Categories
Edtech Moodle online course Tertiary teaching

Practice makes perfect?

This has been sitting in my drafts folder for about a year. If I don’t post it now, I’m not sure I ever will, so here goes. 

danna § curious tangles: words (CC BY-NC-ND 2.0)
March 2020

I recently tweeted this.

It then occurred to me that the tweet could be construed as a promise of a blog post, so I thought I should do something about that.

I’ve previously written about H5P activities in our online course here, here and here. I like the versatility of the tool and the fact that it’s available as a Moodle plugin, so I can use it free of charge. There are many content types (activity types) you can use and so far I’ve only been able to test out a relatively small number: drag and drop, interactive video, audio recorder and course presentation.

I was pretty confident H5P would be useful for tasks more obviously associated with vocabulary learning (probably primarily because I’d noticed a content type called Fill in the blanks), so at some point I thought I should look into it as a possible substitute for Textivate. 

I’ve been using Textivate for several years now and really like it, but if you want to use it in combination with your own resources – to practice specific vocabulary, for instance – you have to get the paid version. Which I completely understand and *have* renewed my subscription a couple of times, but as I’m an adjunct and get paid comparatively little, I’m always on the lookout for free versions of apps and such. 

I decided to revamp our revision unit with the help of H5P content types and made the following changes.

  1. User-defined gapfill (Textivate)Fill in the blanks (H5P). For vocab revision. In the Textivate version, once you define the words students need to add to the text, they conveniently and automatically appear below the text and you drag them to where you think they should go. In the H5P version, you define where the missing words should go and get blank boxes where students need to type these words. It’s not incredibly flashy or exciting in Textivate either, but in H5P it’s really bland, so I decided to jazz it up a little by creating an image in Canva and adding the missing words to it. Then I added the image above the text. When you have a go at the activity in student mode, the image shows up as much smaller than it is, but you can click on it to enlarge it, which I thought could be convenient for practice. If a student was doing the activity for the first time, they could click on the image and view the words, but if they wanted to try it again, they could see if they recalled any of the words without first clicking on the image. Incidentally, you could also add a video instead of an image to the activity, which wasn’t suited to my purpose but could work well in other contexts. 
February 2021

So, here we are, back in the present. It’s a little more difficult now to identify the type of activity I used in Textivate because I can only make a guess based on what the activity looked like in earlier iterations of the course. I knew there was a reason I should have done this sooner. 

  1. Shuffle? Multimatch? (Textivate)Fill in the blanks (H5P) For joining sentences. The point here was to practice joining sentences in a highly controlled way, with relatively little creativity and thus few unexpected outcomes. (No, it’s not one of my favorite activities either, but it’s useful for exam practice.) When I used Shuffle, students were instructed to rewrite the sentences in a separate document (which is not the happiest of solutions and I’m doubtful whether anyone ever actually did this, especially if they revised half an hour before the exam) and then do the Shuffle activity where they matched the two sentence halves and checked if they corresponded (in terms of punctuation, etc.) with what the students thought was correct. I’m happier with how it works with Fill in the blanks (H5P) because you can add hints to the blank boxes. The students have to type out the sentences in order to check if they joined them correctly and if there’s anything you want them to watch out for (something that might cause them to slip up at the exam) you add it as a hint. Now, you might think well, maybe Shuffle/Multimatch wasn’t the best choice of activity for joining sentences and you’d be right, but as I already had a Textivate subscription I sometimes used it in ways that were not ideal. 
  2. User-defined gapfill (Textivate)Mark the words (H5P) For identifying parts of text that need alteration. This was a really convenient change because it made me break the activity up into two steps, which I think is easier to process. Again, in the Textivate version the students were instructed to type the changes they would make in another document and then drag and drop the suggested answers into the correct gap. If they skipped the first step, the activity was deceptively easy compared to what it would be like at the exam. With Mark the words (H5P), they first need to highlight the parts of the text that need to be changed (and can check if they were correct), then there is another Fill in the blanks with hints where they focus on making the actual changes. 

And that’s it as far as H5P in the revision unit goes. There are also a couple of Quizlet sets and Moodle quizzes, so the H5P activities are just part of what students have the opportunity to complete if this is how they wish to practice. The unit is entirely optional, although I sometimes think perhaps it shouldn’t be, but that is material for another post.

If you teach online (synchronously or asynchronously), do you have materials that your students can access in their own time and practice, say, for an exam? What (tools) have you used for this and are these activities optional?

Categories
Edtech Moodle online course

Should your online students (want to) talk to you?

Photo “headphones” taken from http://www.flickr.com/photos/mzn37/ by Michael Newman, used under a CC BY-NC-ND 2.0 license 

This is a follow-up post on the one from earlier this month, on the audio files I’ve been adding to the online course this semester.

