Screencast-o-matic

Since starting to teach LINC online, I have been introduced to a wonderful tool -- Screencast-o-matic. This amazing bit of technology is free, easy to use - and it does not require you to create an account. These are a few of my favourite things.

You begin by clicking the blue button "Start recording for free".

Next, you click the orange button "Launch free recorder" and wait for the recorder, consisting of a frame of dotted lines and a control panel, to appear.

You can move the frame around and resize it to capture the part of your screen you want to include in your screencast.

Once you have this in place, you just click the little red Record button, wait for the countdown, and begin speaking.

This handy tool is useful for making How-to videos for students. They can watch the video as many times as they want, pausing, rewinding, or fast forwarding if needed.

I have used this in combination with PowerPoint to create How-to videos for using VoiceThread, performing various operations in Google Drive, and for giving instructions on writing a paragraph.

It can also be used to show students how to use a website -- for example, how to create a student account on the ESL Library site.

With students who are quite tech-savvy, you could even assign a task of making their own screencast. My own students are not there yet, but maybe someday this will be a possibility for them

There is an optional upgrade, which some of my colleagues subscribe to. It is not expensive and allows you to make longer videos, as well as edit videos. In the free version, if you make a mistake, you need to start over, but if you have the paid version, you can edit your creations. So far I have not felt the need for the paid version, but perhaps in the future I will consider it.

If you haven't tried Screencast-o-matic, I recommend you visit the site and start creating.

the perils of Moodle

Since starting full-time online instruction back in mid-March, I have developed a love-hate relationship with our institution's LMS, Moodle.

I love it because it is quite easy to use and flexible. I can easily make quizzes, embed documents, slides, and audio and video files, create a discussion forum... 

Oh, so very quickly I have come to the hate part of the relationship. 

Discussion Forum. Early on, I stumbled onto one of the pitfalls of this LMS. I made the mistake of creating a link for the term Discussion Forum. As in "Write your answer in the Discussion Forum."  Never do this! 

Why? you ask. Well, thanks to Moodle's auto-link feature, once you have created this link, you are forever doomed to have it appear every time you type the words "discussion forum".  You can highlight it and click on the "break link" icon, to no avail. The link stubbornly remains. 

The fix is quite easy, I discovered. Simply type an extra space between the two words. Voila! The link is gone.

Ah, but what about the other link I inadvertently created? Speaking. Yes, in my innocence, I created an eternal link using this one word. Now every time I type the word speaking, a link appears. A little careful thought and a fair bit of extra work solved this one. I now hit the space bar between two letters in this word, highlight the space, and then choose the extra-extra-small font size for that space. Like this: speak ing.  Fortunately, the smallest font size on Moodle is smaller than that of Blogger, so the space is quite a bit smaller. It is not perfect, but it is tolerable. However, the really bad part of this is that every time a student types the word speaking -- guess what? You got it, a link appears. 

And speaking of students, there is another thing about Moodle that raises my hackles. Our institution requires us to put all Moodle activities into books. This results in a nice clean look on the students' Moodle page -- no long string of activities to scroll through. Instead they click on a book chapter, click on a link to an activity (which is hidden but available) and complete the activity. At first glance, this is assuredly a good thing.

We are also encouraged to add a progress bar to the Moodle page. I set up a weekly bar, consisting of blocks that change colour when a student finishes a task. This works perfectly for quizzes -- as soon as the quiz is graded, the block changes form blue to green. But -- for other tasks that are not graded in this way, it is another story. When we set up the progress bar, we can choose one of two completion options: students can manually mark that they have finished OR students must view the activity to complete it.

Great, I thought. Students can manually mark sounds good. "Must view" is worthless, in my opinion, because as soon as they click and open the activity, the block changes colour. They don't need to read or do anything with the activity. Well, turns out "manually mark" is also worthless because it is not available when the hidden-but-available activity is accessed from a book. I asked our resident Moodle expert about this, thinking surely I was missing something, but no; she confirmed that such is the case.

