding: 0px; vertical-align: baseline;">The URL of the live Hangout ...</span></li>
<li style="border: 0px currentColor; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.5em; margin: 0px; padding: 0px; vertical-align: baseline;">The YouTube link to the live stream ...</span></li>
<li style="border: 0px currentColor; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; line-height: 1.5em; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The link to the Etherpad chat </span><a href="http://titanpad.com/6q1HyGzWod" style="border: 0px currentColor; color: #114488; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://titanpad.com/6q1HyGzWod</span></a></span></li>
</ul>
<div style="-webkit-text-stroke-width: 0px; background-color: white; border: 0px currentColor; color: #444444; font-size-adjust: none; font-stretch: normal; font: 13px/19.5px "Segoe UI", "Lucida Grande", Arial; letter-spacing: normal; margin: 0px; padding: 0px; text-align: left; text-indent: 0px; text-transform: none; vertical-align: baseline; white-space: normal; word-spacing: 0px;">
</div>
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<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.5em; margin: 0px; padding: 0px; vertical-align: baseline;">Or you can set up an online space where you provide the above information plus</span></div>
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<li style="border: 0px currentColor; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The embed to the live stream</span></li>
<iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/QxdUDvVaCRs" width="420"></iframe>
<li style="border: 0px currentColor; font-family: inherit; font-size: 13px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The embed of the Etherpad chat below that<span style="border: 0px currentColor; font-family: inherit; font-size: 17px; font-style: inherit; font-weight: inherit; line-height: 1.5em; margin: 0px; padding: 0px; vertical-align: baseline;"> </span></span></li>
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<br />
<span style="font-family: Arial, Helvetica, sans-serif;">The </span><span style="font-family: Arial;">embed the YouTube video above, streamed during the event, and now it should play the recording</span><br />
<br />
<span style="font-family: Arial;">Meanwhile you can find all you need to know about how to join us at this link below:</span><br />
<a href="http://learning2gether.pbworks.com/w/page/32206114/volunteersneeded#Nextupcomingevents"><span style="font-family: Arial, Helvetica, sans-serif;">http://learning2gether.pbworks.com/w/page/32206114/volunteersneeded#Nextupcomingevents</span></a><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">During the simulcast you can chat with Hangout participants here</span>
<iframe allowfullscreen="" frameborder="0" height="450" src="http://titanpad.com/6q1HyGzWod" width="650"></iframe>Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-19990381533077586342014-03-08T06:12:00.000-08:002014-06-09T07:30:11.252-07:00The iPads are coming! Preparation ...Where I work we have been anticipating imminent delivery of iPads for the cohort of young freshmen college students air college pilot cadets where I teach. Last Sunday March 2 we had a discussion during our regular weekly <a href="http://learning2gether.net/about/" target="_blank">Learning2gether</a> time on how we could go from teacher professional development to boots on the ground: suddenly your students each have iPads in your classroom, and what do you do? <br />
<ul>
<li>You can watch the Bb Collaborate recording of what we discussed for coping with this situation, or download / hear an mp3 recording of that session here:<br /><a href="http://learning2gether.net/2014/03/02/learning2gether-on-ipad-sunday-march-2-and-the-annual-slanguages-conference-feb-28-march-1/">http://learning2gether.net/2014/03/02/learning2gether-on-ipad-sunday-march-2-and-the-annual-slanguages-conference-feb-28-march-1/</a></li>
<li>We followed this up with a discussion in Google+ Hangout on Air on March 9, and left behind a YouTube recording and a rich trove of links in our show notes:<br /><a href="http://learning2gether.net/2014/03/09/vance-stevens-hosts-another-session-on-ipads-in-language-learning/">http://learning2gether.net/2014/03/09/vance-stevens-hosts-another-session-on-ipads-in-language-learning/</a></li>
</ul>
<br />
At some point, Rita Zeinstejer recommended Joyce Valenza's excellent collection of Digital Storytelling Tools here: <a href="https://edshelf.com/profile/joycevalenza/digital-storytelling-tools">https://edshelf.com/profile/joycevalenza/digital-storytelling-tools</a><br />
<br />
and I asked those present if they had heard Valenza's "Wizard of Apps", a skit done by students and filmed on location in the library where she works, which debued at the 2009 K-12 Online annual asynchronous presentation conference <a href="http://k12onlineconference.org/?p=443">http://k12onlineconference.org/?p=443</a>:<br />
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<![endif]-->The iPads did not arrive last week but they appear to be even closer over the horizon, maybe in days, so I've called for another brainstorming session and decided to blog it here so that we can invite comments from those who might benefit from some of the resources listed here and who might, in comments, add more. Please do!<br />
<br />
Of course, as we develop our expertise we'll be able to hold more Learning2gether sessions that are less about "what do we do now?" and more about what we did and what we learned.<br />
<br />
<b>Meanwhile</b><br />
<br />
Here are some other resources my colleagues where I work have been looking at:<br />
<ul>
<li>For fresh out of the box, there's a free (and Pro) app called Tips & Tricks -- iPad Secrets, recommended by a colleague at work to get us started. A pleasing app, you reveal the secrets by swiping in the manner of turning the pages of an iBook.<br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAi_avqdxL6w6z4_ZK3ChgOCK45WWcglet0w5yuSJhKadFD9R_yLXsMH1vpKoc5kIVorrW0nLpSDLoa09exLlVhSodj9vHSztG38A_zF5bbQRRIHaDvJ6I5tBNjp4WjNzAB-d2b9giFM0/s1600/2014-03-08_1723ipadsecrets.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAi_avqdxL6w6z4_ZK3ChgOCK45WWcglet0w5yuSJhKadFD9R_yLXsMH1vpKoc5kIVorrW0nLpSDLoa09exLlVhSodj9vHSztG38A_zF5bbQRRIHaDvJ6I5tBNjp4WjNzAB-d2b9giFM0/s1600/2014-03-08_1723ipadsecrets.png" /></a></li>
<li>Kathy Schrock/s iPads4Teaching website: <a href="http://www.ipads4teaching.net/">http://www.ipads4teaching.net/</a></li>
<ul>
<li>There is a pointer here to iPads in the Classroom at <a href="http://www.schrockguide.net/ipads-in-the-classroom.html">http://www.schrockguide.net/ipads-in-the-classroom.html</a> that seems to give resources geared toward practical "what do I do now?" situations, and then a set of links at the bottom to add to the fire hose :-)</li>
</ul>
<li>"mLearning: Using smart phones, tablets, and apps" is a set of resources from Oxford University Press available here https://elt.oup.com/feature/global/mlearning/?cc=ae&selLanguage=en; including</li>
<ul>
<li>A White Paper for support, guidance and best practice ideas on implementing tablets in teaching and learning called Tablets and Apps in Your School: The route to successful implementation, by Dianna Bannister and Shaun Wilden ; available<br /><a href="https://elt.oup.com/feature/global/mlearning/white_paper?cc=ae&selLanguage=en&mode=hub">https://elt.oup.com/feature/global/mlearning/white_paper?cc=ae&selLanguage=en&mode=hub</a></li>
<li>e-Books and apps to accompany texts from OUP</li>
<li>10 (mostly) free apps for creative language learning<br /><a href="http://oupeltglobalblog.com/2013/07/16/10-mostly-free-apps-for-creative-language-learning/">http://oupeltglobalblog.com/2013/07/16/10-mostly-free-apps-for-creative-language-learning/</a> </li>
<li>10 free apps for teachers to use for planning and classroom management<br /><a href="http://oupeltglobalblog.com/2013/07/09/10-free-apps-for-teachers-to-use-for-planning-and-classroom-management/">http://oupeltglobalblog.com/2013/07/09/10-free-apps-for-teachers-to-use-for-planning-and-classroom-management/</a></li>
<li>Papers and webinar recordings by Sean Dowling, Sean Wilden and others (register and log in to view the recordings)</li>
</ul>
<li>Download a book from the British Council, <i>Redefining the task again, </i>whose authors spotlight nearly 30 apps <with> Practical examples of how to harness each app are included:<br /><a href="http://www.ipadeducators.com/#!redefining-the-task-again/cvtu">http://www.ipadeducators.com/#!redefining-the-task-again/cvtu</a></li>
</ul>
<div>
<br /></div>
Another fire hose opens up at <a href="http://www.educatorstechnology.com/">http://www.educatorstechnology.com/</a>. There is a huge body of material here.<br />
<div>
<ul>
<li>For starters, 9 Starter Tips for Teachers Who Just Got A New iPad<br /><a href="http://www.educatorstechnology.com/2013/08/9-starter-tips-for-teachers-who-just.html">http://www.educatorstechnology.com/2013/08/9-starter-tips-for-teachers-who-just.html</a> </li>
<li>Kick it up a notch:<br /><a href="http://www.educatorstechnology.com/2013/09/a-comprehensive-guide-for-effective-use.html">http://www.educatorstechnology.com/2013/09/a-comprehensive-guide-for-effective-use.html</a>. </li>
<li>Try this page for two dozen <i>categories </i>of apps <a href="http://www.educatorstechnology.com/p/blog-page_9.html">http://www.educatorstechnology.com/p/blog-page_9.html</a> and then click on the categories to get dozens of specific apps offered. It makes you wonder what's at pages 1-8. I checked :-). Nothing at 8, but more fire hoses here <a href="http://www.educatorstechnology.com/p/blog-page_7.html">http://www.educatorstechnology.com/p/blog-page_7.html</a>, and etc. I'm getting drenched. </li>
<li>A colleague at work, John Grimsditch, likes suggestions at this site that apply the SAMR model <span style="color: black;">
(<b>S</b>ubstitution <b>A</b>ugmentation <b><span style="background: white;">M</span></b><span style="background: white;">odification <b>R</b>edefinition)</span></span>:</li>
</ul>
<div>
<ul>
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<![endif]--><span style="color: black;">What Teachers
Need to Know about SAMR Model (with 3 YouTube Videos)</span><a href="http://www.educatorstechnology.com/2013/11/what-teachers-need-to-know-about-samr.html"><br />http://www.educatorstechnology.com/2013/11/what-teachers-need-to-know-about-samr.html</a><span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"><span style="mso-list: Ignore;"><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span></li>
<li><span style="mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"><span style="mso-list: Ignore;"><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span>A Wonderful Visual on How to Apply SAMR
Model To Different Classroom Tasks<br /><a href="http://www.educatorstechnology.com/2014/02/a-wonderful-visual-on-how-to-use-samr.html">http://www.educatorstechnology.com/2014/02/a-wonderful-visual-on-how-to-use-samr.html</a><span style="color: black;"><br />Sets of
apps and tools are suggested for each SAMR category.</span></li>
</ul>
</ul>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw_wq-3Oe611lyM799DTkG8UVrFFk9o6Q5A5Tka75AqlVXgdQilqV30jbeJklqPaWjfj_5JuxakJROfZrtd_5IS6xZjJJkEyq0bX4GNn_bgMPZ_5CTNQ9I6DGbwrszF7qX_LQymkche1A/s1600/photo.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgw_wq-3Oe611lyM799DTkG8UVrFFk9o6Q5A5Tka75AqlVXgdQilqV30jbeJklqPaWjfj_5JuxakJROfZrtd_5IS6xZjJJkEyq0bX4GNn_bgMPZ_5CTNQ9I6DGbwrszF7qX_LQymkche1A/s1600/photo.PNG" height="592" width="640" /></a></div>
<div>
<br /></div>
<span style="color: black;"><b>These are the apps that our students will download onto their iPads during the setup process. </b></span><br />
<span style="color: black;">Any suggestions for using these?</span><br />
<span style="color: black;"><br /></span>
<br />
<table border="0" class="tftable">
<tbody>
<tr><th><div style="font-weight: normal; text-align: start;">
<span style="color: black;">Apps Store</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Calendar</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;"><span style="color: black;">Camera</span> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;"><span style="color: black;">Clock<br />Contacts</span> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Face Time</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Garage Band</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">iBooks</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">iMovie</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">iPhoto</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">iTunes<br />iTunes Store<br />iTunes U</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Keynote</span><span style="color: black;"> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Mail</span><span style="color: black;"> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;"><span style="color: black;">Maps</span> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Messages</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Music</span><span style="color: black;"> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;"><span style="color: black;">Newsstand<br />Notes</span> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;"><span style="color: black;">Numbers</span> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Pages</span><span style="color: black;"> </span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Photos</span></div>
</th><th><div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkz95UexRUmlFZsMkvwb-NGc9HAP0g8ZCHS5gCeq5bJxwjxCjDlOpoyoNePM3DjvyfLYNbXqc5C3cbV2MKcRZLyvuqRsnIHXL2EKW80y-D6cFM5k6_GiyDptfA6-S2uvB_A9cAWDVt0wU/s1600/downloadAll.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkz95UexRUmlFZsMkvwb-NGc9HAP0g8ZCHS5gCeq5bJxwjxCjDlOpoyoNePM3DjvyfLYNbXqc5C3cbV2MKcRZLyvuqRsnIHXL2EKW80y-D6cFM5k6_GiyDptfA6-S2uvB_A9cAWDVt0wU/s1600/downloadAll.jpg" height="320" width="288" /></a></div>
<div style="text-align: left;">
<br /></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Photo Booth</span></div>
<div style="font-weight: normal; text-align: start;">
Podcasts</div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Remote<br />Safari<br />Siri</span></div>
<div style="font-weight: normal; text-align: start;">
<span style="color: black;">Video</span></div>
</th></tr>
</tbody></table>
<span style="color: black;"><br /></span>
<b>
These apps are recommended for our students as "must have" to download in addition to the above bundle</b><br />
<b><br /></b>
DropBox Free<br />
Tense Buster Free<br />
Spelling City Free<br />
Road to IELTS Free<br />
Showbie Free<br />
Lockdown Browers Free<br />
BBLearn Free<br />
HCT Mobile App Free<br />
PDF Reader Free<br />
Adobe Reader Free<br />
Neu Annotate PDF 10AED ($1 U.S. = 3.68 AED)<br />
<b><i>Dictionary Apps</i></b><br />
Google Translate Free<br />
Collins Mini Gem English-Arabic 20AED<br />
Oxford Word Power Dictionary for<br />
Arabic Speakers Learning English 115AED<br />
Wordflex 50AED<br />
<b><i>Note Taking Apps</i></b><br />
Penultimate Free<br />
Mobile Notetaker Free<br />
Notes Plus 38AED<br />
Noteshelf 22AED<br />
<b><i>Webclipping/Notetaking</i></b><br />
<span style="color: black;">Evernote - </span><a href="http://www.edudemic.com/the-evernote-experiment/">http://www.edudemic.com/the-evernote-experiment/</a> Free<br />
One Note Free<br />
Sling Note 11AED<br />
Photon – Flash Browser 20AED<br />
<br />
<b>These apps are specified as "Recommended" for our students as opposed to 'must have'</b><br />
Explain Everything 12AED<br />
British Council (series of Apps)<br />
Educreations<br />
Popplet<br />
Socrative<br />
Quizlet<br />
Flashcardlet<br />
Haiku Deck<br />
Grammoropolis<br />
Action Words<br />
Opposites<br />
Flipboard<br />
Nearpod<br />
Voice Record<br />
Socrative<br />
Prezi<br />
<br />
<b>My colleague at work gives the following advice about using DropBox</b><br />
<ol>
<li>Use <a href="http://dropbox.com/">http://dropbox.com</a> on the web to manage DropBox (on a PC or Mac) rather than doing this through the app</li>
<li>You'll work in two spaces</li>
<ol>
<li>A folder in your DropBox which you share with groups of students</li>
<ol>
<li>You put documents here that all students can access</li>
<li>Any student can erase documents here so be careful; keep backups</li>
<li>You can easily copy from back up space back to here to replenish everyone's shared DropBox despite what anyone might inadvertently delete IF you keep a mirror backup handy.</li>
</ol>
<li>Folders that individual students share with you</li>
<ol>
<li>Students submit work to you through their individual shared folders</li>
<li>Such folders are private only to the student and anyone s/he shares it with (i.e. the teacher)</li>
</ol>
</ol>
<li>How to start your students off in dropbox</li>
<ol>
<li>make a list of their e-mail addresses, one per line, ready to paste</li>
<li>create a folder where you can push items out to students</li>
<li>Share the folder with them as shown in the screen shots below</li>
</ol>
