Difference between revisions of "MercedesKraszewski's Portfolio"
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In today’s world, technology has become more than just a secondary tool. In education, it has effectively been used as an instructional tool with tremendous results. Not many students of Foreign Language feel the need to learn a second language, nor motivated to do so. Technology in Foreign Language classroom is becoming a great phenomenon that offers positive and amazing results. Studies have shown that implementing technology in education enhances students’ learning. In words of Meskill (2009) Media and technologies can be great and effective tools for broaden the ways that teachers and students consider language learning and for creating fresh and exciting perspectives (p. 1). | In today’s world, technology has become more than just a secondary tool. In education, it has effectively been used as an instructional tool with tremendous results. Not many students of Foreign Language feel the need to learn a second language, nor motivated to do so. Technology in Foreign Language classroom is becoming a great phenomenon that offers positive and amazing results. Studies have shown that implementing technology in education enhances students’ learning. In words of Meskill (2009) Media and technologies can be great and effective tools for broaden the ways that teachers and students consider language learning and for creating fresh and exciting perspectives (p. 1). | ||
| − | VOKI is a unique and revolutionary Web 2.0 | + | VOKI is a unique and revolutionary Web 2.0 http://web2012.discoveryeducation.com/web20tools.cfm tool that amazingly supports language instruction. And it is a free- service that offers the possibility of creating animated and personalized characters “avatars,” and using them in a broad variety of ways in the classroom. My hypothesis is that not many language teachers are aware of VOKI. I would like to provide this mini-course on VOKI to colleagues who are interested in learning about it and implementing this type of effective Web 2.0 resource in instruction. |
'''2. Gathering Information''' | '''2. Gathering Information''' | ||
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''Experts'' | ''Experts'' | ||
| − | As getting to know about language teachers’ awareness on | + | As getting to know about language teachers’ awareness on Voki, I elaborated a survey that brought feedback from five of them and their thoughts, comments, and feelings about this technology tool. |
''Site-specific source'' | ''Site-specific source'' | ||
| − | I also got to interview ten middle and high-school students about their knowledge on the topic. With this, I wanted to hear from students and their experiences with | + | I also got to interview ten middle and high-school students about their knowledge on the topic. With this, I wanted to hear from students and their experiences with Voki to see if they had gotten the opportunity to use it in their classroom. |
| − | Research: I researched what other language teachers who use | + | Research: I researched what other language teachers who use Voki in their classroom have to say about it. |
''Who are my learners?'' | ''Who are my learners?'' | ||
| − | This mini-course is aim to Foreign Language teachers who want to learn about what VOKI is and how to implement it as an effective Web 2.0 | + | This mini-course is aim to Foreign Language teachers who want to learn about what VOKI is and how to implement it as an effective Web 2.0 tool in instruction. |
''My resources and constrains'' | ''My resources and constrains'' | ||
| − | The survey I performed to teachers was a 0 to 5 type, which brought meaningful results from which I got to learn how well | + | The survey I performed to teachers was a 0 to 5 type, which brought meaningful results from which I got to learn how well Voki is known as a tool in the language classroom. Four of my respondents teach Spanish and one teaches French. In general, the following are results of the survey: |
•An average of 3 to the question if they use technology in their classrooms | •An average of 3 to the question if they use technology in their classrooms | ||
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•An average of 5 to the question if they think technology can make a language class fun, thus easily get students’ attention | •An average of 5 to the question if they think technology can make a language class fun, thus easily get students’ attention | ||
| − | •An average of 1 to the question if they are familiar with | + | •An average of 1 to the question if they are familiar with Voki |
| − | •An average of 1 to the question if they have used | + | •An average of 1 to the question if they have used Voki in the classroom |
| − | •An average of 4 to the question if they have never used | + | •An average of 4 to the question if they have never used Voki in the classroom but would like to learn about it |
| − | •An average of 1 to the question if they are familiar with | + | •An average of 1 to the question if they are familiar with Voki and think it is an effective technology tool in the language classroom |
| − | From this, I could see that VOKI isn’t well known by many educators yet. The ones who aren’t familiar with | + | From this, I could see that VOKI isn’t well known by many educators yet. The ones who aren’t familiar with Voki want to learn about it and strongly believe that technology is an effective tool in instruction. |