The result is that the progress bar will show completion of anything that is graded, but students will have to use another checklist for other tasks. Again, far from satisfactory, but tolerable. It just seems like in the 21st century, we should be able to do better than tolerable.

Alberta A to Z

These photos, taken from Creative Commons, are intended to complement a module I created and taught: Alberta A to Z. This module helped students see the interesting and beautiful places to visit in their home province.

Pictured are Banff, Drumheller area, Head-Smashed-In Buffalo Jump, and the Ukrainian Cultural Heritage Village.

 

a school in Morocco

a country school en route from Fez to Marrakesh 

When we visited Morocco during the Christmas break in 2018, my eye was drawn repeatedly to the colourfully painted rural schools. My favorite was situated on a hillside, surrounded by a stone wall. The school and the wall were both painted a variety of pastel shades. Sadly, it was not a good place to stop, so I didn't get a photo. I was certain I'd be able to find a picture of it somewhere on the internet -- surely it had caught the attention of someone who had uploaded a photo. But alas, repeated searches turned up nothing. So I have to content myself with the photo above, of a less attractive, but easier to access, school.  

Since this blog is about technology for language learning, I have to stop to wonder if English is taught at these schools. Do they have computers? Other forms of technology? I know the villages have at least some sort of cell phone service, because as we drove through, I spotted people using their phones. But what about WiFi? What about the cost? 

And what about girls? What is their education like? In one village we drove through, we saw children riding bikes to school. Both boys and girls sailed along, many of the girls with their hair flowing behind them. To me, this spoke of freedom and opportunity, but over the years I've had a few Moroccan women in my classes. These women stopped school after grade 3 or grade 5, or if they were really lucky, grade 8. One woman was a widow who lost her husband while she was pregnant with their first child. Another was divorced and on her own in Canada, desperately trying to reach CLB 6 so she could take a child care program. These woman are not stupid by any means, but lacking a good foundational education, they struggle to learn. It is painful to observe.

It was encouraging, however, to see one of these woman jump in with both feet to embrace online learning. In just two or three weeks, she learned how to make an e-portfolio, how to do quizzes on Moodle, how to write something on Padlet. She sent emails and voice messages, and she uploaded photos to Google drive. She helps her son complete his online coursework for grade 4.

If she can adapt this quickly to a new learning environment, I have no doubt that with perseverance, she will improve her language skills as well.

And now it's normal

The new normal, as we keep hearing. Online LINC class.

My CLB 4 LINC class has 21 students, none of whom finished high school in their home countries. One student completed grade 10. Several have less than grade 5. 

However, by the end of the week, 20 of them were able to join a Blackboard session. Most also now know how to raise their hand, write in the chat box, and control their microphones. A few had trouble with their internet connection, meaning they were't able to stay in the session; one or two had problems with their speakers, meaning they couldn't hear me; but overall I would have to say the online class was a success. 

On Friday when I asked for feedback about the first week, they all agreed that face to face classes are preferable, but since we can't meet in person right now, online is pretty good. Several expressed appreciation of the opportunity to learn new technology, and I know they have a sense of accomplishment in learning so much in such a short time.

Most of the students have also learned how to do quizzes on Moodle, including the essay-type question. They've learned to use Padlet, although so far most have just written "Hi teacher".

As for me, I used EdPuzzle to edit two videos; I installed and set up a class Padlet; and I even figured out how to make my Blackboard link open in a new tab, something I was able to share with a colleague who has taught online for years but didn't know how to do that. 

(The last point is not because I am so clever technologically; rather, it is a result of my obsession with new tabs. Everything must open in a new tab, and I will not rest until I've found out how to make it happen.)

Today I had the opportunity to observe a colleague teach her online CLB 5/6 class. My main goal was to see how she starts her class, and I was reassured to see that I have been doing basically the same thing as she did.

I also garnered a few ideas for the coming week, which I will blog about after I've tried them.

LINC in the time of Covid-19

I don't know if it really is the end of the world as we know it, but it certainly feels like it.