Because several of the students had made the point in their learning journals that they were finding it challenging to focus on longer stretches of audio, I decided to try out Neil’s suggestion of adding shorter comments to the H5P Course Presentation content type.

This now pretty much looks like your typical PowerPoint slide with blue play buttons next to each bullet point. I add the Course Presentation to the relevant unit and choose the “available but not shown on course page” option so that I can embed it into the unit guide which is organized in the Moodle Book resource. I do this so that the students will access it in the order I’d like them to, i.e. that will (hopefully) make the most sense. 

I did say the students were free to comment on what they thought of this change – if they thought it made processing the audio any easier – in their learning journals, but as I haven’t had any takers yet, I’m not sure what they think. 

From my perspective, it’s definitely easier and quicker as far as planning goes. I haven’t opened the document in which I used to plan what I was going to say since I last made a longer recording. I jot down the ideas in a notebook and it’s just a couple of words for each point I plan to address. I’ve only done two units this way and the average is 7 recordings per unit, which I think overall adds up to a little more than the 15 minutes the single recordings per unit would take, but I make sure to state clearly that the students don’t need to listen to these in one go. 

I also find it much easier to record a 3-minute comment in the sense that I feel very aware it’s much easier to re-record if I go off on a tangent or if a text message comes through and distracts me. I just need to remember to say at the beginning of each recording what it’s going to be about, so those listening are sure which file goes with which bullet point.

In the last unit I did this for I also added a slide with links to a couple of video resources and websites, which I then expanded on in the audio comments, so right now Course Presentation is looking like a far more versatile resource than just audio files.

You know when you get excited about something and figure everyone will be just as thrilled about it as you are? Despite writing about the audio files as an experiment, I’d already made up my mind that they added something (valuable) to the course and expected the students to feel the same way. Halfway through the course I added an optional activity which involved the H5P Audio Recorder content type and instructions for students to record an audio comment no longer than 2 minutes – I called the activity “Checking in” – and share the recording on a Padlet wall. 

Only one student took part in this activity, which was a bit of an anticlimax. Maybe it shouldn’t have come as a surprise as it was optional, but 2 minutes – okay, probably more like 10 minutes if you factor in prep time (there were prompts), downloading and sharing to Padlet – didn’t seem likely to discourage the entire group. Clearly I miscalculated here but I’m not sure why.

In earlier course runs I used to offer the option of recording some learning journal audio entries and very few students ever took this up, which I attributed to the probability that these entries were likely to take more prep time. But there might have been an additional factor: some students said they hated the sound of their voice and couldn’t bear to listen to themselves. 

I thought hearing other students’ voices would make their online presence more evident and therefore have a bonding and motivating effect, but the whole thing fell flat. Apart from feeling a tad disappointed – the students don’t seem uninterested in the course overall – I’m not sure if I should consider this a chance development and repeat the experiment or just drop it. 

If you have any ideas re why students may not be as excited about the opportunities afforded by audio as I am, I’d love to hear them!

Thanks for reading and I hope you’re having a lovely holiday season! Thank you for being around this year. 🙂 

Categories
Thoughts and reflections

Looking back on 2018

I love year-in-review posts. They’re often a tad more personal than the usual ELT blog post in that they touch on areas of life outside of the classroom, which I always enjoy reading about. I’ve been following some folks’ blogs long enough to feel as if I know them in real life, so it’s great to read about their successes and challenges, and how they overcame/are dealing with the latter. Year-in-review posts can also be a useful reminder of things people have previously shared on their blogs or social media, but with the flood of news out there it’s often easy to overlook/forget bits of pertinent information.   

The idea for this post came from Sandy Millin’s blog, where you can also read which other posts inspired hers. I’ve adapted it a bit because a) it’s not December anymore, b) if I wrote about 31 points this would be completed in June, and c) I have nothing to say for some of the prompts, so I left them out.   

Your favorite activity from 2018

I haven’t taught offline much for quite a while now, so I’m going to go with an online activity which isn’t from 2018 but remains one of my favorites: the anonymous peer review. I wrote about how it’s set up in my course and which tweaks have been added over time in this post.

