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Smart ways of using virtual sticky notes workshop pesentation - teflin 2015
The document outlines a virtual workshop focused on using digital tools like Padlet and Lino for enhancing language learning among students aged 14-25. It describes various methodologies, student activities, and feedback mechanisms to foster interactive learning experiences, showing insights from questionnaire results. Both students and teachers reported benefits such as increased engagement, practicality, and improved communication, despite challenges with internet connectivity.
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Smart ways of using virtual sticky notes workshop pesentation - teflin 2015
- 1. Nina Septina –EF English First Semarang Winda Hapsari – LBPP LIA Jakarta for Virtual
- 2. Workshop Overview Background andPurpose of Study Methodology Results Trying Out Using Virtual Sticky Notes Q & A
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- 7. Methodology - 57 students(aged 14-25) - English proficiency: elementary & intermediate levels - Gadget’s availability: most of them have either a smartphone, tablet, iPad, or a laptop - Going online habit: from twice a week to everyday Preliminary Survey
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- 9. Methodology Integrating Virtual StickyNotes, Lino & Padlet, for language learning • Mostly for productive skills (speaking or writing) – Post listening lesson – Post reading lesson – Extension of speaking or writing lesson • Media for communication (T-S and S-S) – Teacher and peer feedback – Announcement and information board Procedures
- 10. A showcase ofindividual student’s work Class Poem Gallery
- 11. A showcase ofindividual student’s work Post - Listening (to a song) Task What do you think of this song (Brave), and what moral lesson can you take from this song? Write down the things you'd like to be brave about in the next few months. An activity by Tim Murphey
- 12. A showcase ofindividual student’s work Show (the video) & Tell Students learn to describe their unforgettable moments by first showing them an Animoto video which is uploaded on a class padlet wall, then further tell the class about the photos in the video by using the grammar and vocabulary learned.
- 13. A showcase ofindividual student’s work Students' Dream Countries/Cities Writing assignment Topic : beautiful places all over the world / travelling. >> Ss share their dream city / country and the reason why they want to go there and what activities they can do there.
- 14. A showcase ofindividual student’s work Class Favourite Quotes
- 15. Class Favourite Quotes Lessonfocus: Direct vs Indirect speech -As a home assignment, ask Ss to post their favorite quote on the wall - In class, ask them to change these quotes into indirect speech - Next, they exchange experiences and stories about why they love these quotes, and in what way these quotes have affected their life.
- 16. Students’ Recorded Talks Ashowcase of individual student’s work
- 17. Students’ Recorded Talks Afterstudents’ speaking performance in class, the recorded talk is then uploaded to padlet or lino Students listen to their friends’ recorded talk and give feedback on their oral performance. Feedback can be posted on the virtual board or discussed in the next session with the teacher.
- 18. A showcase ofindividual student’s work
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- 21. Methodology • Questionnaire – Prestudy – Post study • Narratives – Students – Teachers Instruments
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- 23. Questionnaire Results To medoing homework online is more interesting compared to doing some paperwork home assignment. Not at all A little A fair amount A lot
- 24. Questionnaire Results 0 5 10 15 20 25 30 Not atall A little A fair amount A lot Online home assignment is quite practical in terms of keeping and submitting the work as it's just one click away to the link given.
- 25. Questionnaire Results 0 5 10 15 20 25 30 35 Not atall A little A fair amount A lot When I’m doing my writing assignment on Lino or Padlet wall, I also enjoy reading my friends’ posts.
- 26. Questionnaire Results By readingand learning some examples from my friends' posts on Lino or Padlet, I can create my post more easily. Not at all A little A fair amount A lot
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- 28. Shortcomings: Students’ & Teachers’Perceptions Limited/slow internet connection / not available Limited / running out of quota/credit
- 29. Benefits: Students’ Perceptions sophisticated, fun,we don’t need paper and pen, and we can do it anywhere and anytime it motivates me to fulfill the assignment given simpler, faster and more practical easier and it saves paper
- 30. Benefits: Teachers’ Perceptions Myinteraction with my students is not limited only in class. It helps me keep myself updated with my students' progress easily. I can check and give feedback to my students’ work immediately as soon as they submit their work anytime anywhere. It lets me use my time efficiently. I won’t be bothered by scattered papers, filing their works etc.
