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Assessing „ICT for Communicating‟ in the LOTE classroom Lauren Kenny and Claire Feely email@example.com& firstname.lastname@example.org Berwick Secondary College LOTE Centre of Excellence Company LOGO http://www.bsclotecoe.vic.edu.au/ Focus of the session 1. WHY WE ARE FOCUSING ON ‘ICT FOR COMMUNICATING’ 2. EXAMPLES AND EXPLANATIONS OF TECHNOLOGIES • ONLINE CARTOONS • MOVIE MAKER • BLOGS • PODCASTS • WEBQUESTS, WEBHUNTS AND USING FRONT PAGE 3. QUESTIONS AND DISCUSSION We have aimed to provide you with links to further information and resources wherever possible. „ICT for communicating‟ Working towards level 5 VELS – ICT for communicating At Level 4, students use email, websites and frequently asked question facilities to acquire from, or share information with, peers and known and unknown experts. When emailing, they successfully attach files and they apply protocols for sending and receiving electronic information. They successfully upload their work to a protected public online space. Using recommended search engines, students refine their search strategies to locate information quickly. They evaluate the integrity of the located information based on its accuracy and the reliability of the web host. ICT Progression Points Progression point 4.25 Progression point 4.5 Progression point 4.75 location of websites, using location of websites, using location of targeted websites, collaboratively determined general nominated specialised search using general and specialised search engines such as Google engines such as search engines and limited and Yahoo, and search strategies www.searchindonesia.com, Boolean logic search strategies to including keywords and a filtering www.asiadragons.com/indonesia, broaden or narrow searches technique such as date filtering www.searchasiaco.com/indonesia/ www.yellowpages.co.id/ and search strategies including (Webquests) keywords and filtering techniques selection of information contained selection of information selection and justification of within websites, using criteria from contained within websites, using information contained within a given list collaboratively determined criteria websites, using self-generated (Webquests) criteria experimentation with formats application of appropriate formats application of formats, designed to enhance the and nominated ICT conventions collaboratively determined ICT organisation of information when using contemporary conventions and nominated contained within contemporary communication tools such as protocols, as appropriate, to communication tools- blogs interactive websites particular contemporary communications tools such as (Blogs Wikis Cartoons Movie maker Podcasts Front Page) Online Cartoons WHAT ARE ONLINE CARTOONS: • Interactive websites that allow students to use provided characters, objects and speech bubbles to create their own digital cartoon in LOTE WHERE TO FIND GOOD ONLINE CARTOONS: • Make sure you check out the site you plan to use before entering the classroom – some don‟t allow you to save or have inappropriate images • Try: Learning Fed Release1 – English – Writing (CAW0029) – Comic Creations HOW WE HAVE USED ONLINE CARTOONS FOR ASSESSMENT • Year 7 written assignment 1 – “Mau apa?” cartoon based on Bagus Sekali! 1 text and workbook THEY ARE QUICK… Have a look at this example: Movie Maker HOW WE HAVE USED MOVIE MAKER IN ASSESSMENT: • Year 7 role-play (example) • Year 8 students doing documentary of school • Year 10 students doing documentary of „Ibu Kota‟ FURTHER IDEAS: • Di rumah saya • Melihat-lihat di daerah wisatawan • Sayembara film • Documentary exchange with sister school • Iklan (obat dll) MORE INFORMATION AT: http://www.bsclotecoe.vic.edu.au/ICTFilm.htm (under software heading) Movie Maker HOW TO USE MOVIE MAKER • Take your video using a digital video camera. (Use a tripod. Avoid background Text noise and light. Use mains power if you can. Consider using a microphone) • Copy the video to a shared folder which students can access using a fire wire. (Other methods may take longer but still work) • Open Movie Maker and import your video • View your material (You may need to take more footage and repeat steps 1-3). • Cut your material. Drag and drop into the story board. • Add effects and transitions to your video as desired. • Add titles, captions and credits as desired. • Add sound as desired. (This requires music or sound files to be saved into a shared folder, or the use of a USB device such as an iPod.) • Save your movie • Burn your movie to CD or store on the network. • Considerations: Privacy laws, self conscious students and isolates. Some