| − | The interview I did to 10 middle and high-school students was of 6 yes and no questions and provided me with the idea on how much they know about | + | The interview I did to 10 middle and high-school students was of 6 ''yes'' and ''no'' questions and provided me with the idea on how much they know about Voki. Five questions were asked and the findings were as follows: |
•To the question if they like to use technology, 10 asked yes | •To the question if they like to use technology, 10 asked yes | ||
| Line 76: | Line 76: | ||
fun and they like to do different things in the smart board and computers | fun and they like to do different things in the smart board and computers | ||
| − | •To the question if they know what | + | •To the question if they know what Voki is, 6 expressed they did |
•To the question if they have ever used VOKI in a class and which class if they have, 6 responded that they did. Two students said they used it in English class, and the four others did in language class | •To the question if they have ever used VOKI in a class and which class if they have, 6 responded that they did. Two students said they used it in English class, and the four others did in language class | ||
| Line 82: | Line 82: | ||
•To the question if they never seen VOKI before in the classroom, and would like to learn about it, 4 expressed they never have and they would like to learn about it | •To the question if they never seen VOKI before in the classroom, and would like to learn about it, 4 expressed they never have and they would like to learn about it | ||
| − | •To the question if they are familiar with | + | •To the question if they are familiar with Voki in the classroom and if they like it and why, 6 said they were familiar with it and they really like it because it is fun and they can better learn by having fun |
| − | As a result from the interview, I got to learn that some students are familiar with | + | As a result from the interview, I got to learn that some students are familiar with Voki while others aren’t, also that they all think technology is fun and most of them believe it is important in the classroom, and that Voki may not be well known by some language teachers, but it is by other ones. |
'''3. Summarizing and Revising Goals''' | '''3. Summarizing and Revising Goals''' | ||
| − | Technology tremendously supports today’s Foreign Language classroom. | + | Technology tremendously supports today’s Foreign Language classroom. Voki is one of the many Web 2.0 technology tools that provide such support. Not many language teachers knowledge what Voki is and how to use it. |
| − | This mini-course will provide language teachers with an emphasis on the importance of technology use in instruction and will concentrate on teaching how to use | + | This mini-course will provide language teachers with an emphasis on the importance of technology use in instruction and will concentrate on teaching how to use Voki, from the very beginning. It will guide participants on the learning through the units. |
| − | My major goal includes instructing participants on learning how to use | + | My major goal includes instructing participants on learning how to use Voki in the classroom. |
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== '''Purpose and Performance Objectives''' == | == '''Purpose and Performance Objectives''' == | ||
| − | Purpose: To provide education on what | + | Purpose: To provide education on what Voki is about, what it has to offer, and how to use it in language instruction |
| − | •Given a self-test on | + | •Given a self-test on Voki’s basic knowledge as its value in instruction and how to create an account, students will effectively respond to the questions asked. |
•Given the opportunity to create their own avatar, participants will effectively use their knowledge and design their personal characters and manage them. | •Given the opportunity to create their own avatar, participants will effectively use their knowledge and design their personal characters and manage them. | ||
| − | •Given the end of the course test, participants will effectively respond demonstrating their knowledge on how to use | + | •Given the end of the course test, participants will effectively respond demonstrating their knowledge on how to use Voki-free in the Foreign Language classroom. |
== '''Prerequisites''' == | == '''Prerequisites''' == | ||
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''Supportive'' | ''Supportive'' | ||
| − | •Willingness to learn about | + | •Willingness to learn about Voki |
•Desire to correctly answer the questions given in the self-test and move on | •Desire to correctly answer the questions given in the self-test and move on | ||
| Line 140: | Line 140: | ||
''Essential'' | ''Essential'' | ||
| − | •Master skills on using | + | •Master skills on using Voki in the Foreign Language classroom |
''Supportive'' | ''Supportive'' | ||
| − | •Motivation to integrate | + | •Motivation to integrate Voki as an effective technology tool in instruction |
== '''Sequencing''' == | == '''Sequencing''' == | ||
| − | '''Unit 1: What | + | '''Unit 1: What Voki is''' |
'''Objectives''' | '''Objectives''' | ||