</ol>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXgN4fkD9HTrwMDLWquDW_35ZqPNgXTGOaA1BuYlJE8_Emzcommnrv4Ivp_3yTY6iQWaP3j358lR2UPfD6KTws63RIs01MwpjYnisQbXsh7nHEp4Nx6JifxoKFYHfdUw_fIH80Lgwd2ys/s1600/2014-03-09_1541sharedbox.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXgN4fkD9HTrwMDLWquDW_35ZqPNgXTGOaA1BuYlJE8_Emzcommnrv4Ivp_3yTY6iQWaP3j358lR2UPfD6KTws63RIs01MwpjYnisQbXsh7nHEp4Nx6JifxoKFYHfdUw_fIH80Lgwd2ys/s1600/2014-03-09_1541sharedbox.png" height="204" width="640" /></a><span style="color: black;"><br /></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQPBWGYbJ6A3ZotuiFeWmE-0Az0pAM-PCSwi37JEo1t4fPxY1KcUK8cnfB7NAc9QQcbltBWRdMNF54x-frQ1P6AT89rEHeXuZqezRJbdhQHNTtmWOfRsDL3mGRfCBI0Hx8L_e-fnnOkZs/s1600/2014-03-09_1546emailstudents.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjQPBWGYbJ6A3ZotuiFeWmE-0Az0pAM-PCSwi37JEo1t4fPxY1KcUK8cnfB7NAc9QQcbltBWRdMNF54x-frQ1P6AT89rEHeXuZqezRJbdhQHNTtmWOfRsDL3mGRfCBI0Hx8L_e-fnnOkZs/s1600/2014-03-09_1546emailstudents.png" height="364" width="640" /></a></div>
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<span style="color: black;">Students will now get an email inviting them to set up their dropbox at the email address you have sent their mail to. </span><br />
<span style="color: black;"><br /></span>
Presumably this is an email address where you can easily identify your students. If they are not using DropBox at this address already then they can set up a DropBox account dedicated to their class work. This will create ideal conditions for working with them (pushing files out and getting files submitted back), but I haven't tried it yet, so I'll let you know the pitfalls (I've been told they lie in wait for the unwary).<br />
<br />
Once this is set up you can send PDF files to the folder shared with all students, and they can use Adobe Reader to mark them up and then share them with you through their teacher share file. You can then mark them up with your corrections and feedback. Paperless!<br />
<br />
<span style="color: black;"><b>Wait, there's more</b></span><br />
<span style="color: black;"><b><br /></b></span>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy80gbDFnHcAz2otHAq8g4qyqe5tIaapD7xIt88pZb1sIB_ROUkxPVl9Aue2dtZuSkCmsl3MApwdGAZ5n8laM-VrOVzPJNuIs_9ZPDgsYHpkVQ8eZH1oHtVFpMta6jepHm_bPiZAvJI1w/s1600/photo+(1).PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgy80gbDFnHcAz2otHAq8g4qyqe5tIaapD7xIt88pZb1sIB_ROUkxPVl9Aue2dtZuSkCmsl3MApwdGAZ5n8laM-VrOVzPJNuIs_9ZPDgsYHpkVQ8eZH1oHtVFpMta6jepHm_bPiZAvJI1w/s1600/photo+(1).PNG" height="414" width="640" /></a></div>
<br />
<span style="color: black;">Nalini Malhotra gave colleagues and I a series of PD sessions on apps she finds useful for the following skill areas. The trick here is to check out each app and discover its affordance for that skill. There are some duplications in from the list above, but categorized by Nalini in her lists:</span><br />
<span style="color: black;"><br /></span>
<span style="color: black;">Assessment and course management</span><br />
<ul>
<li>Socrative</li>
<li>Bb Mobile Learn</li>
<li>Showbie </li>
<li>Edmodo</li>
<li>iFiles</li>
</ul>
<span style="color: black;">Grammar</span><br />
<ul>
<li>Tense Buster</li>
<li>Grammaropolis (not free)</li>
<li>Action Words</li>
<li>Elementary Pearson Grammar app</li>
<li>ESL Tests</li>
<li>Make Dice Lite</li>
</ul>
Vocabulary and spelling<br />
<ul>
<li>Vocabulary Spelling City</li>
<li>Notability</li>
<li>Word: 4 pics 1 Word</li>
<li>Opposities</li>
<li>Bluster</li>
<li>iSpeak Word Wizard</li>
</ul>
Listening and speaking<br />
<ul>
<li>Haiku Deck</li>
<li>Natura ...er HD</li>
<li>Voice Recod</li>
<li>British Council LearnEnglish weekly radio show podcasts</li>
</ul>
Reading<br />
<ul>
<li>Oxford Bookworms</li>
<li>VocabKitchen (processes online texts)</li>
</ul>
Writing<br />
<ul>
<li>prompts</li>
<ul>
<li>Think About</li>
<li>Write About</li>
</ul>
<li>Mindmapping</li>
<ul>
<li>Mindmeister</li>
<li>Popplet lite</li>
</ul>
<li>Timeline</li>
<li>My Journal</li>
<li>T-Charts</li>
<li>Venn</li>
<li>Book creator</li>
<li>Ask3</li>
</ul>
IELTS<br />
<ul>
<li>AWL Builder</li>
<li>IELTS writing</li>
<li>IELTS Skills</li>
<li>Writefix</li>
</ul>
Tools / Utility apps<br />
<ul>
<li>TedEd</li>
<li>Knowmia Teach</li>
<li>Educreations</li>
<li>ShowMe</li>
<li>Explain Everything</li>
<li>Outline</li>
<li>Skitch</li>
<li>Side by Side</li>
</ul>
<span style="color: black;"><br /></span>
<span style="color: black;">What else should they have? (comment to suggest more apps please)</span><br />
<span style="color: black;"><br /></span>
<span style="color: black;">Rehab Rajab reviews a few apps and lists sources where she replenishes her information on the topic here:</span><br />
<span style="color: black;">http://plato.iat.ac.ae/edtech/blog/myfavoriteipadapps/</span><br />
<span style="color: black;"><br /></span>
<span style="color: black;">The apps she reviews are iMovie, Notability, Explain Everything, Socrative, Nearpod, QRafter, BookCreator, and ThinkLink, and these resources are copied from her post:</span><br />
<div style="background: rgb(255, 255, 255); border: none; clear: both; color: #141414; font-family: Helvetica, Arial, sans-serif; font-size: 14px; line-height: 23px; outline: none; padding: 12px 0px; vertical-align: baseline;">
There are plenty of websites that review Apps and sources to get information about new Apps and what teachers are doing with them, here are a few that I really like:</div>
<ul style="background: rgb(255, 255, 255); border: none; color: #141414; font-family: Helvetica, Arial, sans-serif; font-size: 14px; line-height: 23px; list-style-image: initial; list-style-position: inside; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;">
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://ipad4schools.org/" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">iPad Apps 4 Schools</a> blog</li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="https://twitter.com/hashtag/ipaded" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">#iPadEd</a> on Twitter</li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://appadvice.com/appnn" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">AppShopper</a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://ipadinsight.com/category/ipad-app-reviews/" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">iPadInsight</a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://www.educatorstechnology.com/2012/12/a-list-of-all-best-ipad-apps-teachers.html" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">Educational Technology and Mobile Learning Blog</a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://www.padgadget.com/ipad-apps-tracker/17/1/1/" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">PadGadget </a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://teachwithyouripad.wikispaces.com/home" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;" target="_blank">Teaching with your iPad </a>(Wiki)</li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://www.dummies.com/how-to/consumer-electronics/iPad/Using-iPad-in-the-Classroom.html" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">Using iPad in the Classroom</a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;">Free iPad Apps for Teachers - <a href="http://www.pinterest.com/medkharbach/free-ipad-apps-for-teachers/" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">Pinterest </a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://appsforclass.com/" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">Apps for Class</a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="http://www.ipadsforeducation.vic.edu.au/" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">iPads for Learning</a></li>
<li style="background: transparent; border: none; margin: 0px; outline: none; padding: 0px; vertical-align: baseline;"><a href="https://www.commonsensemedia.org/app-reviews" style="-webkit-transition: all 0.2s ease-in-out; background: transparent; border: none; color: #d36900; cursor: pointer; margin: 0px; outline: none; padding: 0px; text-decoration: none; transition: all 0.2s ease-in-out; vertical-align: baseline;">Common Sense Media</a></li>
</ul>
<br />
And Socrative, Kahoot, and FlipQuiz are reviewed here for their game components<br />
<a href="http://www.edudemic.com/gamify-your-classroom-2">http://www.edudemic.com/gamify-your-classroom-2</a><br />
<ul><ul>
</ul>
</ul>
</div>
</div>
Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com3tag:blogger.com,1999:blog-7148202257100876186.post-12170424839456825672012-12-03T08:00:00.001-08:002013-01-10T00:43:54.713-08:00Trace Effects: Gaming meets Pedagogy for ESOL<span style="font-family: inherit;"><iframe height="315" src="http://www.youtube.com/embed/U-luAE4p7cw" style="background-color: white; border-width: 0px; color: #444444; line-height: 19.5px; margin: 0px; padding: 0px; vertical-align: baseline;" width="560"></iframe>
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<span style="font-family: inherit;"><span style="font-size: small;"><span style="line-height: 19.5px;"><span style="color: #444444;"><br /></span></span></span>
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<span style="font-family: inherit;"><span style="background-color: white; color: #454545; line-height: 16px;">In thinking about ways to make learning more engaging for our students, I've been developing activities based on work on gamification by Graham Stanley and Kyle Mawer <</span><span style="color: #454545;"><span style="line-height: 16px;"><a href="http://kbzac.pbworks.com/w/page/60087189/samarost2">http://kbzac.pbworks.com/w/page/60087189/samarost2</a>></span></span><span style="background-color: white; color: #454545; line-height: 16px;"> and looking into ways of integrating <i>Minecraft </i>and <i>Second Life</i> into our curriculum, especially the former; e.g. <</span><span style="color: #454545;"><span style="line-height: 16px;"><a href="http://www.edutopia.org/blog/minecraft-in-classroom-andrew-miller">http://www.edutopia.org/blog/minecraft-in-classroom-andrew-miller</a>> and <<a href="http://primaryminecraft.com/ideas/literacy/">http://primaryminecraft.com/ideas/literacy/</a>>. And in one of these podcasts it's mentioned that ESOL teachers are predominant among educators using <i>Minecraft</i>:</span></span></span><br />
<ul>
<li><span style="color: #454545; font-family: inherit;"><i>Massively Minecraft</i>: <a href="http://socialmediaclassroom.com/host/MassivelyMinecraft/">http://socialmediaclassroom.com/host/MassivelyMinecraft/</a></span></li>
<li><span style="color: #454545; font-family: inherit;">Teachers Teaching Teachers #255 Exploring </span><i style="color: #454545; font-family: inherit;">Minecraft </i><span style="color: #454545; font-family: inherit;">w/ Jo Kay, Dean Groom, Bronwyn Stuckey, Joel Levin, and Chad Sansing 7.13.11: </span><a href="http://edtechtalk.com/node/5001" style="font-family: inherit;">http://edtechtalk.com/node/5001</a></li>
</ul>
<span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;">But these are hard sells. Colleagues can't always see the link between the game activity and the curriculum. It has been pointed out that those questioning the value of gaming sometimes ask, "But is it in the curriculum?" The short clever reposte is to flip that to, "Actually, the curriculum is in the game."</span><br />
<span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;"><br /></span>
<span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;">Recently the US Dept. of State has developed a game called <i>Trace Effects</i> where these linkages are much more obvious. I have known the prime developer, Rick Rosenberg, for some time, and I saw </span><span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;">him working on this when I attended the recent TESOL conference in Philadelphia, but after exploring the Ning set up to provide resources and develop community around the game, I realize that there is a prolific team effort behind this (e.g. Deborah Healey who was one of the scriptwriters, and Dawn Bilkowski who wrote the teachers' manual to include a rationale for gaming in language learning).</span><span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;"> From the seminars and teaching materials I realize that a course. or a good part of one, could be built around this from what is already online.</span><br />
<span style="color: #454545; font-family: inherit; line-height: 16px;"><br /></span>
<span style="color: #454545; font-family: inherit; line-height: 16px;">Unlike </span><i style="color: #454545; font-family: inherit; line-height: 16px;">Minecraft</i><span style="color: #454545; font-family: inherit; line-height: 16px;">, this game is free. Also unlike </span><i style="color: #454545; font-family: inherit; line-height: 16px;">Minecraft</i><span style="color: #454545; font-family: inherit; line-height: 16px;">, its online version can only be played in single player mode (though there are accompanying games that can be played against other players online). But the game does not require Internet; it can also be played via DVDs that can be obtained (also free) from US Embassies and consulates, as well as from Regional Language Officers and from American Corners abroad. </span><br />
<span style="font-family: inherit;"><span style="color: #454545;"><span style="line-height: 16px;"><br /></span></span></span>
<span style="color: #454545; line-height: 16px;">T</span><span style="background-color: white; color: #454545; line-height: 16px;">he game is a lot of fun to play. It has the immersive look and feel of <i>Second Life</i>, except that your avatar (Trace) can only jump and run, not fly.</span><span style="color: #454545; font-family: inherit; line-height: 16px;"> </span><span style="font-family: inherit;"><span style="background-color: white; color: #454545; line-height: 16px;">The game is played from the point of view of a future university student Trace who, on a tour of a science lab pushes one button too many on a time machine and ends up at the same location, but in the present time. You become Trace as he struggles to figure out what has happened to him and goes in search of people who can help him return to his own time zone. On the way he picks up certain powers (verbs) which can be used to activate the objects in his inventory. The game is a sharp departure from other video games in that there is no violence, and cooperation and helpful behavior are rewarded. The game teaches culture in the USA and helps build language that will help </span></span><span style="background-color: white; color: #454545; line-height: 16px;">students develop their emerging language skills and </span><span style="font-family: inherit;"><span style="background-color: white; color: #454545; line-height: 16px;">come to better understand the culture.</span></span><br />
<span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;"><br /></span>
<span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;">There is a Ning at </span><span style="color: #454545; font-family: inherit;"><span style="line-height: 16px;"><a href="http://traceeffects.ning.com/">http://traceeffects.ning.com/</a> with forums for discussion around the game and a repository of resources. Hopefully, this repository can become a clearinghouse for teachers worldwide who develop materials that can be used in teaching language using <i>Trace Effects</i>. </span></span><br />
<span style="color: #454545; font-family: inherit;"><span style="line-height: 16px;"><br /></span></span>
<span style="color: #454545; font-family: inherit;"><span style="line-height: 16px;">Teachers will want to join the Ning. It helps if you can provide the secret password divulged in the first seminar on <i>Trace Effects</i> given by Rick Rosenberg (something to do with the U.S. State Department publication, the <i>English Language Teaching Forum</i>). All seminars are recorded and their links are at the Ning: <a href="http://traceeffects.ning.com/page/webinar-materials">http://traceeffects.ning.com/page/webinar-materials</a>. The Ning provides a wealth of other materials including a page of 19 links to teacher resources, from manuals to extension activities and worksheets to games and scavenger hunts: <a href="http://traceeffects.ning.com/page/trace-effects-teacher-resources">http://traceeffects.ning.com/page/trace-effects-teacher-resources</a></span></span><span style="color: #454545; font-family: inherit; line-height: 16px;">. </span><br />
<span style="font-family: inherit;"><span style="color: #454545; line-height: 16px;"><br /></span></span>
<span style="font-family: inherit;"><span style="color: #454545; line-height: 16px;">If practical, it's best to access the game online through your (or your students') ID's and passwords. To find the game online, enter 'trace effects' into a search engine, or go directly to </span></span><span style="color: #454545;"><span style="line-height: 16px;"><a href="http://traceeffects.state.gov/">http://traceeffects.state.gov/</a></span></span><span style="color: #454545; font-family: inherit; line-height: 16px;">. Account creation is simple: just provide an email address (for password recovery), a user name, and a password. Game access is instantaneous, and subsequent logons will take you back to your last checkpoint, or accomplishment, in the game.</span><br />
<span style="color: #454545; font-family: inherit; line-height: 16px;"><br /></span>