Most memorable story from 2018

This would have to be my visit to Athens in the spring. I hadn’t been to Greece before and it was great to have the opportunity to spend a couple of weeks there. One thing I’ll definitely remember the visit by is meeting one of my PLN in person – thanks for everything, Christina! Proof that the ELT world is indeed a small one is that in the brief time while I was in Athens the sixth BELTA Day took place and Christina was a presenter, so I was able to reminisce about the lovely BELTA people and previous BELTA Days without – hopefully – sounding too nostalgic.

the moment in 2018 you felt proud as a teacher

This isn’t classroom related but I’ve been adjuncting at the University of Zagreb since 2008, and a couple of years into this I was expected to qualify for the title of lecturer, which is the educational title lowest on the scale in the Croatian tertiary education system. Once you qualify, you hold this position for five years, after which you can go for re-election or try to move a step up the ladder. Last year I qualified for senior lecturer, which sounds grander than it is (especially if you’re still adjuncting – I expect I could soon be setting some kind of record), but was a bit of a proud moment nevertheless.

A new idea you implemented in 2018

The idea isn’t new but I finally got around to trying out badges. I’m still planning to create two more – for which I’ve more or less defined the criteria – by the end of the semester.

Your favorite teaching aid in 2018

A reliable board marker that doesn’t die on me halfway through the class.

The moment in 2018 when you felt proud of your student

There was definitely more than a single moment/student, but one that readily comes to mind is when a wonderful, very motivated and hardworking student – who recently graduated (or is almost there) – got a job at a place that inspires job satisfaction and looks good on their CV.

Your favorite teaching website in 2018

I don’t really have one. My favorite resource for everything teaching related is Twitter and I follow up on interesting info I come across by clicking through to whatever resources the person tweeting has linked to. These are, however, far more often blogs than websites like Edutopia or Teaching English. A quick look at some of my recent retweets suggests that I may have visited the EdSurge HigherEd website pretty often and I think this is explained by the fact that they cover topics of relevance both to my non-teaching (but still in the education sector) job and tertiary ed topics.

The person who inspired you in 2018

Some of my coworkers. I won’t single anyone out just in case someone from work ever reads this, primarily because many people there have been inspirational in a number of small (and not-so-small) ways and I don’t want anyone to feel left out.

Your greatest challenge in 2018

Overcoming impostor syndrome. Changing professions/working environments after such a long time did leave me with nagging doubts as to whether I was doing a good job, even if objectively I knew I was coping at least satisfactorily. Before I always used to be the one who had been doing that job forever when a new coworker came along and it was a challenge to be on the other side.  

Your strongest point as a teacher

Modesty dictates I say my students should be asked about this. But now I think about it, this really is a tough question. I’ve been teaching for 20 years so there are probably few things I’m hopeless at (apart from teaching YLs and teens, which I’ve never done). I hope I’m good at making students feel confident about their language skills. Let’s put it this way: I would be happy if that was how students felt.    

Your favorite teaching application in 2018

Definitely H5P, which I’ve written about here and here. I’m planning to try out more of their content types this year.  

The best CPD book you read in 2018

Readers of this blog know I occasionally do translations, so I think I’m justified in choosing this as a CPD book: Is That a Fish in Your Ear? Translation and the Meaning of Everything by David Bellos.

Your greatest frustration in 2018

Probably the fact that I wasn’t sure if my non-teaching contract was going to be extended, as a result of which I thought it would be prudent to hang on to any work I’d been doing previously. This included proofreading/language-editing/translation work and online teaching, so I worked almost every evening and weekend for the first half of the year. Luckily, the contract was eventually extended.

One thing you want non-teachers to understand

That it’s normal for teachers to be on the lookout for things that will make their job easier. People in other professions do this too. It’s great that there are teachers who enjoy being immersed in PD opportunities 24/7 and who will always take the more challenging route, but that works for them and shouldn’t be seen as the norm every teacher should necessarily aspire to.

Your most memorable teaching experiment in 2018

This has got to be the workshop on academic writing I delivered for my coworkers. I asked for my PLN for ideas and input in this post and would like to thank everyone once again: I thought the workshop turned out pretty well. There was some talk at the time that we might have more frequent sessions for those interested, and not only on academic writing but other aspects of language, but that hasn’t yet come to pass, primarily because I haven’t done anything about it. I didn’t want to commit to something I might not have the time and energy to do properly.

your personal success in 2018

I’m not sure if the “personal” is meant to stress that I see this as a success only I contributed to/brought about (as opposed to being part of a team), but I’m going to interpret it as also referring to team successes. I wrote about being involved in AMORES project here and here. The project ended three years ago but in 2018 articles describing project results were published in two books. It’s great to see the project living on!

One thing you plan to change in 2019

If I were the least bit confident that there was a chance of this actually happening, I’d say I’d do more exercise. 

Your greatest discovery in 2018

I know this is going to sound ridiculous, but you know the timer app on your phone? Oh, okay, I know, Google Keep. ILovePDF? Nope, nothing revolutionary.

Thank you for reading! I hope it’s not too late to wish you a great year ahead and please let me know if you’ve done a year-in-review post – I’d love to read it!