AnsweRs~
CHECKPOINT
EXAMPLES OF DIGITAL LANGUAGE LEARNING MATERIALS
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blogger |
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comic strips |
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e- mail |
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online tool |
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youtube |
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glogster |
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garageband |
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tumblr |
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word charm |
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second life |
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skype |
Sketch a rough outline of the digital material you used.
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What is wideo?
An
animated online video creation tool that allows you to
create, edit & share online videos for free.
How to use it?
Teacher
can create an animated video based on the topic they want to teach in the
lesson. Teacher can create the character and storyboard based on their
creativity.
Visual design and rough outline of why our group use Wideo
1. Balance and symmetry
-We
can bring balance to the elements of different sizes by either moving them
closer or
further
from the center of the page.
-Symmetry
is when one half of a visual display is a mirror image of the other half.
-Types
of symmetry: horizontal, approximate horizontal, radial and asymmetry.
2. Emphasis
-
Create dominance and focus in their work.
-
It emphasize on colour, value, shapes or other design elements to achieve
dominance.
-For
example we are using Wideo, so if the background is too colourful
or catchy, so the
color
of the words in the dialogue must be contrast than the background.
3. Alignment
-Alignment
of elements within a screen is important part of organizing and grouping.
-Should
visually maximize differences between text, label and pictures.
-For
the Wideo, the character and the dialogue must be well organised
in able the students
to understand the contents.
4. Unity
-
Relationship among visual elements that helps all elements to work together.
-
Gives a sense of closure or oneness to a visual image.
-
Can be achieved through use of similar shapes, common pattern or use of a
common background.
List out SLA Theories and Principles.
SLA Theories
-Behaviorist
theory
-Interactionist
theory
-Innatist theory
Principles
-Materials
should achieve impact.
-Materials
should help learner to feel at ease.
-Materials
should help learners to develop confidence.
-What is being
taught should be perceived by learners as relevant and useful.
-Materials
should require and facilitate learners’ self- investment.
-Learners must
be ready to acquire the points being taught.
-Materials
should expose the learners to language in authentic use.
-The learners’
attention should be drawn to linguistic features of the input.
-Materials
should provide the learners with opportunities to use the target to achieve
communicative purposes.
-Materials
should take into account that the positive effects of instructions are usually
delayed.
-Materials
should take into account that learners differ in learning styles.
-Materials
should take into account that learners differ in affective attitudes.
-Materials
should permit a silent period at the beginning of instructions.
-Materials
should not force premature speaking in the target language.
-Materials
should maximise learning potential by encouraging intellectual, aesthetic and
emotional involvement which simulates both right and left brain activities.
-Materials
should not rely on too much on controlled practice.
-Materials
should provide opportunities for outcome and feedback.
-Materials
should help the learners to develop cultural awareness and sensitivity.
-Materials
should reflect the reality of language use.
-Materials
should help learners to learn in ways similar to the circumstances in which
they will have to use the language.
-Materials
should help to create readiness to learn.
CRITERIA OF PEDAGOGICAL USABILITY:
1.Learner control
Break down the material
into meaningful units in order for them to memorize.
2.Learner activity
Teachers as
facilitators producing scaffold medium for students.
3. Cooperative
or Collaborative learning
-Studying with
others to reach a common learning goal.
-The members
gather and structure the information.
-Communication
and negotiation happens when learner tools are offered.
4. Goal orientation
-Best results
can be attained if goals of teachers, students, and learning material are
closely related.
-Students should
have chance to make choices with respect to their course in relation to goals.
5. Applicability
-learned
knowledge should be transferred to other contexts.
-should be of
appropriate level of the point of view of learners’ learning process.
6. Added value
-In the form of
creative use of possibilities that computers offer.
Computer assisted
learning:
(i)
adaptability
to individual needs.
(ii)
numbers
of flexible options.
(iii)
learning
is controlled by learner, initiated and in the form of learner desires.
(iv)
Consist
of interesting contents.
(v)
Promote
development of communication.
(vi)
Active
participation of students.
7. Motivation
-talks about
intrinsic and extrinsic orientation.
8. Valuation of previous knowledge
-favour
elaboration, contemplation or new issues and analysis of their relationship
with learners earlier knowledge constructs.
-learning
material review central concepts from earlier studies that are important for understanding
present material.
9. Flexibility
-have diverse
assignments in material.
- adaptable,
broadly defined, hence it is easier to fit students’ individual needs.
10. Feedback
- should provide
encouraging and immediate feedback.
-from computers:
can have immediate response of students’ action.
-from peers: support
reflection given, depends on the quality of interaction.
Leanza's reflection:
Basically, I can manage to understand and have a clearer picture about digital language learning material now compared to a few weeks ago. For my opinion, this material is so advanced and will be applicable in the future as the students nowadays are so get use to technology tools. It can be clearly seen that in the urban area every student is holding a smart phones and their daily routine nowadays can't sustain without Internet. It can be said that they are so addcited to the Internet world when it is integrated into language learning classroom, it may grasp students' attention and hence, they will pay a little more interest to language learning via the integrating of digital language learning material into classrooms. To sketch a rough outline, that is the problem at the first when we saw the checkpoint. So, we were actually confused to what we should do or post or design for this task. Therefore, our group finally came out a conclusion or a solution which is to select a DLLM and create an activity using the DLLM. When we were having the discussion about how to design it, we took the criteria of the article as a reference. We find out the criteria of the pedagogical usability helpful and it guides us to prepare an appropriate and applicable material for the students and we hope that the material developed is understandable for the students. After selection for the materials, our group decided to use Wideo.
For the pedagogical usability, I found it useful to create the DLLM as it can help us as the future teachers or the novice educators to have a rough guideline for creating the DLLM. The information provided from the articles that we were asked to go through provided the criteria to invent a DLLM. The criteria given help us to have a clearer map about what we are going to have for our assignments as it helps us to have idea about what shall be taken into consideration when it comes to create the DLLM. Apart from that, it can be seen that the article provided the principles or so called characteristics to effectively design a webpage is helpful and the information above this part is useful as well. This is because we, as the future teachers can take it as a reference when it comes to create a webpage as an access or a medium to communicate with our students or initiate a new start to have involvement of students towards language learning.
Conclusively, I personally think that the tasks given gave us a guideline on how are we going to create a DLLM based on the criteria listed under pedagogical usability of the article. Creating a DLLM is an uneasy task yet it is helpful for the future students who have no intentions to study or learning language. The DLLM may grasp their attention as they are so curios about how do the application of DLLM can be integrated into classrooms. Implicitly, they have already exposed to the content and will pay more interest in order to participate and finally they will be managed to learn the language although it happens consciously and yet without their knowing.
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