<span style="color: #454545; font-family: inherit; line-height: 16px;">The only problem is the time it takes to download and install the Unity browser (or browser plugin) through which the game must be played. I reported trouble loading Unity into Chrome once, but I simply switched to IE and it worked fine, and I'm using it with Chrome now, and it's working fine. I spent a morning installing the Unity browser needed for game play to computers in our Independent Learning Center to get them ready for students. I found that installing from the DVD had no impact on the web browser, so if planning to play online, you need to install the Unity browser first. I found that this could take anywhere from 3 to 20 minutes first time. It says in the user manual that in order to install the browser you need to play through the opening sequence and get your avatar into the Quad of the university, and once there close the game. After this we were able to log on as other users and not be prompted to download the software. Sometimes it took just a minute or two for the game to ready itself for the new user, but one of my students came along and tried it, and though he was not prompted to download and install anything, his configuration routine still took almost 20 minutes. It might be good in this case to have the standalone version loaded in from the DVD so the students would have something to explore while waiting for their personal version of the game to load in.</span><br />
<span style="color: #454545; font-family: inherit; line-height: 16px;"><br /></span>
<span style="color: #454545; font-family: inherit; line-height: 16px;"><i>I'll provide more feedback here once we've learned more about how students and staff can most quickly install and access the game, and I'll report problems to look out for, but hopefully dwell mostly on success.</i></span><br />
<span style="color: #454545; font-family: inherit; line-height: 16px;"><i><br /></i></span>
<span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;">A lot of wo</span><span style="color: #454545; font-family: inherit; line-height: 16px;">rk has clearly gone into development, enough to impress colleagues. <i>Trace Effects</i></span><span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;"> looks like a well-conceived and highly validated entry into gaming that will pave the way for work with </span><i style="color: #454545; font-family: inherit; line-height: 16px;">Minecraft </i><span style="background-color: white; color: #454545; font-family: inherit; line-height: 16px;">and other interesting and challenging activities for young students, once their teachers come to better understand the power and potential of learning inherent in utilizing enjoyable games in the curriculum. Work with this game should help achieve a better understanding of that concept.</span><br />
<span style="background-color: white; color: #444444; font-family: inherit; line-height: 19.5px;"><br /></span>
<span style="background-color: white; color: #444444; font-family: inherit; line-height: 19.5px;">The Webinar recordings are an excellent resource for finding out more about the game and how to teach it. The webinar recordings are available here: </span><span style="color: #444444;"><span style="line-height: 19.5px;"><a href="http://traceeffects.ning.com/page/webinar-materials">http://traceeffects.ning.com/page/webinar-materials</a>. There are usually 3 recordings for each webinar in the series: (1) the dry run dress rehearsal produced by each speaker without audience interaction, (2) the first interactive recording, and (3) the second interactive recording. The webinars were normally given twice in one day several hours apart. The speakers are:</span></span><br />
<ul style="background-color: white; border: 0px; margin: 0px 0px 0px 3em; padding: 0px; vertical-align: baseline;">
<li style="border: 0px; color: #444444; font-style: inherit; line-height: 19.5px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">Introduction to Trace, Rick Rosenberg, Nov 20, 2012</span></li>
<li style="border: 0px; color: #444444; line-height: 19.5px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;"><span style="font-style: inherit;">Teaching with </span><i>Trace Effects</i><span style="font-style: inherit;">: Tips in the Teacher's Manual, Dawn Bikowski Dec 4, 2012 </span></span></li>
<li style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444;"><span style="line-height: 19.5px;">Extending Learning in <i>Trace Effects</i>: Practice Activities and Multi-player Games, Deborah Healey, Dec 18, 2012</span></span></li>
</ul>
<span style="color: #444444;"><span style="line-height: 19.5px;">The next webinars will be:</span></span><br />
<ul style="background-color: white; border: 0px; margin: 0px 0px 0px 3em; padding: 0px; vertical-align: baseline;">
<li style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444; line-height: 19.5px;">Webinar 4: Using <i>Trace Effects</i> Graphic Novels and Video in the Classroom</span></li>
<li style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444; line-height: 19.5px;">Webinar 5: How Do You Know What Works? </span></li>
<li style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444; line-height: 19.5px;">Webinar 6: Learning by Doing: Communicative Language Teaching with <i>Trace Effects</i></span></li>
<li style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444; line-height: 19.5px;">Webinar 7: <i>Trace Effects</i> and the TESOL Standards</span></li>
<li style="border: 0px; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444; line-height: 19.5px;">Webinar 8: Incorporating <i>Trace Effects</i> Teacher's Manual Activities into Lesson Plans</span></li>
<span style="color: #444444; font-family: inherit;"><span style="font-style: inherit; line-height: 19.5px;"> </span></span></ul>
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<div style="border: 0px; line-height: 19.5px; padding: 0px; vertical-align: baseline;">
<span style="font-family: inherit;">More information is available</span></div>
<ul style="border: 0px; line-height: 19.5px; margin: 0px 0px 0px 3em; padding: 0px; vertical-align: baseline;">
<li style="border: 0px; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">under the Webinar Information section<br /><a href="http://traceeffects.ning.com/events/trace-effects-teacher-training-webinar-1" style="border: 0px; color: #114488; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://traceeffects.ning.com/events/trace-effects-teacher-training-webinar-1</a> </span></li>
<li style="border: 0px; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="font-family: inherit;">and at the Dept of State website: <a href="http://americanenglish.state.gov/trace-effects" style="border: 0px; color: #114488; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://americanenglish.state.gov/trace-effects</a> </span></li>
</ul>
</div>
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<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">This post will likely be updated as we learn more, so stay tuned. </span></div>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com3tag:blogger.com,1999:blog-7148202257100876186.post-59964029560676306772012-11-27T07:31:00.000-08:002013-04-12T07:35:54.473-07:00Seeking QIS<br />
<div style="font-family: Arial, Helvetica, sans-serif; font-size: 13px;">
In November 2012 I started a blog for teachers at KBZAC at Posterous. <span style="font-size: 13px;">My purpose in creating this post was to show some interesting affordances of Posterous. However, as of April 30 Posterous ceases to be. So I moved the post to Blogger, but have lost the affordances.</span></div>
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<div style="font-family: Arial, Helvetica, sans-serif; font-size: 13px;">
What Posterous did really well, was when used in conjunction with Jing. Jing gives you the option of capturing screenshots and videos and sharing them online. This gives each a URL. When you type this URL into a Posterous blog it displays the image which the link points to. This cuts out many steps in creating tutorials.</div>
<div style="font-family: Arial, Helvetica, sans-serif; font-size: 13px;">
Formerly the steps might go like this: use PrintScreen to capture. Paste that to PAINT. Save that as a JPG on your computer. Open a web space (like Posterous). Insert the JPG where you want it to go.</div>
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Many steps can be cut out with other screen capture software like Snaggit or Windows' own Snipping Tool. Some of these may or may not allow you to annotate the capture (Jing allows that). Normally these other software tools save directly to computer, cutting out the paste-to-PAINT step. But they do not normally provide a one-click URL that Posterous can read as an image.</div>
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<span style="font-size: 13px;">In the Posterous post, all the images at the URLs listed here displayed. In this post they will display if you click on the links, or if I click on the links and use save image as to get them on my computer, and then load them into this blog post. This is probably not worth doing since this exercises was never followed up on, and I am only saving the post here to avoid losing it entirely when Posterous closes down.</span></div>
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The report below is as far as I got with the process in Nov 2012. <span style="font-size: 13px;">This is what we were looking for, the QIS site on the HCT Portal</span></div>
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We tried this:</div>
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<li><span style="font-family: inherit; font-size: x-small;">We logged on to the portal, went to Academic Services, and from there to Institutional Effectiveness and Accreditation (IEA) - <a href="http://screencast.com/t/gYvkA1kAS">http://screencast.com/t/gYvkA1kAS</a></span></li>
<li><span style="font-family: inherit; font-size: x-small;">From IEA we browsed to the application, QIS - <a href="http://screencast.com/t/7ESiXPx6">http://screencast.com/t/7ESiXPx6</a></span></li>
<li><span style="font-family: inherit; font-size: x-small;">At QIS we clicked on Support - <a href="http://screencast.com/t/Qf54bgROq7f">http://screencast.com/t/Qf54bgROq7f</a></span></li>
<li><span style="font-family: inherit; font-size: x-small;">Under Support we found an ASPIRA folder - <a href="http://screencast.com/t/Hq7AEXs8">http://screencast.com/t/Hq7AEXs8</a></span></li>
<li><span style="font-family: inherit; font-size: x-small;">Under both Support and in the Aspira folder we found a link with a logo similar to the one we were looking for ... <a href="http://screencast.com/t/PFzQXsb4">http://screencast.com/t/PFzQXsb4</a></span></li>
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When we clicked on that we got a Server Error</div>
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When we find out how to do this correctly, we can use this technique, and perhaps some of what we have here already to create accurate tutorials.</div>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-65809722645891753082012-11-22T03:14:00.001-08:002012-11-22T03:14:45.893-08:00YouTube and ProProfs: Can we reach students where they live online?If you take this quiz it will send your responses to Vance's ProProfs account.<br />
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I consider my work to be OER (open educational resources) and if you think this might be useful you are welcome to copy it or any part of it to your own ProProf's account, or leave a comment regarding any other online tool that you think will do the job equally well or better.<br />
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<iframe name='proprofs' id='proprofs' height='501' width='440' frameborder=0 marginwidth=0 marginheight=0 src='http://www.proprofs.com/quiz-school/widget/v3/?id=439478&bgcolor=ffffff&fcolor=000000&tcolor=000000&w=420&h=295&ff=1&fs=medium&pplink=1&socialmedia=0&embedlink=1&showpage=1&btncolor=000000'></iframe><div style='font-size:10px; font-family:Arial, Helvetica, sans-serif; color:#000;'><a href='http://www.proprofs.com/quiz-school/story.php?title=todays-youtube' target='_blank' title='Today s YouTube: 10 Questions'>Today s YouTube: 10 Questions</a> » <a href='http://www.proprofs.com/quiz-school/' title='online quizzes' target='_blank'>online quizzes</a></div>Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-28036208996479090062012-11-18T03:08:00.001-08:002012-11-18T03:37:26.249-08:00Learning Vocabulary in an Independent Learning CenterI'm tasked today with thinking how ILC ( Independent Learning Center) activities can be developed to improve reading skills. The textbook <i>Reading Explorer</i> is being used with the students we are teaching, and the text itself appears authentic, based as it is on <i>National Geographic</i> articles and pictures. Certainly many readers of this blog will relate to childhoods growing up in anticipation of the newest <i>National Geographic</i> to appear in the mailbox, to be paged through by kids first for the provocative photos, and if interest was sufficiently piqued, for background reading of the text. Many of this generation have boxes of old <i>National Geographic</i>s stored in an attic somewhere, and with all the moving house my wife and I have done, our <i>National Geographic</i>s have followed us.<br />
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One of the great attractions of living in the UAE is relative ease of travel in the region and farther afield. The geographic orientation of <i>Reading Explorer</i> should play nicely on this propensity of Emiratis and expats alike to travel. I can imagine using Google Earth and Google maps to have students plan trips to some of the places mentioned in the readings. What if you wanted to visit Machu Pichu, or Orangatuns in Borneo, or the caves in Oman (whose counterpart cave chambers can also be reached in Mulu just south of Brunai in Borneo)? Google Earth will fly you there, and there are innumerable web resources to help students envisage travel to any part of the world. Each section in <i>Reading Explorer </i>could have a different student give a presentation on a real or imagined trip. An ebook could be created in one of any number of spaces online, to be utilized and improved on by current and subsequent students.<br />
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<b>Should IELTS be taught with or without activating schema?</b><br />
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In my last posting, I would sometimes get into discussions with colleagues whether when teaching IELTS preparation it was best to try and replicate the experience for students or to stimulate their schemas beforehand. The colleagues with whom I would have this discussion would hit their students with a reading out of the blue, have them take the practice tests on topics in which they might have little interest and which were often beyond their comprehension, and rely for support on a lesson on debriefing at the end what went wrong. My approach was different. I would spend a class in advance in which we would Google the topic and find information and then have them take the test, with subsequent debrief. I was told that by interjecting prior knowledge and understanding of the topic, I was compromising the experience with an opportunity that the students wouldn't actually be given to prepare the material in advance. I felt that at the preparation stage this would help the students to better envisage the task even if they would have to leave that step out when they actually took the test.<br />
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Besides activating all available schema on reading topics, I think it is important that students read not only what they are assigned to read, but also that they read for enjoyment, out of their own interest. <br />
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<b>Task-based work in ILC and student accountability for independent learning there</b><br />
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For students to work on their own interests in an ILC setting, each student must be accountable for making progress toward the agreed upon goal. What I am picturing here is a program in the ILC where students are responsible for ticking off items in their portfolio. That is each student must submit certain deliverables and budget time in the ILC accordingly. The process starts with all students signing a EULA, or end-user license agreement, wherein all parties agree to what is acceptable behavior in an ILC and where the line is for unacceptable behavior. This agreement would acknowledge for all concerned the reason that the ILC has been established for the students, and give the parameters they must meet in order to maintain their privilege of using it.<br />
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After that, we specify various categories of deliverables the students are expected to produce. This would be agreed-upon evidence of performance in areas such as:<br />
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<li>Project work; for example given a set of readings for a term, students are assigned to one location which they must explain to the others, how they would reach there, what they would find on arrival (attractions besides the ones described in the book). Ideally students would make their presentations at the outset of the KWL approach to the reading for that unit, the K part, or prior knowledge or schema part).</li>