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- 32. Smart ways ofusing
- 33. Padlet & Linoit– interactive online sticky boards by Fiona Beal, SlideShare
- 34. Go to http://linoit.com/homeand sign up Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 35. Log in Padlet &Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 36. Create a newcanvas Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 37. Make your choices– General setting & Visibility Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 38. Click on thecolour you want to use Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 39. Start writing onyour stickie (add your name) Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 40. Decide on yourfinal colour and press ‘Post’ Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 41. You can evenadd videos Padlet & Linoit – interactive online sticky boards by Fiona Beal, SlideShare
- 42. Setting up agroup https://www.youtube.com/watch?v=mhGcCX3iXWc Linoit Groups An introduction to creating and using the groups security feature within Linoit - breinerb
- 43. Now to Smartways of using
- 44. Let’s put it intopractice!
- 45. Padlet – goto http://padlet.com/
- 46. Sign up /Log in to Padlet
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- 48. Write the titleor the basic info / theme of your wall
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- 51. Set the privacysetting
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- 55. Share the link& export the wall into different file formats
- 56. Create your own boardand post a stickie and attach your cutest photo
- 57. Create a Padlet Group Find3 people in this room, invite them to post a stickie on your board (tell why you love teaching )
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- 59. Class Profile Page Students’Introduction
- 60. Group Projects Use Padletfor group research data & projects
- 61. A Showcase ofImportant Class Moments Class Photo Album
- 62. A Showcase ofImportant Class Moments Making Connection with Parents, Showing Students' Activities in Class
- 63. This project aimsto improve students’ language development by intensifying their learning through making video recordings of students' activities available for students to watch at home with parents. These videos served as a reinforcement of lessons discussed in class which could be watched and repeated at their convenience at home offering more exposure to English as well as creating a memorable learning experience for the students. Parents are invited to take part as co-learners to attend students when watching the recordings at home. They could give their children encouragement to participate more and perform better while at the same time they could follow their children's progress. Making Connection with Parents, Showcase of Students' Activities in class Septina, N. & Murphey, T. (2013). Language performance videoing for home viewing. PeerSpectives10 pp. 21-27.
- 64. Collaborative Project BetweenCountries Intercultural Exchange
- 65. Collaborative Project BetweenCountries Intercultural Exchange
- 66. Students discussunique and interesting activities or objects found in their culture (that people from another culture may not easily recognize) Students then take a photograph of the object or activity they have chosen. Students post the photo on the Padlet wall and ask students in the partner country to guess what the object is used for, or in the case of an activity, ask what people are doing and why Collaborative Project Between Countries This activity is adapted from an intercultural exchange by Indonesian & Japanese students done in 2011 - Bray, E. & NurIswanti, S. (2013). Japan–Indonesia intercultural exchange in a Facebook Group. The Language Teacher 37 (2) 29-34
- 67. Class Feedback Forum -What do you think of the activity? - What do you like/don’t like? - How can you make it better? -What do you already Know about the topic? - What do you Want to know? -What have you Learned from the Topic?
- 68. Class Question Board Studentscan post any questions about the units discussed, homework assignments, or class schedule. The teacher will get the notification by email. By putting the questions on the wall, all other students can see and get the information as well.
- 69. Thank You /Wishes Wall Sending wishes / thank you notes
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- 72. Teachers’ Repertoire Teachers’ sharingpage http://padlet.com/ninaseptina2009/TEFLIN2015Workshop Give an example on how you would use Lino or Padlet in your teaching context. Let us know your name and where you come from. Nb. Attaching your photo on your post would be nicetoo!
- 74. Thank You Nina Septina- [email protected] Winda Hapsari - [email protected]