Overnight my colleagues and I were jettisoned into the realm of online teaching. For the higher levels, it is no doubt much easier. For me, with CLB 4, it is not too bad. But I really feel for instructors of CLB 1 or 2 students, many of whom never attended school in their home countries!

On Friday we left the college believing that on Monday we'd have classes as normal, along with a couple of workshops to prepare for online instruction, should that become necessary.

The reality: on Sunday we learned that in-person classes were cancelled and instruction would move to online.

I had already prepared some materials for the week, so it was simply a matter of altering them slightly, uploading to their Moodle book, and changing the instructions so students would know how to send me their work. I gave them three options -- they could write their answers in the email body, they could write their answers on paper and send me a photo, or they could email me and attach their work in a Word document. 

On Monday we were told not to worry about teaching any content this week; our main concern should be to contact our students.

In a matter of hours, we had formed a class WhatsApp group, missing only 4 or 5 of the 21 students. I directed them to their Moodle Book, and since then I have received numerous emails with their writing and texts telling me about the reading and listening they've done.

Here at home, I was scrambling to learn to use Blackboard Collaborate Ultra. Fortunately, it is easy to learn, and I was able to prepare a session to introduce students to the system. The plan is to have a short session on Friday to make sure everyone knows how to join and participate, and on Monday (fingers crossed!) we should be ready to roll.

I've also spent time with a couple of other tools: Screencast-o-matic, which allows you to make simple videos quickly and easily, and EdPuzzle, which allows you to edit videos and add mini quizzes. 

I said I wanted to learn to use technology in teaching! Here is my chance!

Sharing files

Recently my CLB 4 Literacy have been learning computer skills. 

They learned to format and send emails. They made LINC portfolios using a folder system in Google Drive.

Next, I wanted to teach them about file sharing.

I started with email attachments. Following instructions, they typed 2-4 sentences in a Word document, saved the document and then emailed me, sending their document as an attached file.

Everyone did this successfully, and as they left the class they were doing the happy dance.


A few days later, a student sent me an email with her homework assignment in an attached Word document. When I commented on it the next day, she said she used the instruction sheet at home. When her husband saw her working on it, he said, in a tone of awe, "You know how to do that?"

Needless to say, that made me feel pretty good.

https://www.freeiconspng.com/img/16033

But then at our next staff meeting, one of my colleagues spoke about Google Drive, explaining how her CLB 7 students regularly share files with her on that platform. And then I watched a video claiming that it is far superior to share via Google Drive than to send email attachments. 

My bubble burst ever so slightly. Was I doing it wrong? Should I have taught my students about sharing via Google Drive instead of attached files?

I set to work on an instruction sheet: "How to share a file in Google Drive". At about step 3, I realized something: it's rather complicated, especially for students with limited English.

So, I decided to consult an expert -- my husband, the IT consultant -- about the advantages and disadvantages of each method. 

At the end of our conversation, I concluded that the K-I-S-S motto applies. 

So for now, for CLB 4 literacy students, I will Keep It Super Simple and let them send their documents as attachments rather than to go through the more complicated process of sharing via Google Drive. My colleague can teach them about that when they get to CLB 7!

How to write an email

https://www.pngitem.com/middle/hmihTTR_understandable-clipart-write-an-email-clipart-hd-png/

This week my LINC class did a "Write an email to your teacher" assessment task. Who knew it could be so hard?

The good news is that everyone was able to log in and open their college email without asking for help. This is great progress since the beginning of the term, so I was pleased about that.

Not only that, but a few students composed their email and sent it without consulting me. As I had instructed, they handed in their cover sheet, asked me to check that I had received their email, and walked out the door about ten minutes early. 

Another few used the entire class time, but they were able to complete the task without asking for help.

And then there were those whom I hold responsible for a few new grey hairs! 

  "Teacher! How do you spell 'now'?"   

                                               ME, inside my head: [Really? As in "now"? As in "at this time"?]

    "Teacher! I don't know how to fix the small 'i'!" 

    "Teacher! How can I make a space?"