<li>Completion of activities associated with the reading that should be set by the teachers of a course for the given readings; this could involved work with online exercises, or critiques of films associate with the readings, or with recommendations and critiques of supplementary multimodal artifacts online, such as YouTube videos, or other visualizations of the material.</li>
<li>Evidence of free-reading, such as book reports, exercises completed on graded readers; e.g. evidence of reading on a vocational topic, either publications in print or online.</li>
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<b>Learning vocabulary through text analysis</b><br />
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Vocabulary is an important focus of <i>Reading Explorer</i>. Specifically, this entails work with word <b>links </b>(roots, prefixes, and suffixes), <b>partnerships </b>(collocations and phrases), and <b>usage</b>.</div>
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One important aspect of vocabulary development is student ownership of the words, and for this reason, students are encouraged to keep lists of new words they encounter with examples of word links, partnership, and usage. I used to share ideas, and an office in Oman, with Tom Cobb who was working at the time on sets of hypercard stacks that he eventually developed into the Compleat Lexical Tutor (<a href="http://lextutor.ca/">http://lextutor.ca</a>). This is a comprehensive set of word exploration tools that can enable student learning through exploration of the aforementioned features and interrelationships among words.</div>
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Tom and I were working at the time with concordancing in the SRC (student resource center) at SQU (Sultan Qaboos University) in Muscat. I developed a technique which I suggested as a replacement to gap fills whereby bundles of 4 or 5 instances of concordance output were presented for a set of words, and in each bundle the word concordanced was blanked. The task for students was, rather than find the word from the list that fit any given blank in a passage of continuous prose, find the word from the list that fit the 4 or 5 contexts in each bundle. I argued through research that this was a more doable and authentic task for students than gap fill exercises sometimes quickly contrived by language teachers to help students with vocabulary (Stevens, 1991).<br />
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<b>Learning vocabulary through experimentation with concordancing</b><br />
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KWIC concordances can be used to identify collocations. KWIC means 'key word in context'. It's the kind of concordance output that can be sorted so that words left or right of the 'key word' (i.e. word or string being concordanced) can be sorted on and identified. Sometimes much can be learned from playing with this feature, but this can also be limited by the corpus of text used.</div>
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It is possible to purchase concordance programs and to either tap into existing corpora or to accumulate one's own. Brown and LOB are two well-known corpora of over a million words each; whereas the more specific the corpus is, the fewer words, and the more limited its output. For example, at SQU we in the language department requested and accumulated texts being written by science professors for our students. Although this work predated the open movement, as in OER (open educatational resources) we did 'share' materials, and I was surprised to hear Michael Barlow reference our corpus in a presentation he gave on text analysis at a TESOL conference only a few years ago. This relatively limited text base allowed us to create language learning materials for our students, and also produced some surprises, such as where a word that might be introduced in a subject matter text as being important, in fact appeared only once in the entire corpus.</div>
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Here is a sampling of corpora available through Tom Cobb's Compleat Lexical Tutor:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyWXZc8A_AapknJXkD9XQ47mtQLTJ7HXgx73OHWFS5b4D1yH1wNOuJDmL_fyZndUIglGWywIaHt3olBORhAe7kNccZyuPuDPyxEhteXAG-eoP0eZnRNGBfz4lwb5dgYsEroVDKiy9MRLU/s1600/2012-11-18_1259corpusconcordenglish.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyWXZc8A_AapknJXkD9XQ47mtQLTJ7HXgx73OHWFS5b4D1yH1wNOuJDmL_fyZndUIglGWywIaHt3olBORhAe7kNccZyuPuDPyxEhteXAG-eoP0eZnRNGBfz4lwb5dgYsEroVDKiy9MRLU/s640/2012-11-18_1259corpusconcordenglish.png" width="640" /></a></div>
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There has been a lot written and researched on using concordancing in ESOL. Nik Peachey has an article online, for example (2005). I have a page on text analysis that I have not maintained all that strongly (<a href="http://vancestevens.com/textanal.htm">http://vancestevens.com/textanal.htm</a>, last updated in 2007), but I have accumulated more recent links in my Delicious account, here: <a href="http://delicious.com/tag/concordancer">http://delicious.com/tag/concordancer</a>. </div>
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My Delicious links point to PIE (<a href="http://phrasesinenglish.org/">http://phrasesinenglish.org/</a>) which searches the BNC (British National Corpus of over 100 million words). PIE pulls random hits from the BNC and displays them in the context in which they appear. This gives a good overview of word usage, but because this is not KWIC it is not possible to easily find productive collocations. There are other tools available for querying BNC, available from <a href="http://ucrel.lancs.ac.uk/tools.html">http://ucrel.lancs.ac.uk/tools.html</a>, and pointed to via the UCREL site here: <a href="http://bncweb.info/">http://bncweb.info/</a>.</div>
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Just the Word (<a href="http://www.just-the-word.com/">http://www.just-the-word.com/</a>) is such a tool, and appears utilitarian in that it pulls out many collocations in its primary analysis (there is even a tool here to view the results in Wordle). For example, here are an analysis of collocations on the word "familiar" and an alternative visualization in Wordle:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwv8OzChpv3PogGyEslocfLjJOOrHH-YoUuQGTN4j6vCgS6IaZF2KtM4u6dNLNXtyoTwzly-D6afmItdXwdEmZzmS0LffN8f44huVRGuRHhiotWBK8buj1dG_LPAvhyphenhyphenB5w9_N-Maq0l6g/s1600/2012-11-18_1329jtwfamiliar.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwv8OzChpv3PogGyEslocfLjJOOrHH-YoUuQGTN4j6vCgS6IaZF2KtM4u6dNLNXtyoTwzly-D6afmItdXwdEmZzmS0LffN8f44huVRGuRHhiotWBK8buj1dG_LPAvhyphenhyphenB5w9_N-Maq0l6g/s320/2012-11-18_1329jtwfamiliar.png" width="255" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic_cjLmedArc9my0v_kOpqT35pd74k7UYjLGdutXyCosYdO1-6HS_V8IIPCewGxYF8Ds2fokeh-87-A9shk2sIi9HD7aYlS_n34wImWX8BT8r4tveFVjUg9Ga81CBWVNSy404jXPlr4kw/s1600/2012-11-18_1328familiarwordle.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEic_cjLmedArc9my0v_kOpqT35pd74k7UYjLGdutXyCosYdO1-6HS_V8IIPCewGxYF8Ds2fokeh-87-A9shk2sIi9HD7aYlS_n34wImWX8BT8r4tveFVjUg9Ga81CBWVNSy404jXPlr4kw/s320/2012-11-18_1328familiarwordle.png" width="320" /></a></div>
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In these examples I'm wondering what happened to the expected "familiar with" but we might have to learn more about how the "clusters" work. There is also a cousin to Wordle available online, possibly worth checking for any useful affordances: Concordle, <a href="http://folk.uib.no/nfylk/concordle/">http://folk.uib.no/nfylk/concordle/</a>.</div>
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There are also concordance programs that can be downloaded for free and run locally. One is Laurence Anthony's AntConc (<a href="http://www.antlab.sci.waseda.ac.jp/software.html">http://www.antlab.sci.waseda.ac.jp/software.html</a>) and another is TextSTAT (Simple Text Analysis Tool) from the Frei Universitat Berlin, <a href="http://neon.niederlandistik.fu-berlin.de/en/textstat/">http://neon.niederlandistik.fu-berlin.de/en/textstat/</a>. Both of these programs come as exe files that run as-is, without installation on users' computers. The big catch is that both require users to provide their own corpora. TextSTAT allows users to pull one in off the Internet. Note in the screen shot that you have the option to send the spider out for text on just one page, or several pages (I think this means from one or more levels of hyperlinks), or from the entire domain or server. This could result in quite a lot of text if not used judiciously (although in the end, lots of <i>relevant </i>text is what you want).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI96w_kTJr2b5fUR3HFJdLLWl7xHpZtgsZ4tcTrfRnb102EUPHnhRohpPhyphenhyphenBXrxZWZgGYB74_9sj3NkGlPV0gJKGOOt0q1eJHph-FBvNwJCBa3Mvdn3Xoh65xjC0qaW_Ud0YhPFOm96Jg/s1600/2012-11-18_1348textstat.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="404" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhI96w_kTJr2b5fUR3HFJdLLWl7xHpZtgsZ4tcTrfRnb102EUPHnhRohpPhyphenhyphenBXrxZWZgGYB74_9sj3NkGlPV0gJKGOOt0q1eJHph-FBvNwJCBa3Mvdn3Xoh65xjC0qaW_Ud0YhPFOm96Jg/s640/2012-11-18_1348textstat.png" width="640" /></a></div>
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<b>What to do about "the big catch" - assembling or finding a corpus</b><br />
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One obvious source of text is the Internet itself. Yet another online concordancer with big promises in this regard is <a href="http://www.webcorp.org.uk/live/">http://www.webcorp.org.uk/live/</a>, which "lets you access the Web as a corpus - a large collection of texts from which examples of real language use can be extracted." Inputting my test strings 'familar' and 'extreme' here produced surprisingly no results (I even tried the word Google using a Google dbase, no hits). However, I had better luck when I signed up (free) to use the Webcorp linguists tool at <a href="http://wse1.webcorp.org.uk/">http://wse1.webcorp.org.uk/</a>. Still I didn't see how to sort the output for 'familiar' on collocates to the right, but the pattern 'familiar with' at least appeared to dominate the results.</div>
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On the other hand I found Mark Davies's collections of corpora assembled at BYU, <a href="http://view.byu.edu/">http://view.byu.edu/</a>. You chose a corpus, enter it, and the put in your search term, and it extracts the data. Again I was unable to sort for collocates on the "familiar" search term, but the databases available seem extensive here.</div>
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<b>Where to from here?</b><br />
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I found more programs available; e.g.</div>
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<li><a href="http://www.textworld.com/">http://www.textworld.com/</a> - Lets you download the SCP (Simple Concordance Program) and run it on your computer, on your corpus</li>
<li>Another concordancer that doesn't look at first glance intuitively easy to use is <a href="http://nav.stringnet.org/">http://nav.stringnet.org/</a></li>
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I was looking today for an ideal tool that would be freely available online, either web based or running from exe files on a local computer, but that would point to a ready-made corpus, or one compiled at a click from Web URLs, AND that would do some of the common text analysis features of commercial programs, most usefully giving simple searches alphabetically on words immediately left and right of the KWIC. I found a number of candidates meeting one or more of these criteria, but no one-stop shop for what I was looking for.</div>
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When I get more time I might look more closely at </div>
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<li><a href="http://lextutor.ca/">http://lextutor.ca</a> - there might be a tool in there close to what I am looking for</li>
<li>TextSTAT, to see how it compiles corpora from Web resources</li>
<li> Mark Davies's collection of resources at BYU, <a href="http://view.byu.edu/">http://view.byu.edu/</a></li>
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<b>References</b></div>
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Peachey, Nik. (2005). Concordancers in ELT. <i>British Council BBC Teaching English</i>. Available: <a href="http://www.teachingenglish.org.uk/articles/concordancers-elt">http://www.teachingenglish.org.uk/articles/concordancers-elt</a>.</div>
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Stevens, Vance. (1991). Concordance-based vocabulary exercises: A viable alternative to gap-fillers. In Johns, Tim, and Philip King (Eds.). English Language Research Journal, Vol. 4, University of Birmingham, pp. 47-61. Available: <a href="http://vancestevens.com/papers/1991_johns_king/vocabex91.htm">http://vancestevens.com/papers/1991_johns_king/vocabex91.htm</a></div>
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<br />Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com1tag:blogger.com,1999:blog-7148202257100876186.post-3824075081730937232012-11-09T08:48:00.003-08:002015-04-01T09:06:39.907-07:00Online tools for creating engaging activities for studentsSomeone asked on a list I follow if there were more updated tools for creating activities for learners online apart from old standby programs like Quia and Hot Potatoes. From this posting<br />
<a href="http://groups.yahoo.com/group/evonline2002_webheads/message/29761">http://groups.yahoo.com/group/evonline2002_webheads/message/29761</a> there ensued a lively discussion, pointing to some creative online possibilities. This posting has evolved from the original discussion but those evolutions have been fed back to the original thread.<br />
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Compiling this list of tools was only the first step. Now I am in the process of trying out and evaluating these tools. One particular need we have in our context is to find tools that will feed back to teachers what the students are doing during class-time in ILC and one-to-one (each student has a laptop or iPad) environments. As I identify such tools, I'm bringing them to the top of the listing below (some of the other tools might do this, we just haven't identified them yet).<br />
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<b><span style="font-size: large;">Quiz, exercise, and polling tools that provide feedback to teachers</span></b><br />
<b><span style="font-size: large;"><br /></span></b>
<b>LearnClick</b><br />
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<a href="http://learnclick.com/">http://learnclick.com</a> - recommended by Nik Peachey and Larry Ferlazzo, the free trial is for only 7 days, it's $15 a year if you want to just make quizzes, and a pro subscription only a whopping $25 to get the basic features plus ability to collect statistics and grades. The site is plain, but it's easy to create quizzes here, and if you want feedback on your students, LearnClick will generate user names and passwords for them (doesn't need their emails), you can assign them to take your assessments, and you'll get a report back something like this:<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOkBGsFAdC7voWmtq59Nk0CPoIqRlchFmWavZ4C5q4teFiO5TiNb0kNEXv2B8cbwQRDWXjx_9KNpmv8a45GllxhO_jg53sc-bMnyReFMeBXephC79ya5B4ATDp1EvKAXPTNTgVX_RwupE/s1600/2012-11-19_1719learnclick.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOkBGsFAdC7voWmtq59Nk0CPoIqRlchFmWavZ4C5q4teFiO5TiNb0kNEXv2B8cbwQRDWXjx_9KNpmv8a45GllxhO_jg53sc-bMnyReFMeBXephC79ya5B4ATDp1EvKAXPTNTgVX_RwupE/s320/2012-11-19_1719learnclick.png" height="83" width="320" /></a><br />
LearningClick lets you make multiple choice quizzes or polls, as well as gapped exercises that work off texts that you supply.<br />
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<b>Socrative</b></div>
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<b><br /></b><a href="http://www.socrative.com/"><span style="font-family: inherit;">http://www.socrative.com/</span></a><span style="color: black; font-family: inherit; font-size: small;"><span style="font-family: inherit;"> - allows teachers to create quizzes and polls which students can answer at their own computers and mobile devices (see review, </span></span><a href="http://tips2012.edublogs.org/2012/01/31/ipad-app-guide-10-socrative/">http://tips2012.edublogs.org/2012/01/31/ipad-app-guide-10-socrative/</a>)<span style="font-family: inherit;">. The teacher logs on to the site and opens a room which has a number. The students visit the student interface </span><a href="http://m.socrative.com/" style="font-family: inherit;">http://m.socrative.com</a><span style="font-family: inherit;"> and put in the number, then JOIN the room. </span><br />
