FIRST CHECKPOINT
EXAMPLES OF DIGITAL LANGUAGE LEARNING MATERIALS
Facebook
Online news
Twitter
Blogs
Prezi
Garageband
Tumblr
Youtube
Email
Second Life
Glogster
Wordcharm
Comic strip
SECOND CHECKPOINT
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.
THIRD CHECKPOINT
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
a) 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.
b) 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.
c) 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.
d) 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.
FOURTH CHECKPOINT
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
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