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By the end of this unit, participants will be able to: | By the end of this unit, participants will be able to: | ||
| − | •Knowledge general information on | + | •Knowledge general information on Voki as a technology tool in the Foreign Language classroom |
| − | •Successfully create a | + | •Successfully create a Voki account |
'''Material to be covered''' | '''Material to be covered''' | ||
| − | •Introduction to | + | •Introduction to Voki |
•Self-Test on learned material | •Self-Test on learned material | ||
| − | •Create a | + | •Create a Voki account |
| Line 188: | Line 188: | ||
By the end of this unit, participants will be able to: | By the end of this unit, participants will be able to: | ||
| − | •Master skills on using | + | •Master skills on using Voki in the classroom |
| − | •Successfully integrate | + | •Successfully integrate Voki in instruction |
'''Material to be covered''' | '''Material to be covered''' | ||
| Line 218: | Line 218: | ||
''Instruction'' | ''Instruction'' | ||
| − | '''Unit 1: What | + | '''Unit 1: What Voki is''' |
| − | •Introduction to | + | •Introduction to Voki (free version) and what we can do with a free account such as create, personalize and share avatars, access to lesson plans, and products. |
•FAQ and answers | •FAQ and answers | ||
| Line 226: | Line 226: | ||
•Instructor embedded avatar as an example | •Instructor embedded avatar as an example | ||
| − | •Embedded tutorials from | + | •Embedded tutorials from Voki site on how to create account |
•Self-test | •Self-test | ||
| Line 251: | Line 251: | ||
Based on what I have learned in the previous three weeks of study, I got to consider activities that will get participants engaged | Based on what I have learned in the previous three weeks of study, I got to consider activities that will get participants engaged | ||
| − | |||
and productively learn from this mini-course. Significant points that I kept in mind as constructing my course outline are for | and productively learn from this mini-course. Significant points that I kept in mind as constructing my course outline are for | ||
| − | |||
example the model of instruction provided by Gagne’s chapter 10 which includes pre-learning, learning, and post-learning | example the model of instruction provided by Gagne’s chapter 10 which includes pre-learning, learning, and post-learning | ||
| − | |||
categories. I also believe this course fits the nine events of instruction and their relation to the process of learning, where | categories. I also believe this course fits the nine events of instruction and their relation to the process of learning, where | ||
| − | |||
participants of the course will provide part of what is required for learning to occur. Another meaningful connection that the | participants of the course will provide part of what is required for learning to occur. Another meaningful connection that the | ||
| − | + | entire course has is to instructional media, since its topic Voki is a technology tool that significantly supports learning. | |
| − | entire course has is to instructional media, since its topic | ||
Project-based learning is an additional approach that I think I mostly include in my course. Participants will learn by doing | Project-based learning is an additional approach that I think I mostly include in my course. Participants will learn by doing | ||
| − | + | things, by creating their accounts, avatars, and managing them. Students will get engaged in learning as they will successfuly | |
| − | things, by creating their accounts, avatars, and managing them. Students will get engaged in learning as they will | ||
| − | |||
progress throughout the course. And at last but not least, this course will offer participants the opportunity to be part of an | progress throughout the course. And at last but not least, this course will offer participants the opportunity to be part of an | ||
| − | |||
effective learning community, approach that will assist then by collaboratively working as they will create and share part of | effective learning community, approach that will assist then by collaboratively working as they will create and share part of | ||
| − | |||
their work such as the avatars. | their work such as the avatars. | ||
Revision as of 11:00, 11 May 2012
Course Name
Integrating VOKI in the Foreign Language Classroom 
Intent of Project
With this course, I intent to introduce participants to VOKI, one of the Web 2.0 technology tools
Topics to be covered
•Develop knowledge on how to use VOKI in Foreign Language instruction
Learning Outcomes to be addressed
•Intellectual skills
•Cognitive skills
•Attitude
Need Assessment/Learner Analysis
1. Intent
In today’s world, technology has become more than just a secondary tool. In education, it has effectively been used as an instructional tool with tremendous results. Not many students of Foreign Language feel the need to learn a second language, nor motivated to do so. Technology in Foreign Language classroom is becoming a great phenomenon that offers positive and amazing results. Studies have shown that implementing technology in education enhances students’ learning. In words of Meskill (2009) Media and technologies can be great and effective tools for broaden the ways that teachers and students consider language learning and for creating fresh and exciting perspectives (p. 1).