<span style="color: black; font-family: inherit; font-size: small;"><span style="font-family: inherit;"><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0NVyfnxcX2xLseehks0k9rOsoSMnKx4Y2qfbyoQcJlVbH9bgrf81kc5uA30ZawFgCYZX6hWeLa2-fY6sByp3UsusEVIwCBbDWR4jOto-dri_JcO1dFAq4U8z3G29ekKElMsQ0C6SzzWg/s1600/2012-11-20_1344m.socrative.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0NVyfnxcX2xLseehks0k9rOsoSMnKx4Y2qfbyoQcJlVbH9bgrf81kc5uA30ZawFgCYZX6hWeLa2-fY6sByp3UsusEVIwCBbDWR4jOto-dri_JcO1dFAq4U8z3G29ekKElMsQ0C6SzzWg/s400/2012-11-20_1344m.socrative.png" height="145" width="400" /></a><br /><br />At his or her end the teacher activates exercises which the students can take. Students are asked their names and a report with those names is emailed to the teacher when the teacher requests it, in the form of an Excel (or Google Docs) spreadsheet.</span></span></div>
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<span style="color: black; font-family: inherit; font-size: small;"><span style="font-family: inherit;"><br /></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zKyNdluUW59Pe_T1n8uJM-HhdbUZ2lU82xdIjj3DnIn-o7GV4j01jf4TWDCc4AMnGKYuKzzYv1McTUgN0_s3Dn4lc-71yYoQDX7RXPTaw-rKsQDyh7tCQOpHisb1VdMqxgdSqjFdywY/s1600/2012-11-20_1337socrativeresults.png" imageanchor="1" style="background-color: white; clear: left; font-family: inherit; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zKyNdluUW59Pe_T1n8uJM-HhdbUZ2lU82xdIjj3DnIn-o7GV4j01jf4TWDCc4AMnGKYuKzzYv1McTUgN0_s3Dn4lc-71yYoQDX7RXPTaw-rKsQDyh7tCQOpHisb1VdMqxgdSqjFdywY/s640/2012-11-20_1337socrativeresults.png" height="105" width="640" /></a></div>
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<b>Kubbu</b><br />
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This one looks promising, at <a href="http://kubbu.com/">http://kubbu.com</a><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpTZpQ1sDoX83xMgmQg7sr1j_Mw-EPQWuI2WnmXXxut3ItTL67J3lUo9g379TFAuygeragWef6oX4WEyruSOWMxN-WUrxiwhMXzIXKQD1clqe-j-2ndll5oGEMqRW4sOzCWrlHXrVAzyI/s1600/2013-02-10_0822kubbu.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpTZpQ1sDoX83xMgmQg7sr1j_Mw-EPQWuI2WnmXXxut3ItTL67J3lUo9g379TFAuygeragWef6oX4WEyruSOWMxN-WUrxiwhMXzIXKQD1clqe-j-2ndll5oGEMqRW4sOzCWrlHXrVAzyI/s1600/2013-02-10_0822kubbu.png" height="416" width="640" /></a></div>
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Here's the catch:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7CSq3fgBvO1fU7WEdPguT8SUM-i3pkYz9of-2R1xp2T8EZk0NQCV_sMUXTis4v1rD8-RKC89-qXHtJYLScDvvUZ8pbhYDChGYXXOqWijh5ItiQyP8YImu8c7o6vmZzE2L_u-L1JwlOJg/s1600/2013-02-10_0828kubbucatch.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7CSq3fgBvO1fU7WEdPguT8SUM-i3pkYz9of-2R1xp2T8EZk0NQCV_sMUXTis4v1rD8-RKC89-qXHtJYLScDvvUZ8pbhYDChGYXXOqWijh5ItiQyP8YImu8c7o6vmZzE2L_u-L1JwlOJg/s1600/2013-02-10_0828kubbucatch.png" height="222" width="400" /></a></div>
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<b>ProProfs</b><br />
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<span style="color: #222222; font-family: inherit;"><a href="http://www.proprofs.com/">http://www.proprofs.com/</a> - The site has been reviewed by Mike Marzio on his Real English blog: </span><a href="http://the-original-real-english.blogspot.fr/2012/11/proprofs-ideal-quiz-maker.html">http://the-original-real-english.blogspot.fr/2012/11/proprofs-ideal-quiz-maker.html</a><span style="background-color: white; color: #222222;">. He says in his comment (below) that "this site has it all" so certainly worth checking out ...</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheviOAxbnaPpxhTA_ytr9KjWR4rqKYWjX5dCP2Dp9ecdC7WnVMvSz0creICCiRv6G_3hgCOV8A_xdqQo9eToCedzYXsRu1z10X0VJAZrTyN6ulkN-HsSD7H4rUmwrCLGswuKng_sV2F-M/s1600/2012-11-10_2006proprofs.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheviOAxbnaPpxhTA_ytr9KjWR4rqKYWjX5dCP2Dp9ecdC7WnVMvSz0creICCiRv6G_3hgCOV8A_xdqQo9eToCedzYXsRu1z10X0VJAZrTyN6ulkN-HsSD7H4rUmwrCLGswuKng_sV2F-M/s640/2012-11-10_2006proprofs.png" height="249" width="640" /></a><br />
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Here is a quiz created in ProProfs (<i>go ahead, try it out</i>):<br />
<a href="http://www.proprofs.com/quiz-school/story.php?title=how-well-do-you-know-proprofs_2">http://www.proprofs.com/quiz-school/story.php?title=how-well-do-you-know-proprofs_2</a><br />
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On completion, students are awarded certificates, which can be printed or downloaded in PDF format and emailed to the teacher:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxWExWetSlqZPWILSRQzm4oGkL0TnU6TIIwJnA7JO_rM2F1c7kcgMc4-sjDfbxsi-yti0cMoUw04VSxPCSLtM4Ez3Q_47RkWbivhid2h_Momb-pQGu-Di34BOkE2fvMo8bAElCt6cHm_k/s1600/2012-11-20_1139MyProfcertificate.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxWExWetSlqZPWILSRQzm4oGkL0TnU6TIIwJnA7JO_rM2F1c7kcgMc4-sjDfbxsi-yti0cMoUw04VSxPCSLtM4Ez3Q_47RkWbivhid2h_Momb-pQGu-Di34BOkE2fvMo8bAElCt6cHm_k/s400/2012-11-20_1139MyProfcertificate.png" height="278" width="400" /></a></div>
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But the teacher also gets a report (available via login to the site) that looks like this:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhYihHOa9JRLV8NEeUqdguIA-O-F02pHJcRltPMwjHzwjJ7TW3iQrSEoIBgagtCvcfu4VsdhyphenhyphenXIg3U3As-m46AzwPwhlp0TRp1SgtulDgQEAyNrK8HLn8UM78bKtjdPvbWtpabkT0nGoc/s1600/2012-11-20_1141MyProfsReport.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhYihHOa9JRLV8NEeUqdguIA-O-F02pHJcRltPMwjHzwjJ7TW3iQrSEoIBgagtCvcfu4VsdhyphenhyphenXIg3U3As-m46AzwPwhlp0TRp1SgtulDgQEAyNrK8HLn8UM78bKtjdPvbWtpabkT0nGoc/s400/2012-11-20_1141MyProfsReport.png" height="201" width="400" /></a></div>
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<div style="color: black;">
<b>A serious caveat: So <i>that's</i> why the call it PRO profs</b><br />
This just in from the ProProfs team, free version not very useful for classes larger than 10<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtmXTjnumHbGqbtyh0G0XNWC7I6R-MVFUPaoQ7sSigVEIVpE3DHFDBlF-yIRvwhIw3COiFxZwa4RmHGv-IPzJ7ca9Ursxct7RGHuTUdli4GWDz8K-skhve4V2IGdia5DTusgaI5KPy2os/s1600/2012-11-28_0925proprofs.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtmXTjnumHbGqbtyh0G0XNWC7I6R-MVFUPaoQ7sSigVEIVpE3DHFDBlF-yIRvwhIw3COiFxZwa4RmHGv-IPzJ7ca9Ursxct7RGHuTUdli4GWDz8K-skhve4V2IGdia5DTusgaI5KPy2os/s1600/2012-11-28_0925proprofs.png" height="286" width="640" /></a></div>
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<b>And it gets worse ...</b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxW-haAKwQVbs4sqt3AKBrxCgPJ0aXKwB4YlSLFeCqaGNgSXTfeLBUUOD2tFUZNRC77ySx8R6aDYyav_OXR2qqaNJjSmX6LDNdNYEYaNnLPNuAPuIRtj9mdfiRFV-7y8KyPIaCWxgA8Nw/s1600/2012-11-28_0934upgrade.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxW-haAKwQVbs4sqt3AKBrxCgPJ0aXKwB4YlSLFeCqaGNgSXTfeLBUUOD2tFUZNRC77ySx8R6aDYyav_OXR2qqaNJjSmX6LDNdNYEYaNnLPNuAPuIRtj9mdfiRFV-7y8KyPIaCWxgA8Nw/s1600/2012-11-28_0934upgrade.png" height="334" width="640" /></a></div>
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<b><span style="font-size: large;">Tools that will create exercises based on texts supplied</span></b></div>
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<span style="color: black;"></span>
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<b>Textivate</b></span></div>
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<a href="http://www.textivate.com/">http://www.textivate.com/</a> - creates a large variety of<span style="color: black;"> text-manipulation exercises from texts you provide. The site is free and allows uploads of texts that can be stored and tagged on the site, then shared via a URL such as this one: </span><a href="http://www.textivate.com/5ydjn1">http://www.textivate.com/5ydjn1</a><span style="color: black;">. </span></div>
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<span style="color: black;"><br /></span></div>
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<span style="color: black;">Textivate is made by a company that created Task Magic, which seems to be the site's money spinner: </span><a href="http://www.mdlsoft.co.uk/index.html">http://www.mdlsoft.co.uk/index.html</a><span style="color: black;">. This site allows creation of a range of exercises via a tool that you must install to your computer. You can run it on a 1-month trial and after that prices range from $185 single user to $335 for ten users, and almost $600 for a school site license, so not in everyone's budget.</span><br />
<span style="color: black;"><br /></span>
<span style="color: black;"><b>LearningApps</b></span><br />
<span style="color: black;"><br /></span>
<span style="color: black;">Lets you create numerous kinds of simple exercises and share them and access those of others at </span><a href="http://learningapps.org/">http://learningapps.org/</a>. Activities include apps for making<br />
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<ul>
<li>matching pairs and matching pairs on images</li>
<li>matching grid and matrix</li>
<li>pair game</li>
<li>number line</li>
<li>sequence and order</li>
<li>cloze test</li>
<li>crossword</li>
<li>fill table</li>
<li>hangman</li>
<li>quiz with text input</li>
<li>guess</li>
<li>horse racing</li>
<li>multi-user quiz</li>
<li>order challenge</li>
<li>where is what?</li>
<li>App matrix</li>
<li>Audio / video with notices</li>
<li>collaborative calendar</li>
<li>chat for your website</li>
<li>Mindmap</li>
<li>Notebook</li>
<li>Pinboard </li>
<li>Etherpad</li>
</ul>
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This was recommended by colleagues at BaW (Becoming a Webhead). They list other computer-based exercise creation tools here:<br />
<a href="http://baw2013.pbworks.com/w/page/60021036/Week4">http://baw2013.pbworks.com/w/page/60021036/Week4</a><br />
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<b>Others</b><br />
<ul>
<li style="color: black;">LearnClick, mentioned above</li>
<li>Triptico, suggested by Phil Oxtoby, has some activities where you supply text. From its web site at <a href="http://www.triptico.co.uk/">http://www.triptico.co.uk/</a>, "Triptico's desktop app contains over twenty interactive, fully-customisable resources for you to use in your classroom... and it's completely free!"</li>
<li>Phil O also uses Dragster from <a href="http://www.webducate.net/">http://www.webducate.net/</a>. Dragster 2 is free though you have to register with the site to store your resources and download the tool to your computer to create them.</li>
</ul>
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<b style="color: black;"><span style="font-size: large;">Tools we have yet to evaluate</span></b></div>
<ul>
<li><a href="http://www.cict.co.uk/textoys/index.php">http://www.cict.co.uk/textoys/index.php</a> - Just adding items at the top here</li>
<li style="color: black;"><a href="http://quizlet.com/">http://quizlet.com/</a> is free, unless you want the plus version for only $15 a year. Either version will let you use Flickr photos but the basic version only allows you to have 8 classes. The Plus version allows unlimited classes, and you can upload any images you want. Teachers provide paired items in the form of pictures or text, or combinations of one or both, and the site provides learning tools ranging from flashcards to regurgitation exercises, plus some games to help reinforce the associated pairs.</li>
<li style="color: black;"><a href="http://en.educaplay.com/">http://en.educaplay.com/</a> - variety of activities provided (<span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">Interactive Map, Riddle, Fill in the blanks, Crossword, Dialogue,Dictation, Jumble Word, Jumble Sentence, Matching, Word Search Puzzle, Quiz and Collection (mash up). You can add images and sound to some of the activities.</span>), free, easy to use and embeddable. I'm not finding it as user friendly as some of the other sites but I'll keep working on it.</li>
<li style="color: black;"><a href="http://learningapps.org/">http://learningapps.org/</a> - <span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;"> lots of templates to create new applications, </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">e.g.multiple-choice-quiz, word grid, matching pairs, find correct order, </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">sequence and order, cloze test, crossword etc. </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">You can add audio or video, too, e.g. a YouTube video.</span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">The exercises are embeddable and you even get a QR-code.</span></li>
<li style="color: black;"><a href="http://www.classtools.net/" style="color: #1155cc; font-family: arial, sans-serif; font-size: 13px;" target="_blank">http://www.classtools.net/</a> - <span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">If you mouse over the list of Templates you get a little visual preview </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">of what they look like. Post-It is very visually oriented, so it's </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">different from the usual quiz or flashcard set. Dustbin is cute, but the </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">Arcade Game Generator lets you input one set of prompts/answers to </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">generate 5 different games. These are all pretty much on the word/vocab </span><span style="color: #222222; font-family: arial, sans-serif; font-size: 13px;">level, but they are different kinds of activities.</span></li>
<li><span style="color: #222222; font-family: arial, sans-serif; font-size: x-small;"><a href="http://www.classtools.net/">http://www.classtools.net/</a> - Input one set of questions and answers, and create a whole batch of interactive, arcade-style games. Save them for use in the class, embed them in your blog/website/wiki! </span></li>
<li><span style="background-color: white; color: #222222; font-family: inherit;"><a href="http://clear.msu.edu/teaching/online/ria/">http://clear.msu.edu/teaching/online/ria/</a> - </span><span style="color: #222222;"><span style="font-family: inherit;">The tools can be used in many different ways: for in-class activities, student projects, homework, or assessment. Because they are tools, not completed materials, they will work with your textbook, language, and level. RIA is a way to help you easily integrate technology into your language class. The programs, shown below, are free and work in your browser:</span></span></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis18PNbjeIBGwuCUpLryBEM5VEa77mqDWskVpb7CtVavlLRAsN8mY5DZ6qhny8fMwTg5SvAoFNPWiqzlTlSt-1PwVolDVguVzC1PQ3qyiUXwVVsOVkatSkS5p1QcSUHnvLCnL_bi0PYLA/s1600/2012-11-10_1354ria.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis18PNbjeIBGwuCUpLryBEM5VEa77mqDWskVpb7CtVavlLRAsN8mY5DZ6qhny8fMwTg5SvAoFNPWiqzlTlSt-1PwVolDVguVzC1PQ3qyiUXwVVsOVkatSkS5p1QcSUHnvLCnL_bi0PYLA/s640/2012-11-10_1354ria.png" height="506" width="640" /></a><br />
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In the course of this discussion, this interesting site was mentioned, showing how a number of teachers are putting their lessons on video to tackle an amazing range of classroom grammar and vocabulary issues. <br />
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<ul>
<li>Any teacher can learn by observing other teachers addressing their classes through this lens: <a href="http://www.engvid.com/topic/vocabulary/">http://www.engvid.com/topic/vocabulary/</a></li>
<li>There are a number of Web 2.0 sites that will let you make quizzes to accompany YouTube videos, see this post for a run-down: <a href="http://community.eflclassroom.com/forum2/topics/blubbr-make-youtube-quizzes">http://community.eflclassroom.com/forum2/topics/blubbr-make-youtube-quizzes</a> </li>
</ul>
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And finally, this Prezi was created by a colleague Lawan Dalha in Nigeria to present the affordances of the site <a href="http://www.spellingcity.com/">http://www.spellingcity.com/</a><br />
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<div class="prezi-player">
<style media="screen" type="text/css">.prezi-player { width: 550px; } .prezi-player-links { text-align: center; }</style><object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" height="400" id="prezi_ssvturolbin2" name="prezi_ssvturolbin2" width="550"><param name="movie" value="http://prezi.com/bin/preziloader.swf"/><param name="allowfullscreen" value="true"/><param name="allowFullScreenInteractive" value="true"/><param name="allowscriptaccess" value="always"/><param name="wmode" value="direct"/><param name="bgcolor" value="#ffffff"/><param name="flashvars" value="prezi_id=ssvturolbin2&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"/><embed id="preziEmbed_ssvturolbin2" name="preziEmbed_ssvturolbin2" src="http://prezi.com/bin/preziloader.swf" type="application/x-shockwave-flash" allowfullscreen="true" allowFullScreenInteractive="true" allowscriptaccess="always" width="550" height="400" bgcolor="#ffffff" flashvars="prezi_id=ssvturolbin2&lock_to_path=0&color=ffffff&autoplay=no&autohide_ctrls=0"></embed></object><br />
<div class="prezi-player-links">
<a href="http://prezi.com/ssvturolbin2/exploring-web-based-vocabulary-instruction-in-an-efl-class/" title="Exploring web-based vocabulary instruction in an EFL class">Exploring web-based vocabulary instruction in an EFL class</a> on <a href="http://prezi.com/">Prezi</a></div>
</div>
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<a href="http://prezi.com/ssvturolbin2/exploring-web-based-vocabulary-instruction-in-an-efl-class/" target="_blank">http://prezi.com/ssvturolbin2/exploring-web-based-vocabulary-instruction-in-an-efl-class/</a><br />