    "Teacher! How do I make a question mark?"

As I dashed from computer to computer answering these and other questions, I made a note to self -- for our next computer lab, I will create a handout about the keyboard and mouse and spend some time with students who want to learn or review the basics. I will also ask the students who are more knowledgeable if they are willing to regularly help those who need a hand.

I also plan to compile a list of "Must Know How to Spell" words. As I have always told my students -- English spelling is hard. Even native speakers have problems. BUT --if you have a daughter, learn how to spell daughter. Same goes for husband. However, as an excellent speller who is also the mother of a son who once wrote "It was not biggy nuff", I am sympathetic to those who struggle in this area.

But I digress... 

In the end everyone was out of the lab by 4:00 (the official end time for the class is 3:50, so that wasn't bad), I received all the emails, and I think all the students started their weekend with a feeling of accomplishment. 

Sadly, I now have to assign grades, when in my opinion, each email is, to quote the Mastercard commercial, priceless.

** I need to add that we did plenty of scaffolding to prepare the students for this task. During the previous weeks, they have sent me 2-3 emails each. I'm not sure if they asked each other for help with those, or if nervousness was responsible for the problems they had on the assessment.

What to do with all the paper??

Paperless offices. Paperless utility bills.  Paperless contracts. "We're going paperless," my dentist's receptionist proudly told me a few years ago. "Click here for paperless billing" says a little box on my bank's website.

Paperless sounds like the new best thing. Why then are we still swamped in paper?

This looks a little like the stack of paper generated by my correspondence with a certain U.S. company,
which shall remain nameless. They l-o-v-e paper! 

I gave the nod to paperless at the dentist, but even so I often leave the office with a piece of paper. Years ago, I clicked in the right place to stop receiving my VISA bill in the mail, to no avail. When I did contract work for 2 different post-secondary institutions, not only was there paper, but the contracts extended to 4 or 5 pages, often in duplicate. 

In spite of this, a paperless classroom is still my dream. 

Recently another instructor showed my colleague and me how he has reduced paper in his class. Because of the limited technical abilities of our students, it is not truly paperless, but it's a start. It means the students don't have to lug around binders laden with their assessments and other papers. 

Students create folders, one for each skill, in Google Drive. They then snap photos of their assessment sheets, and upload the photos to the folders. Careful labeling of the photos ensures that they can see how many assessments they have for each of the four skills. 

To each of the skills folders, they also add an inventory sheet, which lists the assessments completed for that skill. 

Next, they add an About Me folder, which contains needs assessments, goal statements, learning reflections and the student's CLB levels, as well as any writing they do about themselves. 

Finally, they can add a folder with the Can Do statements for their CLB level.

These folders all go in a master folder labeled with their name, the year and their CLB level.

Because most CLB 4 newcomers don't have exceptionally good computer skills, they still need to do the majority of their assessment tasks on paper; however, as they improve in this area, that will become a thing of the past. 

A paperless classroom just might be an attainable goal.

Tech is where it's at

I am no stranger to technology. In fact, I might almost be called an early adopter. Way back in my university days I used a computer at my part-time job, something most of my friends had never even tried. They were slightly in awe of me when I told them about the things I could do. 

When I decided to get a TESOL diploma, I did that using technology -- entirely online -- meaning that I knew about Moodle and Blackboard before my kids did.

I was fortunate enough to walk straight into a full-time teaching position immediately after finishing my diploma, and from the start I used technology in the classroom. Since the low-budget Community ESL program I worked with did not have computers, I brought my own laptop to class. YouTube, BBC and CBC Learning English, ESL Library, and many other wonderful websites were my faithful friends, as students squinted to see the 17" screen.

I have since moved on to teaching LINC at a college with superbly equipped computer labs and classrooms. Desktop computers, SmartBoards, built-in projectors, and Moodle are all part of our daily routine. I am comfortable using them, but there is always something more to learn.

And that's where this course comes in. I look forward to climbing the technological cliff, honing my skills and learning about various types of technology, specifically for use in teaching English language learners.