VOKI is a unique and revolutionary Web 2.0 http://web2012.discoveryeducation.com/web20tools.cfm tool that amazingly supports language instruction. And it is a free- service that offers the possibility of creating animated and personalized characters “avatars,” and using them in a broad variety of ways in the classroom. My hypothesis is that not many language teachers are aware of VOKI. I would like to provide this mini-course on VOKI to colleagues who are interested in learning about it and implementing this type of effective Web 2.0 resource in instruction.
2. Gathering Information
What is known about the learning task?
Experts
As getting to know about language teachers’ awareness on Voki, I elaborated a survey that brought feedback from five of them and their thoughts, comments, and feelings about this technology tool.
Site-specific source
I also got to interview ten middle and high-school students about their knowledge on the topic. With this, I wanted to hear from students and their experiences with Voki to see if they had gotten the opportunity to use it in their classroom. Research: I researched what other language teachers who use Voki in their classroom have to say about it.
Who are my learners?
This mini-course is aim to Foreign Language teachers who want to learn about what VOKI is and how to implement it as an effective Web 2.0 tool in instruction.
My resources and constrains
The survey I performed to teachers was a 0 to 5 type, which brought meaningful results from which I got to learn how well Voki is known as a tool in the language classroom. Four of my respondents teach Spanish and one teaches French. In general, the following are results of the survey:
•An average of 3 to the question if they use technology in their classrooms
•An average of 4 to the question if they think technology is important in foreign language classroom
•An average of 5 to the question if they think technology enhances foreign language instruction and learning
•An average of 5 to the question if they think technology can motivate and engage students
•An average of 5 to the question if they think technology can make a language class fun, thus easily get students’ attention
•An average of 1 to the question if they are familiar with Voki
•An average of 1 to the question if they have used Voki in the classroom
•An average of 4 to the question if they have never used Voki in the classroom but would like to learn about it
•An average of 1 to the question if they are familiar with Voki and think it is an effective technology tool in the language classroom
From this, I could see that VOKI isn’t well known by many educators yet. The ones who aren’t familiar with Voki want to learn about it and strongly believe that technology is an effective tool in instruction.
The interview I did to 10 middle and high-school students was of 6 yes and no questions and provided me with the idea on how much they know about Voki. Five questions were asked and the findings were as follows:
•To the question if they like to use technology, 10 asked yes
•To the question if they think technology is important in the classroom and why, 9 responded affirmatively expressing that it is fun and they like to do different things in the smart board and computers
•To the question if they know what Voki is, 6 expressed they did
•To the question if they have ever used VOKI in a class and which class if they have, 6 responded that they did. Two students said they used it in English class, and the four others did in language class
•To the question if they never seen VOKI before in the classroom, and would like to learn about it, 4 expressed they never have and they would like to learn about it
•To the question if they are familiar with Voki in the classroom and if they like it and why, 6 said they were familiar with it and they really like it because it is fun and they can better learn by having fun
As a result from the interview, I got to learn that some students are familiar with Voki while others aren’t, also that they all think technology is fun and most of them believe it is important in the classroom, and that Voki may not be well known by some language teachers, but it is by other ones.