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And once the technology is in place, what can you do with it?<br />
In her blog at http://teachingvillage.org, Barbara Sakomoto writes about what others do with technology in teaching young people, but some activities apply to any level of students, such as the listening and speaking activities suggested by Juan Uribe in this post:<br />
<a href="http://www.teachingvillage.org/2012/12/05/12-affective-listening-activities-by-juan-uribe/">http://www.teachingvillage.org/2012/12/05/12-affective-listening-activities-by-juan-uribe/</a><br />
<br />
<b>Finally, don't forget games!</b><br />
There is a later post in this blog about Trace Effects and Where Gaming Meets Pedagogy<br />
<a href="http://toolkit4learning.blogspot.com/2012/12/trace-effects-gaming-meets-pedagogy-for.html">http://toolkit4learning.blogspot.com/2012/12/trace-effects-gaming-meets-pedagogy-for.html</a><br />
<br />
And many sites like this one from Fractus Learning, 5 Fun Online Games that Disguise Important Lessons By Laura Bates, Published January 16, 2013<br />
<a href="http://www.fractuslearning.com/2013/01/16/fun-online-games/">http://www.fractuslearning.com/2013/01/16/fun-online-games/</a><br />
<br />
This post introduces 5 games<br />
<ul>
<li>Immune attack "An incredibly exciting and addictive game from the Federation of American Scientists"</li>
<li>Logic Puzzles "teaches students to use logic and reason to solve a problem about a mix up with pet adoption ... A particularly useful feature of the site for teachers is that the puzzles can be printed off as worksheets, making them a great classroom activity whether computers are available or not."</li>
<li>World Landmarks Puzzles "turns famous landmarks from around the world into jigsaw puzzles"</li>
<li>English Memory teaches "important linguistic constructs such as synonyms, antonyms and homonyms, as the game requires them to match words that mean the same as, or opposite of one another"</li>
<li>Element Groups for play with "the properties and groups of elements in the periodic table" </li>
</ul>
<div>
And there are more here: </div>
<div>
<a href="http://www.fractuslearning.com/2011/11/28/5-games-for-school-that-students-actually-enjoy/">http://www.fractuslearning.com/2011/11/28/5-games-for-school-that-students-actually-enjoy/</a></div>
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or, another idea from <a href="http://www.fractuslearning.com/2011/12/14/programming-for-kids/">http://www.fractuslearning.com/2011/12/14/programming-for-kids/</a></div>
<div>
help students make their own games using some of these coding tools suitable for kids and for adults who still think they are kids: Scratch, Alice, Hackety Hack, Code Academy, OpenClassroom, Code School, and for programming apps on the iPod, Codea.</div>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com4tag:blogger.com,1999:blog-7148202257100876186.post-46049917152976546282012-10-22T11:15:00.001-07:002012-11-20T23:23:29.382-08:00Extemporaneous PD - Google Docs and PBWikisOn Oct 22, 2012 I met with most of the teachers at KBZ in plenary, my first opportunity to meet with them and explain to them what we were implementing with Google Docs since I arrived here in September.<br />
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<b>Google Docs</b><br />
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I explained why we were using Google Docs and addressed privacy and security vis a vis Google's strong commitment to education on the Google system of services. I explained that Google Docs or Google Drive were the same, and that there was an old classical (easy to use) interface that one could revert to, or use the new interface, which was not as intuitive. I showed teachers how to revert to the classic look in Google Drive if they wished,<br />
<br />
I explained how they can organize their folders (Google calls them 'collections). I showed them how they can apply filters. For example HOME is the default filter, but you can filter on any folder, or remove all filters, and the last file changed should be the first to appear in you list, and anything that has been changed since you last opened it will be in bold. Also, you can file your docs in collections (folders, remember?) and then right click on any file and select Don't Show in Home (this prevents it from showing in two places at once, HOME and the place you filed it). Once you've taken control of filing this is a great feature.<br />
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One problem was that the new interface is asking teachers to download the app which synchs Google Docs (Drive) on the computer you download the app to (not something you want to do in the ILC; but on your laptop, why not?). This in theory backs up your Google Docs to your personal PC and then synchronizes them after that.<br />
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I showed how we are committing two of our KBZ files to Google Docs, the KBZ schedule and the ILC schedule with activities entered. I showed how the files are shared with teachers (editing allowed, or view only) and how teachers with editing rights (our normal sharing method) can share files with each other and newcomers. <br />
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For example there is a third document, the KBZAC Share list, where teachers can find each other's Gmail addresses. There is a graphic there to explain how they can copy the list of addresses and paste them in a share field to make their documents available to everyone. Since all teachers have edit rights over this doc they can also share it with other teachers who might have just arrived or somehow been left off the share list. They can also share any other doc to which they have been given editing rights with any other teacher who might need access to that document (no need to put in a request to an administrator for permission to all so and so to view a document). The KBZAC Share List of all teacher Gmail addresses is here:<br />
<a href="https://docs.google.com/document/d/1nBuHTMetYgI9PU4rGAtFQ8CUg1vd5fmZSarZs3j1ZNs/edit">https://docs.google.com/document/d/1nBuHTMetYgI9PU4rGAtFQ8CUg1vd5fmZSarZs3j1ZNs/edit</a><br />
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The other two documents in question will open for you if you are logged on to Google and if they have been shared with you. Test these two conditions here:<br />
<ul>
<li><a href="https://docs.google.com/spreadsheet/ccc?key=0AmunhD7tOHxwdFBzSU5NMU5rSXo4aGx2b2dQQ1BoNWc#gid=0">https://docs.google.com/spreadsheet/ccc?key=0AmunhD7tOHxwdFBzSU5NMU5rSXo4aGx2b2dQQ1BoNWc#gid=0</a></li>
<li><a href="https://docs.google.com/spreadsheet/ccc?key=0Aj1610-nt0u4dENHN3VndG5vTnhWdmk1SjNNRGNVeWc">https://docs.google.com/spreadsheet/ccc?key=0Aj1610-nt0u4dENHN3VndG5vTnhWdmk1SjNNRGNVeWc</a></li>
</ul>
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<b><i><br /></i></b>
<b><i>More about Google Drive</i></b></div>
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In November, Google made the new Google Drive view mandatory. Before that, many of us were reverting to the old Google Docs view. Consequently, I experimented and learned the following:</div>
<ul>
<li><b id="internal-source-marker_0.20138798980042338" style="font-family: inherit; font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">This screencast shows how to open MY DRIVE to see what you used to see in Google Docs: </span></b><b id="internal-source-marker_0.20138798980042338" style="font-family: inherit; font-weight: normal;"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;"><a href="http://screencast.com/t/c47T2xp3n2">http://screencast.com/t/c47T2xp3n2</a></span></b></li>
<li><b id="internal-source-marker_0.20138798980042338" style="font-family: inherit; font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">This screen shot recommends you download Google Drive to your PERSONAL devices only. Do NOT download it on computers / under profiles that other people can access: </span></b><b id="internal-source-marker_0.20138798980042338" style="font-family: inherit; font-weight: normal;"><a href="http://screencast.com/t/4egFsNEV2"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">http://screencast.com/t/4egFsNEV2</span></a></b></li>
</ul>
<span style="font-family: inherit;"><b><span style="vertical-align: baseline; white-space: pre-wrap;"><i><br /></i></span></b></span>
<span style="font-family: inherit;"><b id="internal-source-marker_0.20138798980042338"><span style="vertical-align: baseline; white-space: pre-wrap;"><i>Downloading Google Drive to your PC</i></span></b></span><br />
<span style="font-family: inherit;"><b><span style="vertical-align: baseline; white-space: pre-wrap;"><i><br /></i></span></b></span>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBFyitzkWJFVicfeYe9Ur0PiKVuNuxPOU2bAtfFjXUzObQw0T4cW7RLjQBb0G6PzNPX-tShjpU7Hoqi0yrB_JSO47hXW5Put_oe6DUI4QoYgHshnw-Ueb8gOtlGYBRkvQwQA0kN7OKUF0/s1600/2012-11-21_1015drive4pc.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBFyitzkWJFVicfeYe9Ur0PiKVuNuxPOU2bAtfFjXUzObQw0T4cW7RLjQBb0G6PzNPX-tShjpU7Hoqi0yrB_JSO47hXW5Put_oe6DUI4QoYgHshnw-Ueb8gOtlGYBRkvQwQA0kN7OKUF0/s1600/2012-11-21_1015drive4pc.png" height="305" width="640" /></a></div>
<span style="font-family: inherit;"><b><span style="vertical-align: baseline; white-space: pre-wrap;"><i><br /></i></span></b></span>
<span style="font-family: inherit;"><b style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;"><br /></span></b></span>
<span style="font-family: inherit;"><b style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">If you enter </span><a href="http://drive.google.com/"><span style="color: #1155cc; vertical-align: baseline; white-space: pre-wrap;">http://drive.google.com</span></a><span style="vertical-align: baseline; white-space: pre-wrap;"> in a browser when you are not connected to the Internet, it directs you to the Google Drive mirror on your own PC. You can open docs and work on them normally, but you are informed that you are working offline.</span></b><b id="internal-source-marker_0.20138798980042338" style="font-weight: normal;"><br /></b><b id="internal-source-marker_0.20138798980042338" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">When you later connect that computer to the Internet, it synchronizes that computer with your Google Drive mirror in the cloud. I presume it keeps the latest version there <i><span style="font-size: x-small;">(so if you work on that document on a connected computer at a later date, it probably ignores your earlier changes, or maybe it asks you which version you want to synch; I haven’t encountered this yet so I don’t know how it works).</span></i></span></b></span><br />
<span style="font-family: inherit;"><b id="internal-source-marker_0.20138798980042338" style="font-weight: normal;"><span style="white-space: pre-wrap;"><br /></span></b><b id="internal-source-marker_0.20138798980042338" style="font-weight: normal;"><span style="vertical-align: baseline; white-space: pre-wrap;">This is a recommended way to work with Google Drive. Obviously this keeps backups of your cloud service in local storage, so it is to your advantage to install it on devices which are private to you. </span><span style="font-style: italic; vertical-align: baseline; white-space: pre-wrap;">DO NOT install it on devices which others might have access to.</span></b></span><br />
<span style="font-family: inherit;"><b><br /></b>
</span><b><span style="font-family: inherit;">PB</span>Wikis</b><br />
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I showed everyone where the help documents I created for students are kept in the Google Docs tab at the Toolkit4Learning blog (i.e. the blog you are most likely viewing now, note the tabs at the top). Here you can find helpful screenshots showing how to force Google into English, create documents, rename them, etc. This blog and tab are here (scroll to the bottom for the screencaptures):<br />
<a href="http://toolkit4learning.blogspot.com/p/google-docs.html">http://toolkit4learning.blogspot.com/p/google-docs.html</a><br />
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To get there I had to remember where it was. I myself, the creator of this blog, cannot off the top of my head recall its name on demand. Fortunately there is another entry which links back to this one, where I track teacher performance on the PD sessions started in September in much the same way as I model for my classes. This one is easier to recall: <a href="http://kbz2012pd.pbworks.com/">http://kbz2012pd.pbworks.com</a>.<br />
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One of the next goals of this PD effort would have been to model for teachers how such sites can be created for students.<br />
<ul>
<li>The one I kept for the naval college is here <a href="http://acommunication.pbworks.com/">http://acommunication.pbworks.com</a></li>
<li>The one I am keeping for students I'm teaching at KBZAC is at <a href="http://kbzac.pbworks.com/">http://kbzac.pbworks.com</a></li>
</ul>
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At <a href="http://kbzac.pbworks.com/">http://kbzac.pbworks.com</a> you can see exactly what I am doing with the 43 class Academic Communication students (and the students in those classes can too). In the sidebar you can see materials I have created when I am 'covering' classes on an ad hoc basis at KBZAC. These sets of materials in general incorporate websites which can be adapted to language learning (in this case Prezi and Samorost). Here you can find sreenshots made with <a href="http://jingproject.com/">http://jingproject.com</a>, download handouts I've given students (in Word), and interract with vocabulary follow-up exercises created either at <a href="http://learnclick.com/">http://learnclick.com</a> or <a href="http://vocabtext.com/">http://vocabtext.com</a> (the latter is free; the former is $25 a year for the person creating the exercises; free for students of course).</div>
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To wind up the PD session I showed where these two sets of materials are located online. To find them, you can go to <a href="http://kbzac.pbworks.com/">http://kbzac.pbworks.com</a> and look in the sidebar for Games and Prezi. The links you want are, obviously, Samorost under games, and Getting Started with Prezi. Here are the direct links:</div>
<div>
<ul>
<li>Samorost: <a href="http://kbzac.pbworks.com/w/page/60087189/samarost2">http://kbzac.pbworks.com/w/page/60087189/samarost2</a></li>
<li>Prezi: <a href="http://kbzac.pbworks.com/w/page/60086577/prezilinks">http://kbzac.pbworks.com/w/page/60086577/prezilinks</a></li>
</ul>
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Prezi is a creative online presentation tool that students like to use, and the Samorost is one of many games available online where players have created walkthroughs (also called cheats, or spoilers) to help other players with the game. When the game is played in conjunction with its walkthrough, there accrue opportunities for practice in reading, writing, speaking, and vocabulary.<br />
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There were two more tools that came up in questions. The first tool is useful in case you create a very long URL - say, a Google Doc which you make available to 'anyone with the link' and then change its settings so that anyone with the link can edit it. This DOC will have an unwieldy URL but you might want all your students to visit it so they can write on it collaboratively. You can create a shorter URL at <a href="http://tinyurl.com/">http://tinyurl.com</a> and tell your students to visit the shorter URL, and this will take them to the long unwieldy one.</div>
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A second tool I use in the ILC is to create a backchannel room in <a href="http://todaysmeet.com/">http://todaysmeet.com</a> and have my students visit that. For example I created one at <a href="http://todaysmeet.com/44section1">http://todaysmeet.com/44section1</a>. When my students are in the ILC creating Prezis, they can visit their Today's Meet space and put the links to those Prezis in the chat and I can easily transfer their Prezi links to the wiki <a href="http://kbzac.pbworks.com/w/page/60086577/prezilinks#CongratulationstostudentsmakingPrezis">http://kbzac.pbworks.com/w/page/60086577/prezilinks#CongratulationstostudentsmakingPrezis</a> where everyone can see what the students have created. Later, we can also use this link in class for them to present their Prezis to the class by clicking on the links on this page.</div>
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This was a F.U.N. and informative session and I hope everyone enjoyed it and learned something they didn't know before.</div>
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<br />Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-68191769898026968352012-10-14T04:16:00.001-07:002014-03-03T17:10:47.372-08:00Shownotes for Web 2.0 toolkit for presentation skills<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG8IjS-hUVhS1h7rISewYT3V8SrsKqJR01VG4zBcUlxGRMbP6WOvxrRe-g89xWTCzRtiuN12ACmjBrUrg_sjWn8nFAIwAEMKR-ZLpk3KJ37Fv1Zk28pyqN1j-3BbtCEAoSeDWd7T1M-0Y/s1600/edtechlounge.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgG8IjS-hUVhS1h7rISewYT3V8SrsKqJR01VG4zBcUlxGRMbP6WOvxrRe-g89xWTCzRtiuN12ACmjBrUrg_sjWn8nFAIwAEMKR-ZLpk3KJ37Fv1Zk28pyqN1j-3BbtCEAoSeDWd7T1M-0Y/s1600/edtechlounge.png" /></a></div>
