ELT-T MOOC - Classes on Vocabulary - Part 2

Class 1:
Collocations: the building blocks of language - Monday, July 29, 2013 8:30 AM repeated Wednesday, July 31, 2013 8:30 AM - Jason R. Levine.

The class introduced the concept of collocation and explained the important role it plays in language acquisition.Techniques that English teachers can use to build vocabulary skills and knowledge with collocations were explored, and materials created by the presenter were worked with.

A fantastic start to this series of classes on Vocabulary Techniques. Jase Levine Raps his way through his method of explaining the use of song to facilitate the memorizing of Vocabulary and Collocations.

Here is a professional video of Jase rapping the collocations for ... Have ...

And here's Jase using his method in a school in Bahrain

A fantastic, fun-filled method for learning new vocabulary.

Class video: http://www.wiziq.com/class/info.aspx?v7ZC3GFTc6e9kqsYfuHqO6NFsLVAOgwvjkvZR0rV01gdCQpS0Gco%2fXal1PIr22o5xGAG6rzPofYetZbGzvtcNj8kztLDfwVcyJhsCKRGI2k%3d#

Class 2: 
Learning vocabulary through the jigsaw technique - Thursday, - August 01, 2013 12:30 PM - Dr. Nellie Deutsch

The Jigsaw method is a cooperative learning technique in which students work in small groups. Jigsaw can  be used in a variety of ways for a variety of goals, but it is primarily used for the acquisition and presentation of new material, review, or informed debate. In this method, each group member is assigned to become an "expert" on some aspect of a unit of study. After reading about their area of expertise, the experts from different groups meet to discuss their topic, and then return to their groups and take turns teaching their topics to their group members.


The Jigsaw activity is used to:

Promote comprehension
Develop teamwork
Encourage cooperative learning
Improve listening communication
Practice problem-solving skills

This method is highly dependant upon group participation - I was rather disappointed in the lack of response from most of the group members, but could commiserate with them. Most members who actually did some work tried to do too much, making the process very large, long-winded, and complicated.
As with all group activities, each member should complete their assigned tasks or the adventure fails. 


 Class video: http://www.wiziq.com/class/info.aspx?v7ZC3GFTc6e9kqsYfuHqO7ePALMkFJnsLuqB7us6JGz3S7PiCqZ%2bXmtPRYWO3P3iX9IoFYHOSDAPujrYUmQQl8UbC7cnbgLf7V0AOdiyFS8%3d#
 



Class 3:
Learning vocabulary through video-based lessons - Friday, August 02, 2013 9:30 AM - María Inés Brumana E.


Class discussed why films are such a wonderful tool in class, how to plan a video-based lesson, and to have teachers experience as adults how films can be fun and help overcome our students' learning difficulties.

Class video: http://www.wiziq.com/class/info.aspx?v7ZC3GFTc6e9kqsYfuHqO1Xvug8jOcI5cWm4g3xtQOuwe5cifS6xgZkSB2Ds1ctILGs5oeaGhDjeSwJmVoqGfTPJORoONBSrk4UDH6Uka6s%3d#


Class 4:

Teaching vocabulary chunks through action songs - Monday, August 05, 2013 8:30 AM - Charles Goodger


What is  a presentative action song?

The song is a container of new vocabulary
It has been deliberately written  and  choreographed
Learning the song is the start of a teaching module


Action songs to present new language

 Focus class on theme
 Teach the action song
 Break down the song
 Work on the language

Class video: http://www.wiziq.com/class/info.aspx?v7ZC3GFTc6e9kqsYfuHqO1hw3qA%2b0auZKI0xeD94NAznFtlhHWXgobovwre8W36eWnY6JbkuRmr9qKGk6vcn%2fTm0yXYXjbxHpgAluRFS4js%3d#


More information on the courseware page: http://www.wiziq.com/courses/courseware.aspx?cInfo=MP7Z4Xew368SS4euPmfFKsvVm946iK52MQLEseJqbeirmvEyNUECQxwQOquqJe6yVlLwZQ%2fW8dNVg7iiTkOiCry5RPLXdvqDNKvVemBnLnHShmUKxauIDOvvPwcNqdZ%2brWgHnUyk6Ac5ylGpc3SNsz6%2fCCbd5NfSBUg9Xk1xxck%3d

Coming this week. Starting tomorrow: ELT-T MOOC on Vocabulary - Review.

The first ever (but not the last) ELT-T MOOC - Classes on Vocabulary - Ended (it's all lies, it's still going on) 23/08/2013.

Reflections on my experiences (likes and dislikes) of all the classes, dedicated to all my friends who couldn't join me in them.

  

During the following few days I'll be giving a review of the fantastic classes presented in the first ELT-T MOOC - Vocabulary.  July 29 - August 23, 2013.