benefits of digital filmmaking cutting and Genuine adding communicative editing creates subtitiles teaching opportunities for opportunities excellent language for authentic learning audience and exchange increased motivation Producing and video incentive for more precision interac tive of a process good high alternative relevanc e to poster or artistic w ork for some students on a topic as a teaching resource Blogging KEY FEATURES OF A BLOG: • Personal editorship • Frequent updates • Free public access to the content via the Internet • Archived postings (Paquet 2003) SAMPLE CLASSROOM BLOG: • http://bsc7l.globalstudent.org.au/ • http://bsc12indo.blogspot.com/ USING BLOGS FOR ASSESSMENT: • Field notes and journals (record of travel or exchange trip) • Research Journal (record of the research process, to show scaffolding of learning) • Learning Journal (reflection of learning) • Blogs can be used to suit many different types of classroom learning (e.g. Year 12 Detailed Study) (From Blogging to Learn, Anne Bartlett-Bragg, University of Technology, Sydney, 2003) Blogging HOW TO SET UP A BLOG: Victorian Education Channel (Schools) for blogs supported by DoE (http://www.education.vic.gov.au/schools/default.htm) Global Teacher – need to email them to receive relevant details and resources (http://globalteacher.org.au/) THINGS TO REMEMBER: • Students need to be trained and very aware of privacy (consider letter home) o They need to know not to use full names o They need to know not to give out personal information in any form o They need to know not to post any photos without that person‟s explicit permission • You need to monitor their posts and edit any inappropriate comments or information MORE INFORMATION: http://www.bsclotecoe.vic.edu.au/ICTInternet.htm Podcasting WHAT IS A PODCAST? • A podcast is where you create content (video or audio files) that reside on a website. • You can download commercial podcasts from radio and television stations. TEXT TEXT TEXT TEXT HOW WE USED PODCASTS FOR ASSESSMENT: • Groups of our year 8 students completed an online research module which guided them to research information on Indonesian in religions (in English) • Each group then used this information to write up a script • Audacity was (http://audacity.sourceforge.net/) installed on required computers. • The students connected microphones to their computers and used audacity to record their broadcast (very simple – stop and start process) • The students then use Audacity to edit their broadcast and add Indonesian music. They then saved their final product as a wave file. TASK ONLINE: http://www.bsclotecoe.vic.edu.au/ReligionTask/index.html TECHNOLOGY: http://www.bsclotecoe.vic.edu.au/greenlush/index.html Webquests and Webhunts WHAT IS A WEBQUEST? • A webquest is a tool that involves students interacting with online resources. • A webquest assists with student motivation and creativity, developing thinking skills and cooperative learning. • Designed to follow a similar structure, including Introduction, Task, Background, Process & Resources and Conclusion. • Webquests often involve individual research, with students combining to in groups to complete the final task. SOME OF OUR WEBQUESTS: • Indonesian webquest on the Spice Trade (Year 12 Detailed Study) at: http://www.bsclotecoe.vic.edu.au/Indo/index.htm • Year 8 webquest on Bali (Cultural Assessment Task) at: http://www.bsclotecoe.vic.edu.au/Bali%20Webquest/index.htm MORE INFORMATION (background, design and building webquests): http://www.bsclotecoe.vic.edu.au/greenlush/index.html Using Front Page WHEN TO USE FRONT PAGE: • Front Page is the easiest software to use to create a webquest (the link below is an online PD module that shows you how to use Front Page) • Front Page is also a great tool to use in the classroom – especially for presentation of assignments TASK IDEAS: TEXT • A family tree or their own website on cultural information • Anything which could involve more than one page (map of house with links to other pages that have information about each room) TEXT HOW HAVE WE USED FRONT PAGE? TEXT • Year 8 Written Assessment Task based on the family. They created a family tree similar to this one (example task) • Year 10/11 online magazine (example) HOW TO DESIGN AND BUILD A WEBSITE IN FRONT PAGE: http://www.bsclotecoe.vic.edu.au/greenlush/index.html Thank You ANY QUESTIONS? For further information: visit the links we have provided; come and have a chat to us after the session; email us (email@example.com and firstname.lastname@example.org); visit the BSC LOTE Centre of Excellence website (www.bsclotecoe.vic.edu.au); arrange to visit our Centre in action.