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For HCT EdTech lounge events please visit </div>
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<a href="http://elearning.hct.ac.ae/edutech/edtech-lounge" style="border: 0px; color: rgb(17, 68, 136) !important; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://elearning.hct.ac.ae/edutech/edtech-lounge</a> </div>
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<strong style="margin: 0px; padding: 0px;"><span style="margin: 0px; padding: 0px;">The event was here: </span><span style="font-family: Calibri, sans-serif; margin: 0px; padding: 0px;"><a href="http://tinyurl.com/oct14vanceETL" style="border: 0px; color: rgb(17, 68, 136) !important; font-family: inherit; font-style: inherit; font-weight: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="margin: 0px; padding: 0px;">http://tinyurl.com/oct14vanceETL</span></a></span></strong></div>
<div style="border: 0px; color: #444444; font-family: LinuxLibertineORegular, Georgia, 'Times New Roman', Times, serif; line-height: 23.981483459472656px; padding: 0px; vertical-align: baseline;">
<span style="font-family: Calibri, sans-serif; margin: 0px; padding: 0px;"><span style="line-height: 22.80000114440918px; margin: 0px; padding: 0px;"><strong style="margin: 0px; padding: 0px;">The recording is being searched for, hopefully will be found</strong></span></span></div>
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<tr style="border: 0px; font-family: inherit; font-size: 13px; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><td style="border-style: solid; border-width: medium medium 1px; font-family: inherit; font-style: inherit; margin: 0px; padding: 2px 4px; vertical-align: top;"><div style="border: 0px; font-family: inherit; font-style: inherit; line-height: 1.5em; padding: 0px; vertical-align: baseline;">
On October 14, 2012, Vance Stevens presented an hour long mini-workshop entitled "Web 2.0 toolkit for teaching and learning academic presentation skills" as a part of the online series of professional development webinars organized by the EdTech Lounge, an initiative of the EdTech Innovation Centre, Higher Colleges of Technology UAE. </div>
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More details</div>
<ul style="border: 0px; margin: 0px 0px 0px 3em; padding: 0px; vertical-align: baseline;">
<li style="border: 0px; list-style-type: disc; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="color: #444444; font-family: inherit;"><span style="font-style: inherit; line-height: 19px;">For a recording of a 20-minute presentation on this topic at the 2012 ELTAI conference in India, and a write-up at that point, visit: </span></span><br style="margin: 0px; padding: 0px;" /><span style="color: #444444; font-family: Segoe UI, Lucida Grande, Arial;"><span style="line-height: 19px;"><u><a href="http://vanceposterous.wordpress.com/2012/07/14/a-small-research-project-on-student-attitudes/">http://vanceposterous.wordpress.com/2012/07/14/a-small-research-project-on-student-attitudes/</a></u></span></span></li>
<li style="border: 0px; color: #444444; font-family: inherit; font-style: inherit; line-height: 19px; list-style-type: disc; margin: 0px; padding: 0px; vertical-align: baseline;">For a blog portal designed to introduce teachers to the concepts face-to-face:<br style="margin: 0px; padding: 0px;" /><a href="http://toolkit4earning.blogspot.com/" style="border: 0px; color: rgb(17, 68, 136) !important; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://toolkit4earning.blogspot.com/</a></li>
<li style="border: 0px; color: #444444; font-family: inherit; font-style: inherit; line-height: 19px; list-style-type: disc; margin: 0px; padding: 0px; vertical-align: baseline;">An update published in TESL-EJ: Stevens, V. (2012). Web 2.0 Toolkit for Teaching and Learning EFL Presentation Skill. TESL-EJ, Volume 16, Number 2, pp. 1-11: <a href="http://tesl-ej.org/pdf/ej62/int.pdf" style="border: 0px; color: rgb(17, 68, 136) !important; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://tesl-ej.org/pdf/ej62/int.pdf</a>. Also available at:<a href="http://www.tesl-ej.org/wordpress/issues/volume16/ej62/ej62int/" style="border: 0px; color: rgb(17, 68, 136) !important; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://www.tesl-ej.org/wordpress/issues/volume16/ej62/ej62int/</a> </li>
</ul>
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<strong style="margin: 0px; padding: 0px;"><br /></strong></div>
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<strong style="margin: 0px; padding: 0px;">Summary of the EdTech Lounge presentation:</strong></div>
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The presenter recently developed an academic communication course for students at the UAE Naval College, where there are serious challenges in gaining and holding students’ attention and keeping them on task, compounded by the fact that each student has a laptop and is easily distracted. The solution was to utilize the laptops through designing a task-based course that introduced a series of Web 2.0 tools which the students would have to familiarize themselves with and then apply in some aspect of the communications skills they were learning. Participants in the session may have already encountered the tools used (e.g. Google Docs, Prezi, Survey Monkey, Jing, Blogger, Slideshare.net) so the presentation will emphasize how the tools were used to underpin a coherent course incorporating elements such as mindmapping, creating viable surveys, harvesting and analyzing results, capturing screen shots, making effective presentations both in Prezi and PowerPoint, keeping a reflective blog, and documenting the semester’s accomplishments in simple ePortfolios. The presenter will briefly discuss results of action research on student attitudes to the course, using data from a survey created to model the technique to students, and from their reflective blog posts.</div>
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<br />
<b>This is where people were told to start (this page):</b><br />
<a href="http://toolkit4learning.blogspot.com/2012/10/shownotes-for-web-20-toolkit-for.html">http://toolkit4learning.blogspot.com/2012/10/shownotes-for-web-20-toolkit-for.html</a><br />
<br />
The event was staged as a weekly event on Learning2gether, <a href="http://learning2gether.pbworks.com/">http://learning2gether.pbworks.com</a><br />
Archived here: <a href="http://learning2gether.net/2012/10/14/vance-stevens-web-20-toolkit-for-academic-pre/">http://learning2gether.net/2012/10/14/vance-stevens-web-20-toolkit-for-academic-pre/</a><br />
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<b>These are the shownotes for the presentation</b><br />
<br />
Context:<br />
<ul>
<li>Naval college: each student has laptop</li>
<li>Aviation college: ILC setting, students come just 2-3 times a week</li>
</ul>
<div>
Students</div>
<div>
<ul>
<li>attitudes</li>
<li>language skills</li>
</ul>
<div>
Course organization</div>
</div>
<div>
<ul>
<li>Adapted from the syllabus available at the bottom of: <a href="http://acommunication.pbworks.com/">http://acommunication.pbworks.com/</a></li>
<li>Based on the DIYLMS model of courseware development:<br /><span style="background-color: white; color: #375362; font-family: Verdana, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20.799999237060547px;">Stevens, Vance. (2012). Learner-centered Do-it-yourself Learning Management Systems. TESL-EJ, Volume 15, Number 4, pp. 1-14: </span><a href="http://tesl-ej.org/pdf/ej60/int.pdf" style="-webkit-transition: all 0.3s linear; background-color: white; border: 0px; color: #00a6cc; font-family: Verdana, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20.799999237060547px; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; transition: all 0.3s linear; vertical-align: baseline;" target="_blank">http://tesl-ej.org/pdf/ej60/int.pdf</a><span style="background-color: white; color: #375362; font-family: Verdana, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20.799999237060547px;">. Also at </span><a href="http://www.tesl-ej.org/wordpress/issues/volume15/ej60/ej60int/" style="-webkit-transition: all 0.3s linear; background-color: white; border: 0px; color: #00a6cc; font-family: Verdana, 'Helvetica Neue', Helvetica, Arial, sans-serif; font-size: 13px; line-height: 20.799999237060547px; margin: 0px; outline: 0px; padding: 0px; text-decoration: none; transition: all 0.3s linear; vertical-align: baseline;" target="_blank">http://www.tesl-ej.org/wordpress/issues/volume15/ej60/ej60int/ </a></li>
</ul>
<div>
We looked at the tools in tabs at <a href="http://toolkit4learning.blogspot.com/">http://toolkit4learning.blogspot.com/</a></div>
<div>
<ul>
<li>Prezi <a href="http://prezi.com/">http://prezi.com</a> and how to Prezi <a href="http://prezi.com/learn">http://prezi.com/learn</a><br />Why Prezi? <a href="http://prezi.com/dsmfwjggmhvz/prezi-why-and-how/">http://prezi.com/dsmfwjggmhvz/prezi-why-and-how/</a></li>
<li>Survey Monkey <a href="http://surveymonkey.com/">http://surveymonkey.com</a><br />and this tutorial <a href="http://vanceposterous.wordpress.com/2012/07/10/creating-and-publishing-surveys-in-survey-mon/">http://vanceposterous.wordpress.com/2012/07/10/creating-and-publishing-surveys-in-survey-mon/</a></li>
<li>Google Docs<br />and how to use GDocs as a class portal via Linkloops: <a href="http://kbz2012pd.pbworks.com/w/page/58812231/FrontPage">http://kbz2012pd.pbworks.com/w/page/58812231/FrontPage</a></li>
<li>Blogger (ePortfolio)</li>
<li>More at <a href="http://kbz2012pd.pbworks.com/w/page/58812231/FrontPage">http://kbz2012pd.pbworks.com/w/page/58812231/FrontPage</a></li>
</ul>
<div>
Research</div>
</div>
<div>
<ul>
<li><u><a href="http://vanceposterous.wordpress.com/2012/07/14/a-small-research-project-on-student-attitudes/">http://vanceposterous.wordpress.com/2012/07/14/a-small-research-project-on-student-attitudes/</a></u></li>
<li><span style="background-color: white; color: #444444; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 12px; line-height: 19px;">Stevens, V. (2012). Web 2.0 Toolkit for Teaching and Learning EFL Presentation Skill. TESL-EJ, Volume 16, Number 2, pp. 1-11: </span><a href="http://tesl-ej.org/pdf/ej62/int.pdf" style="background-color: white; color: #bc7134; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 12px; line-height: 19px; margin: 0px; padding: 0px; text-decoration: none;">http://tesl-ej.org/pdf/ej62/int.pdf</a><span style="background-color: white; color: #444444; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 12px; line-height: 19px;">. Also available at:</span><a href="http://www.tesl-ej.org/wordpress/issues/volume16/ej62/ej62int/" style="background-color: white; color: #bc7134; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 12px; line-height: 19px; margin: 0px; padding: 0px; text-decoration: none;">http://www.tesl-ej.org/wordpress/issues/volume16/ej62/ej62int/</a></li>
<li><span style="background-color: white; color: #424037; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 21.600000381469727px;">Slides: </span><a href="http://www.slideshare.net/vances/engaging-students-eltai-19july2012-stevens" style="background-color: white; color: #bc7134; font-family: Arial, Helvetica, sans-serif; font-size: 12px; line-height: 21.600000381469727px; margin: 0px; padding: 0px; text-decoration: none;">http://www.slideshare.net/vances/engaging-students-eltai-19july2012-stevens</a></li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNTIvlosl-SLbAuU8VyltrrhgGHKZUDd8vJdClqFpQAn_YV9bAs1fYlmjXC3RXKZnA0txq5FhRNIfov3rKqTyonsMql8z2gbbocbkYePYCBF8URCeLqwJK4nn4ZbScJIi3bv7h_a_vgoQ/s1600/2012-10-16_0559pageviews.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNTIvlosl-SLbAuU8VyltrrhgGHKZUDd8vJdClqFpQAn_YV9bAs1fYlmjXC3RXKZnA0txq5FhRNIfov3rKqTyonsMql8z2gbbocbkYePYCBF8URCeLqwJK4nn4ZbScJIi3bv7h_a_vgoQ/s320/2012-10-16_0559pageviews.png" height="231" width="320" /></a></div>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com1tag:blogger.com,1999:blog-7148202257100876186.post-79394566703509764462012-09-19T21:28:00.000-07:002012-09-19T21:37:32.305-07:00Where we've reached at the end of week 1<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilkVh1thZPKG7R26G6rg71xbcvv3hjvtDVgBmKyu-o_itOvFjS4y4ZpOSmoT-tkB0RsSM3ZYAMrTADRsmx2U4BKx7kdrw7PTC7F1ak_3Oywp_pgoxQ6qW1Mc1YICmrbnm-YyLZ8sGC2lI/s1600/2012-09-20_0751pageviews.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilkVh1thZPKG7R26G6rg71xbcvv3hjvtDVgBmKyu-o_itOvFjS4y4ZpOSmoT-tkB0RsSM3ZYAMrTADRsmx2U4BKx7kdrw7PTC7F1ak_3Oywp_pgoxQ6qW1Mc1YICmrbnm-YyLZ8sGC2lI/s640/2012-09-20_0751pageviews.png" width="640" /></a></div>
After a 4 days of professional development at KBZ, we pause to have a look at where we have reached.<br />
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Stats on this blog show that someone has been looking at it every day, presumably fewer people than indicated, visiting the blog more than once in a day.<br />
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As you know, this course has been mounted organically over the past week, as in effect many courses we are called upon to teach are. When challenged with having to create courses and give them coherence in a very short time frame, my approach is to call into play a number of digital tools that have happily emerged over the past decade. I call this approach DIYLMS, or do-it-yourself learning management system. I gave talks on this approach at a number of conferences last year, including the TESOL Conference in Dubai, and documented what I developed here: <a href="http://diylms.posterous.com/">http://diylms.posterous.com</a>.<br />
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Accordingly, I started out with this blog and arrayed several tabs at the top (called "pages" in Blogger) which would invite users to explore various facets of the course. I got participants into the Google system so that we could be working with shared Google Docs. I documented what we did each day in a wiki I created at <a href="http://kbz2012pd.pbworks.com/">http://kbz2012pd.pbworks.com</a>, and as the course progressed day-by-day I created a table of contents there for easier navigation on the Front Page, and a sidebar to provide quick links to some of the artifacts we have placed online. For example, you can use the sidebar there to go to any of the Google Docs we have created for the course (handy to have a listing in one place) and you can see as participants create Prezi's and blogs, what the links are.<br />
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When I do this with students, they learn gradually what my system is, and their feedback suggests that they are able to adapt to it to predict where course components will be, and they appreciate having the clarity of being able to find what is expected of them online. They have also mentioned in their postings that it's useful to see what other classmates have produced, both as models and as an indication of the standards expected.<br />
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<h2>
What we need to do today</h2>
<h3>
Student Google accounts</h3>
If you want to get your students into the Google Doc system, you'll have to help them create Google accounts. Today would be a good day to do that because in addition to providing their age (to show they aren't children) and alternate email address (for password recovery) they might have to provide a mobile phone number where a verification code can be sent. If you have them set this up today, then they can get the code at the weekend, and return Sunday to complete account creation.<br />
<h3>
Update the progress chart</h3>
For your own continued PD, please bring this form up to date so we can see how far along everyone is in the 20 steps, and know how to pace ourselves for the coming week:<br />
<a href="https://docs.google.com/spreadsheet/ccc?key=0Aj1610-nt0u4dENhcWRhdUVLd25KU0kyOVBKLVF5MXc#gid=0">https://docs.google.com/spreadsheet/ccc?key=0Aj1610-nt0u4dENhcWRhdUVLd25KU0kyOVBKLVF5MXc#gid=0</a><br />
<h3>
Bring yourself up to speed with Prezi</h3>
I have noticed that Trevor was teaching his students Prezi and Darrin and Rene appear to have had prior experience with it. Viviana, Kevin, and Phillip J have been gamely coming to grips with it. If you need a boost I have made a start on materials that I hope will help you and your students master Prezi. Have a look:<br />
<a href="http://kbz2012pd.pbworks.com/w/page/58902628/PreziGettingStarted" style="background-color: white; border: 0px; color: #114488; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 13px; line-height: 19.5px; margin: 0px; padding: 0px; vertical-align: baseline;">http://kbz2012pd.pbworks.com/w/page/58902628/PreziGettingStarted</a><br />
<h3>
Start your blog</h3>
When you've created a Prezi and started a blog, enter their URLs on the Google Doc worksheet here:<br />
<a href="https://docs.google.com/document/d/1sRBLca_UhvBHbBpPknYno3sEGY2TZebCDD0ksWJAGRU/edit">https://docs.google.com/document/d/1sRBLca_UhvBHbBpPknYno3sEGY2TZebCDD0ksWJAGRU/edit</a><br />
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On that worksheet you will find screen shots, made with Jing, that explain what URLs you should report, and what you need to supply as a TITLE for your blog, and how its address will look. If you need help with this, you can ask Kevin, Rene, or Viviana, who have all gone through the process.<br />