Presented by the ELT-T Magician, Jason R. Levine and his beautiful assistant Sylvia Guinan.

Presenters:                                                   
Drew Badger
Dr. Christel Broady
Mau Buchler
Dr. Nellie Deutsch
María Inés Brumana Espinosa
Adir Ferreira
Charles Goodger
Sylvia Guinan
Vicki Hollett
Jason R Levine
Michael Marzio
Shanthi Cumaraswamy Streat
Andrew Weiler


Facilitators:                
Rosana Baraldi                                                                      Jason R Levine
Dalel Bourayou                                                                      Chaouki Mkaddem
Dr. Nellie Deutsch                                                                  María Alejandra Pinardi
Aubrey Esmerelda                                                                Wanessa Pires
María Inés Brumana Espinosa                                            Carlos Oviedo
Turgay Everen                                                                        Maher Qabasi
Sylvia Guinan                                                                         Youssef Tamer
Rebecca Hale                                                                        Yukiko Watanabe
Leo JC                                                                                    Ahmed Al-Qadhi
Anissa Baa                                                                             Fati Kharroubi
Roseli Serra                                                                           Ammon Torrence

Class programme:

Collocations: the building blocks of language - Monday, July 29, 2013 8:30 AM repeated Wednesday, July 31, 2013 8:30 AM

Learning vocabulary through the jigsaw technique - Thursday, August 01, 2013 12:30 PM

Learning vocabulary through video-based lessons - Friday, August 02, 2013 9:30 AM

Teaching vocabulary chunks through action songs - Monday, August 05, 2013 8:30 AM

Language and logic: the secret to natural vocabulary building - Monday, August 05, 2013 6:30 PM

Motivating EFL and ESL learners with Authentic Use of Language - Wednesday, August 07, 2013 9:30 AM

Fun ways to introduce idioms in the business English classroom - Friday, August 09, 2013 9:30 AM

How to convert any class reading material into a vocabulary resource - Monday, August 12, 2013 8:30 AM

10 fresh ideas for teaching vocabulary using your textbook - Tuesday, August 13, 2013 12:30 PM

Learning vocabulary with the 3Rs: Relax, Repeat, Remember - Friday, August 16, 2013 4:30 PM

Promoting vocabulary acquisition with interactive learning - Monday, August 19, 2013 8:30 AM

How to build vocabulary in the classroom through Tripppin' in English - Tuesday, August 20, 2013 12:30 PM

The psychology of teaching vocabulary through story-telling - Wednesday, August 21, 2013 9:30 AM

Using video to get to grips with tricky vocabulary - Thursday, August 22, 2013 2:30 PM

Teaching with ColloTunes: getting vocabulary to StickStuckStuck - Friday, August 23, 2013 8:30 AM

MMVC13: A Massive Online Journey with English Teachers Worldwide - Sunday, August 25, 2013 3:30 PM Review of the ELT-T MOOC by Jason R, Levine.



Don't miss Sylvia Guinan's entry on the WizIQ Blog: http://blog.wiziq.com/how-do-you-surf-massive-waves-of-learning-online/

and her fabulous pin-ups at: http://pinterest.com/eslbrain/english-language-teacher-training-mooc-on-wiziq/


IMPORTANT:

To see course materials and course feed please go to  http://www.wiziq.com/course/26903-elt-techniques-vocabulary and click on "+Enroll for free".

Program for Online Teaching Certificate Class 2013/14 - Pre-Class Discussions etc.

Pre-Class Discussions etc.

Hi all. My name's Tom Hodgers and I give classes in Language and Culture for English and Japanese (in Spanish) at Certificate and Diploma level. I'm a Coordinator and Faciltator at the Universidad Jose Antonio Paez Extension Center in Valencia, Venezuela.

Welcome to my blog - Tom's Tantrums - Food for Thought …… Las Locuras Bilingűes de Tom,

A place for my rantings on Teaching to Learn, Learning to Teach and all things Japanese. Un lugar para todas mis locuras, en inglés y español.
As you can see from the title, I use my blog for other things apart from this course. If you are interested in seeing other entries, please visit me at  http://tomstant.blogspot.com/

These entries are not only for members of the POT 2013/14 course, but for all my readers.

So! What am I looking at and doing in this pre-class period?

Today (Monday 19/08/2013) I first of all gave my self introduction and answered Lisa's pre-class discussion question: 
"Given how I spent the whole weekend preparing for my online classes (after hours this summer), and only about an hour preparing for my-onsite class, I'm thinking the first topic this week might be preparation. Why does preparing for an online class take longer? Is it just the technology, or do we have some sort of feeling that more needs to be created in advance?"

This is how I answered: 
"On-line learning is just as intensive as learning face-to-face but the variety of activities and experiences that are now available on-line makes it possible to create many types of effective learning environments that are not seen in normal F2F classes.