3. Summarizing and Revising Goals
Technology tremendously supports today’s Foreign Language classroom. Voki is one of the many Web 2.0 technology tools that provide such support. Not many language teachers knowledge what Voki is and how to use it. This mini-course will provide language teachers with an emphasis on the importance of technology use in instruction and will concentrate on teaching how to use Voki, from the very beginning. It will guide participants on the learning through the units. My major goal includes instructing participants on learning how to use Voki in the classroom.
Purpose and Performance Objectives
Purpose: To provide education on what Voki is about, what it has to offer, and how to use it in language instruction
•Given a self-test on Voki’s basic knowledge as its value in instruction and how to create an account, students will effectively respond to the questions asked.
•Given the opportunity to create their own avatar, participants will effectively use their knowledge and design their personal characters and manage them.
•Given the end of the course test, participants will effectively respond demonstrating their knowledge on how to use Voki-free in the Foreign Language classroom.
Prerequisites
First Objective
Essential
•Knowledge computer skills
Supportive
•Willingness to learn about Voki
•Desire to correctly answer the questions given in the self-test and move on
Second Objective
Essential
•Knowledge the steps to create an avatar
•Knowledge procedural skills on how to manage personal avatars
Supportive
•Eagerness to see personalized characters created through avatars
•Desire to keep on learning and move on
•Motivation to finally be able to use personal creations
Third Objective
Essential
•Master skills on using Voki in the Foreign Language classroom
Supportive
•Motivation to integrate Voki as an effective technology tool in instruction
Sequencing
Unit 1: What Voki is
Objectives
By the end of this unit, participants will be able to:
•Knowledge general information on Voki as a technology tool in the Foreign Language classroom
•Successfully create a Voki account
Material to be covered
•Introduction to Voki
•Self-Test on learned material
•Create a Voki account
Unit 2: Design and Use of Avatars
Objectives
By the end of this unit, participants will be able to:
•Master knowledge on creating avatars
•Effectively manage and make further use of avatars
Material to be covered
•Elaborate, customize, and publish characterized avatars
Unit 3: Assessment and Evaluation
Objectives
By the end of this unit, participants will be able to:
•Master skills on using Voki in the classroom
•Successfully integrate Voki in instruction
Material to be covered
•Edit avatars
•Share avatars through emails
Instructional Curriculum Map File:Curriculum Map.pdf
Course Outline
Introduction
•Intent
•Topics to be covered
•Learning outcomes
•Needs assessment/Learner analysis
Instruction
Unit 1: What Voki is
•Introduction to Voki (free version) and what we can do with a free account such as create, personalize and share avatars, access to lesson plans, and products.
•FAQ and answers
•Instructor embedded avatar as an example
•Embedded tutorials from Voki site on how to create account
•Self-test
•Create an account
Unit 2: Design and Use of Avatars
•Embedded tutorial on how to create avatars
•Create avatars
Unit 3: Assessment and Evaluation
•Edit avatars
•Share avatars through emails
•Evaluation: End of mini-course self-assessment
Methods
Based on what I have learned in the previous three weeks of study, I got to consider activities that will get participants engaged and productively learn from this mini-course. Significant points that I kept in mind as constructing my course outline are for example the model of instruction provided by Gagne’s chapter 10 which includes pre-learning, learning, and post-learning categories. I also believe this course fits the nine events of instruction and their relation to the process of learning, where participants of the course will provide part of what is required for learning to occur. Another meaningful connection that the entire course has is to instructional media, since its topic Voki is a technology tool that significantly supports learning.
Project-based learning is an additional approach that I think I mostly include in my course. Participants will learn by doing things, by creating their accounts, avatars, and managing them. Students will get engaged in learning as they will successfuly progress throughout the course. And at last but not least, this course will offer participants the opportunity to be part of an effective learning community, approach that will assist then by collaboratively working as they will create and share part of their work such as the avatars.