<h3>
Get Jing</h3>
Jing is useful tool, as you have probably noticed. You can download it from <a href="http://jingproject.com/">http://jingproject.com</a><br />
<h3>
Create an account at PBWorks</h3>
If you think you might like to set up your own wiki course one day, the first step is to create an account at <a href="http://pbworks.com/">http://pbworks.com</a><br />
<h3>
Be thinking about your surveys</h3>
Next week we'll get into <a href="http://surveymonkey.com/">http://surveymonkey.com</a> and create and present surveys (report results last period next Thursday?). The process of survey creation is worth going through because there are many pitfalls at discreet points which you'll need to be aware of in order to get your students through them. I have students prepare their ideas in Google Docs, which is why I asked you to sketch your idea for a survey in a Google Doc and share it with at least one other person for feedback.<br />
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I notice that no one has taken that step this week, but it is an important part of the process you might wish to experience before you try it on students, so if you are caught up through half the steps so far, then this is the next one you might consider.<br />
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<br />Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-92224582307858333052012-09-18T19:11:00.001-07:002012-09-18T21:43:58.951-07:00Giving some thought to gamingYesterday I was invited to teach a class on short notice and so I set something up as quickly as I could. While I was doing that the class went off and no other returned, but this gave me the opportunity to think through and further prepare my idea, which is now ready to trial.<br />
<br />
This idea stems from the work of Graham Stanley and Kyle Mawer who co-author the blog <a href="http://www.digitalplay.info/blog/">http://www.digitalplay.info/blog/</a>. Graham developed a presentation on genre of games he was exploring through his work at the British Council and blogged it here <a href="http://game-efl.blogspot.com/">http://game-efl.blogspot.com/</a>. If you're interested in using games with your students, then these blogs are both worth exploring.<br />
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One of the games mentioned at the latter link is Samorost. This is not a free game but several levels of Samorost 2 are available for free online <<a href="http://amanita-design.net/samorost-2/">http://amanita-design.net/samorost-2/</a>>. The most beneficial thing about these games for language learners is that there are often cheats or spoilers developed by others who have played the game that will walk you through them, in the case of Samorost 2, someone has helpfully created <a href="http://samorost2.blogspot.com/">http://samorost2.blogspot.com</a>.<br />
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I came up with an activity that would exploit these two items using another tool worth knowing, Etherpad. Etherpad was a company that created a workspace which many people could visit without logon and write in the same space in real time. The company was acquired by Google but the software had been open source, and the code therefore exists online in a number of places. If you Google 'etherpad clones' you can find many of them; for example those listed here: <a href="http://news.cnet.com/8301-27076_3-20004686-248.html">http://news.cnet.com/8301-27076_3-20004686-248.html</a>. However, not all clones are cloned equally. Some limit the number of simultaneous users, and they vary in their quality of hosting. The one I'm using now is a Mozilla version, <a href="https://etherpad.mozilla.org/">https://etherpad.mozilla.org/</a>.<br />
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For your students, if we get a chance to try this, I've set up a number of Etherpad spaces and given them TinyURLs so we can remember where they are (this is another tool you should know about, <a href="http://tinyurl.com/">http://tinyurl.com</a>). To reach them you start here: <a href="http://tinyurl.com/kbz-samorost">http://tinyurl.com/kbz-samorost</a>.<br />
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There you will find the rules for a writing activity based on the game, also given at <a href="http://kbz2012pd.pbworks.com/">http://kbz2012pd.pbworks.com/</a>. Several Etherpad spaces were set up for students to write in. As I had time to prepare the spaces (open an etherpad, copy/paste seed material into it, give it a tinyURL) I was able to set up several spaces where your students can divide into teams so each team can go to the same space as a small group. The spaces have time sliders and save points so when someone in the group eradicates what everyone else has done, prior work can be recovered. This is more easily done in small groups than in large ones. If the students act responsibly then they will figure out how to avoid wiping out all of what is there. Like riding a bike, it's a little wobbly at first.<br />
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I'll be in the ILC today and if you'd like to try this on students then this is what we'll do ...<br />
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<ul style="background-color: white; border: 0px; color: #444444; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 13px; line-height: 19.5px; margin: 0px 0px 0px 3em; padding: 0px; vertical-align: baseline;">
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">This is a game your students can play in teams of 4 or 5 students, each at a computer</li>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">One student opens the instructions, another the game, the others the links to the SAME version of the Writing space</li>
<ul>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;"><span style="background-color: white; font-family: inherit; font-style: inherit;">For example, the students in Team 1 work first ALL on the same page</span><a href="http://tinyurl.com/kbz-poklop1" style="background-color: white; border: 0px; color: #114488; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://tinyurl.com/kbz-poklop1</a></li>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">the students in Team 2 work ALL on <a href="http://tinyurl.com/kbz-poklop2" style="border: 0px; color: #114488; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">http://tinyurl.com/kbz-poklop2</a>, etc.</li>
</ul>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Then they follow instructions. Be sure you assign the teams numbers and make sure they work in that team document.</li>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The object of the exercise is to collaboratively produce a written description of what happened in Poklop</li>
<ul style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px 0px 0px 3em; padding: 0px; vertical-align: baseline;">
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">The description is created in a document they can all write on at one, like Google Docs</li>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">In case of need, there is disaster recovery. On your computer, click SAVE often so you'll have a point to get back to. </li>
</ul>
<li style="border: 0px; font-family: inherit; font-style: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">If they like it, and want to continue, we can set up the next level for them</li>
</ul>
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<span style="color: #444444; font-family: Segoe UI, Lucida Grande, Arial; font-size: x-small;"><span style="line-height: 19.5px;"><br /></span></span></div>
<div>
This kind of activity would be better done in Google Docs. Etherpad lets multiple users write in the same space, which can be useful, but users have little accountability there. Unless all users of the space conduct themselves responsibly, activities there can be sabotaged (they can be recovered, but this is inconvenient in the middle of a class activity). A better way to do this would be to have one student start a Google Doc and share it with the others. Then each user of the space is known and accountable. If a mistake is inadvertently made, the space can be <i>easily </i>reverted to the input of the last viable user. Things work more smoothly and professionally if users share with other known users. Accidents and deliberate sabotage are much less likely and recovery to the last tenable position is a mouse-click away.<br />
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Tomorrow, Thu, the goal will be to get your students signed up at Google. They can give their mobile phone numbers. Over the weekend, they can get the confirmation code Google sends instantly from their mobile phones and on Sunday complete the process of registering their Google accounts.</div>
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Heading out to KBZ now, see you there ...</div>
Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-26842844703686776232012-09-17T17:50:00.001-07:002012-09-17T18:45:44.012-07:00KBZ2012PDGood morning, our mandate has been expanded beyond preparation for teaching the Academic Communications course (with focus on the set of tools specific to that) to consideration of a more general toolkit that will be useful right away in helping students to focus on language-related tasks in the ILC.<br />
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As this expansion of mandate requires thought that has got me up very early in the morning, I will add more (and change wording) here as the day progresses. I'm thinking now of how to organize this the way I typically do when given a class to teach at short notice. My class wikis are generally created in response to just such a challenge, the need to organize a curriculum around a rough syllabus quickly and in such a way that participants in the course can discern its coherence and follow its threads out a mind-mapped network of links.<br />
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I've decided to call the new wiki KB2012PD. This can be both a short name for a course and a tag (for use with Twitter, Delicious and Diigo, Spezify ... ). More on tags later, but for now let's understand that a tag can be useful mooring for information collected by a group.<br />
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I'm also thinking how to crowd-source our knowledge both on what we already know about using the ILC effectively with students and what we can discover. We might consider working in teams and partnerships. That is, in creating your own artifacts to share with one another, you might find that one person is good at putting together a wiki or a Google Doc with links, and another at finding content to populate that wiki, and someone else has a flair for graphics, and so on. We might form teams that could work to help each other understand how the many pieces are loosely joined.<br />
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Here are some things I'm thinking about that might help, and I'll try to put flesh on these bones (in the form of links) as the day goes on:<br />
<ol>
<li>YouTube - one approach is to grab the students where they like to be. YouTube can be useful for language learning. How can that fact be exploited? <
<a href="http://esl.about.com/od/listeninglessonplans/a/youtube.htm">http://esl.about.com/od/listeninglessonplans/a/youtube.htm</a> > I'm aware that teachers have created websites with lesson plans for working with YouTube, and there's
<a href="http://www.youtube.com/teachers">http://www.youtube.com/teachers</a>.</li>
<li>TEDTalks - There are similarly lesson plans for language learners exploiting TEDTalks; e.g. <<a href="http://www.skypeenglishclasses.com/category/skype-english-blog/english-classes-with-ted/">http://www.skypeenglishclasses.com/category/skype-english-blog/english-classes-with-ted/</a>></li>
<li>GoogleDocs - This can be a very useful tool in working with large groups while
effectively and efficiently providing feedback. One problem though is that Google seems bent on sending verification codes to mobile telephones. Let's shoot for getting students signed up with Google accounts Thursday, let them send codes to their mobiles if needed, they can get the codes over the weekend, and complete the process on Sunday, when we can have a Google Doc rollout.</li>
<li>Curation - How many of you use <a href="http://scoop.it/">http://scoop.it</a> - This is a great site for collecting information as you find it on the Web and displaying it for others to access. We can explore existing scoop.its and those interested can create niche sites that will collate useful ILC materials for others to explore.</li>
<li>Games - There are interesting games that can be played with language learners in conjunction with the text-rich "cheats" or "spoilers" available on the Internet; e.g. <
<a href="http://amanita-design.net/samorost-2/">http://amanita-design.net/samorost-2/</a> >, more information at
<a href="http://game-efl.blogspot.com/">http://game-efl.blogspot.com/</a> . There are also web sites compiled by English teachers pointing to a wide variety of language games <
<a href="http://classroom-aid.com/2012/08/28/25-online-games-for-english-language-learners/">http://classroom-aid.com/2012/08/28/25-online-games-for-english-language-learners/</a> ></li>
<li>Text manipulation - There are sites that will process text that you supply to create a variety of language games (cloze, storyboards, shuffled spellings and sentences; e.g. <<a href="http://www.learnclick.com/">http://www.learnclick.com/</a>></li>
<li>IELTS sites - There are again a lot of teachers who have put IELTS related sites on the Internet. These sites tend to find materials that lend themselves to IELTS tasks and then make IELTS-style worksheets for them. </li>
<ol>
<li>An interesting one that I used recently was based on a video about Amelia Earhart <
<a href="http://www.esolcourses.com/content/topics/history/amelia-earhart/amelia-earhart-listening-quiz.html" style="background-color: white; border: 0px; color: #114488; font-family: 'Segoe UI', 'Lucida Grande', Arial; font-size: 13px; line-height: 20.25px; margin: 0px; padding: 0px; vertical-align: baseline;">http://www.esolcourses.com/content/topics/history/amelia-earhart/amelia-earhart-listening-quiz.html</a> >. There are recent developments in her case that students can find from Google and report on, to augment those materials.</li>
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Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0tag:blogger.com,1999:blog-7148202257100876186.post-19178179483633726032012-09-15T04:12:00.001-07:002012-09-15T06:44:04.084-07:00IntroductionThis blog has been created to help teachers at CERT managed colleges in UAE understand how a course in Academic Communication was designed and implemented last semester at the UAE Naval College in Abu Dhabi, and why it was designed that way.<br />
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Its intent is to help organize and direct teacher's attention to various components of the course, and how they can learn to master those components in order to teach those Web 2.0 tools comfortably to their students in their own versions of the Academic Communication course.<br />
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This course was the topic of a presentation given recently at a distance to delegates at the 2012 ELTAI Conference in Vellore, India.<br />
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The presentation lasts about 15 minutes (not counting the questions at the end) and with apologies for the sound problems in the first minute of the recording (they disappear) please listen to this mp4 excerpt of the presentation:<br />
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There is more information at the other links related to this presentation<br />
<ul>
<li>The slides here have hyperlinked URLs: <br /><a href="http://www.slideshare.net/vances/engaging-students-eltai-19july2012-stevens">http://www.slideshare.net/vances/engaging-students-eltai-19july2012-stevens</a></li>
<li>Podcast mp4 version of this recording (larger and clearer than the embed here): <br /><a href="http://vance_stevens.podomatic.com/entry/2012-07-23T01_03_41-07_00">http://vance_stevens.podomatic.com/entry/2012-07-23T01_03_41-07_00</a></li>
<li>Preliminary write up of this stage of the course with the above video embedded:<br /><a href="http://vancestevens.posterous.com/a-small-research-project-on-student-attitudes">http://vancestevens.posterous.com/a-small-research-project-on-student-attitudes</a></li>
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In addition, a write-up on the course now ended is being prepared for the September 2012 issue of the TESL-EJ <
<a href="http://www.tesl-ej.org/wordpress/">http://www.tesl-ej.org/wordpress/</a> >. The draft version (in progress) is here:<br />
<span id="internal-source-marker_0.7980351953301579"><span style="background-color: white; font-family: Verdana; font-size: 13px; vertical-align: baseline; white-space: pre-wrap;"><a href="http://tinyurl.com/nc13teslej">http://tinyurl.com/nc13teslej</a> </span></span>Vance Stevenshttp://www.blogger.com/profile/02294855844850896487noreply@blogger.com0