Content resources, applications and links to current events and examples have to be searched for, found, checked out and included in the course ware. Asynchronous discussions have to planned, providing (and needing) time for thought and reflection and requiring written /and or audio responses.The "Teacher" has to "Learn" how to use and manipulate a lot more than in a F2F situation.

Everything has to be planned and revised ahead of time. All possible hitches and glitches have to be planned for. The course facilitator isn't immediately (physically) present to remediate any problems that may come up.

I think it's very important for the facilitators to show their virtual presence multiple times a week, and at best, daily. So it's not just preparation, it's participation as well.

Thanks for a great start."

What did/would you answer?

I also looked at the Help forum where I mentioned that:
"I opened my free blog at https://www.blogger.com/ even though I had one on Wordpress, this has more free stuff and I can upload video. 
I found this link to the tutorial on last years syllabus: http://pedagogyfirst.org/addingyourblog.htm"

Oh yeah, almost forgot - I joined the very interesting POT Group on Facebook: https://www.facebook.com/groups/101863643236562/

More to come ........

 

New MoodleMOOC coming in October!

Stay tuned-in for more news soon.

Message from Nellie: One-on-One Mentorship for Moodle

Date: Sun, Jul 14 2013 08:30 AM 

One-on-One Mentorship for Moodle

Dear Moodlers,

The Moodle MOOC is not over. You will be getting updates about free live online classes and free online conferences. However, you will only be able to work on the free Moodle websites on Moodle for Teachers and Practice area on your own until the end of July 2013. After that date you can join the paid courses on how to Moodle for as little as $60 on IT4ALL and $50 on WizIQ for the Admin courses: http://www.wiziq.com/course/8035-moodle-for-teachers-m4t-a-administrator-course

I'd like to welcome the participants of the Moodle MOOC who joined the course on IT4ALL: http://www.integrating-technology.org/course/view.php?id=448

Those who join the course on IT4ALL will be able to learn and practice the Moodle features. They will also be able to get their own courses for free on IT4ALL and charge money for their courses if they wish. Participants will be able to go beyond the course for as long as they wish. The mentorship also includes consultation on how to set up and install Moodle on a website and start teaching online or in a blended format as independent teachers.

Please contact me at nelliedeutsch@gmail.com for further information.

Happy Moodling!

Nellie

For all new Moodle MOOC members just starting off:

For all new Moodle MOOC members just starting off:

Yesterday I commented on Martin Tobon's blog of Sunday, 14 July 2013, 11:44 AM. One of his preoccupations (that used to be mine) is the following: " There is a critic in the web to MOOC, this is that there is no order and that it tends to be chaotic, besides it says there seems not to be a guide to solve your questions. I have to say that I have noticed that Dr Deutsh has been prompt to answer or to invite people to continue but I have not noticed people grouping around a specific purpose. I mean, what to we need to create , in fact, a learning community?"

In order to help out other new users of the Moodle MOOC, I would like to share, and expand on my answers to Martin.

Yes Martin. As a member of the MOOC you are in an organic learning environment, still in the throws of creation. The "Big Bang" started at the beginning of June when attendees were allowed to choose their study environment based on their Moodle experience, Beginners M4B, Experienced Teachers M4ET or Managers M4M. The initial M4M section was split into groups who worked together to furnish weekly activities for the other sections to discuss and use. These activities included digital artefacts, engaging activities, literature studies on Teaching On-line, and scheduling and presenting a live on-line class. All of these materials are still available under the Week 1-4: Add your task entries. Basically the three sections M4B, M4ET and M4M all have the same content but with slightly different responsibilities and tasks.

You will find that, indeed, there is order in the apparent entropy of the expanding MOOC universe.
It may not be noticeable at first. This, I think, is due to the flipped-classroom nature of the materials offered.
Please see Dr. Nellie's video(s) in Week 4: Add your task forums under my entry Tom's Tortuous Think Tank. Class 1 - The Advent of WEB 3.0, of Thursday, 27 June 2013, 12:50 PM:
http://moodle4teachers.org/mod/forum/discuss.php?d=899 Are you all ready for a change of plans?

In the "flipped-class" scenario, investigation of the subject is done by students in advance, and (in the case of the MOOC) all questions and ambiguities are answered and explained, student2student, student2teacher and teacher2student afterwards (in the forums) when the student has a working knowledge of the subject and better understands it. In this way, each student may work at his/her own pace until they understand completely the subject at hand.

For those of you who are starting at a later date, I think it's very important that you follow the thread of the weekly classes as stated in the M4T Moodle Experience News http://moodle4teachers.org/mod/forum/view.php?id=29  Here Nellie tells you, week after week, what is expected of you as a student of the MOOC.
Follow these instructions precisely, post and answer in the forums and blogs, complete your tasks at your own pace, there is no immediate time-limit for the MOOC, and, most of all, enjoy yourselves.

Have fun!

Don't forget the News Forum under Updates & Support of the section you belong to, and the M4T: Blog under Site Blogs. Let your opinion be known by posting and answering in the Forums.

Remember that you have to blog about the weekly classes and post about your experiences of the MOOC in How are you doing?

Apart from the weekly class videos and tutorials, you may also be interested in additional material available on Nellie's Youtube page: https://www.youtube.com/user/nelliemuller/videos

Hope you all enjoy the MOOC as much as I am still enjoying it and, like me, stay around after you've finished to help new in-coming participants.

Tom

Roles in Moodle Admin.

Roles in Moodle Admin.

Moodle comes with a number of predefined roles. These standard roles are suitable for some educational setups, but most institutions require modifications to the roles' system in order to tailor Moodle to their specific needs.

Each role has permissions for a number of actions that can be carried out in Moodle. For example, an administrator and a course creator are able to create new courses, whereas all other roles are denied this right. Likewise, a teacher is allowed to moderate forums, whereas students are only allowed to contribute to them.

The description of each standard role and the short names (that are used internally and in operations such as user batch upload) given by Moodle are listed in the table that follows:

Role	Description	Short Name
Administrator	Administrators have full access to the entire site and to all courses. Site administrator - can "do everything" on the site Manager - a lesser administrator role	admin
Course Creator	Course creators can create new courses and also teach in them.	coursecreator
Teacher	Teachers can do anything within a course, including changing activities and grading students - can manage and add content to courses.	editingteacher
Non-editing Teacher	Non-editing teachers can teach in courses and grade students, but not alter any activities.	teacher
Student	Students are able to perform allocated tasks which include resources and activities, among others - can access and participate in courses.	student
Guest	Guests have minimal privileges and usually cannot enter text anywhere - can view courses but not participate.	guest
Authenticated User	Additional role given once logged in. It is an exception role and is mostly used by Moodle internally. Authenticated user on the front page role - a logged in user role for the front page only.	user

Here are some of the things Administrators have to know:

The Course Creator has to be able make informed decisions about course design, strategic planning and providing support in your organization.

Course set up and layout modification: Course settings, orientation, course page layout.

Learning resources: Adding resources , Upload, manage and signpost for your participants.

File management: Re-use and archive activities and courses.

Monitor participant activity logs within a course.

Learning activities: Assessment, collaboration and communication using a range of Moodle tools.

Activity modules - Forum, Choice, Chat, Glossary, Quiz, Wiki, Assignment

Create popular question types

Explore the more complex Database, Lesson and Workshop modules.

Workshop

        - Create peer and self-assessed assignment activities

        -  Manage the various set up and deployment phases

        -  Allocate submissions for peer assessment

        -  Provide tutor feedback and marks

        -  Support student peer assessments

Lesson

        -  Create multi-page activities with linear and/or branched progression through content

        -  Manage user progression through content based on responses to a wide  range of content

        - Extend the computer marked assessment options in your courses

Database

        -  Create and manage form based activities

        -  Identify suitable field types to meet your needs

        -  Manage templates for adding entries plus list and single views of existing entries

        -  Configure requirements and approval of learner contributions

        -  Create templates for rapid future development

Course Managers explore key concepts that enable them to better manage access to their courses, 

organize and monitor users within them and improve the experience for facilitators and learners by automating the availability of content and activities.

Manage access to courses using a range of enrolment options

Adapt and review user permissions within a course

Control collaboration, awareness and segmentation of users within a course

Manage access to activities and course section using specified conditions

Enable facilitators and learners to track progress in a course.

Native Moodle enrolment types including self-enrolment, cohorts, meta links

Manage users with Groups

Controll access to activities using Groupings

Conditional access for course activities, resources and sections

Completion tracking - programmed and learner initiated 

Moodle Administrator is required to configure (or re-configure) and administer a Moodle site.

Moodle works well with its default settings but day-to-day administrators and strategic planners must be able to make informed choices about Moodle setup for their organization.

Create and manage user accounts using manual and email authentication

Identify and manage site layout options

Assign and adapt permissions using the roles system

Configure global privacy and access settings

Identify and manage defaults for course related functionality

Customize the interface terminology

Configure in-built appearance options to modify the site experience

Create user accounts (individual/bulk)

Options to organize the site

Manage course enrolments

The roles system

Identify and manage security/privacy settings

Configure user-related data

Make life easier - Using default values, replicating courses

Adapt Language packs

Manage appearance related settings

Integration with external systems, the various external authentication or enrolment options, networking between Moodle sites, server and infrastructure configuration or web design for customizing Moodle themes.