Mind the App!

Mind the App!
by Thomas Strasser
Mind the App!

Thomas Strasser is a New Learning Technologies researcher, teacher trainer and EFL teacher at University College of Teacher Education, Vienna - website: Learning Reloaded

Mind the App! is a comprehensive and well researched teacher resource book covering a collection of very useful web2.0 apps that may be used for teaching and learning both inside and outside of the classroom. Thomas concentrates on Web 2.0 apps that enable users to "become an important part of an interactive World Wide Web without having any IT-related knowledge other than a few basic skills!" Music to the ears of non-ICT teachers and those that may still feel threatened by the web2.0 revolution!!

The aim of the book "is to provide interactive, meaningful and highly motivational EFL activities" and, accordingly, there is a strong emphasis on the methodology of using the apps in the classroom, rather than just examining what the apps do. There is no doubt that Thomas succeeds in his aim and his emphasis on the practical tried and tested exercises will be of particular interest for teachers with limited ICT skills.

In the introduction, Thomas cites many positive reasons for using web 2.0 tools explaining that they are, in the main, motivational, interactive, creative, collaborative, fast, authentic, environmental friendly, support digital literacy and free to use!! All good reasons to further investigate their potential. Unfortunately, the possible pitfalls in using web2.0 apps should not be ignored, where misuse of such tools can lead to cyber bullying and Thomas does highlight various concerns including potential problems with piracy, spam, plagiarism, copyright and poor quality content on websites.

There is a wealth of information included in this book and apart from the detailed treatment of the individual apps, Thomas provides many links to other useful EFL websites as well as a very useful quick reference guide. This guide details the appropriate language level, focus of the app, suggested lesson time and any minimum age restrictions required for use. In addition, Thomas also provides video tutorials, which can be found on the website dedicated to the book

I love the layout of the book, where each web app is given it's own couple of pages and there is a wide left margin that allows for the teacher to add their own notes and ideas.



As shown above, each app is covered in three sections. The first deals with practicalities such as the language level required by the students, the most suitable age grouping, class time required, ict skills required and equipment requirements. In this section, Thomas also includes links to other similar applications, allowing for further exploration.

The second section explains, with clear accompanying screenshots, how the tool is actually used, while the final section provides examples of using the app in the classroom and for follow up activities including homework. Undoubtedly, this section is of great value to both ICT experts and those that are only starting to dabble in Web2.0 applications.

Thomas groups the 39 apps examined into five general areas (teacher tools, visualisation, collaboration, audio, writing) but is it worth noting that use of any tool is not restricted to only one area and there are many cross over points.

Chapter 1 - teacher tools (6 tools)
Apps dealing with creating and using online content, quizzes and games. Example: LearningApps

Chapter 2 - visualisation (13 tools)
Apps that help you create visual content including word clouds, timelines, presentations, posters, photo stories, QR codes and screen capture/recording. Example WordSift

Chapter 3 - collaboration (9 tools)
Apps that enable document/presentation sharing, webpage markups, backchannelling, surveys and polls, mindmaps brainstorming and online notice boards. Example: Markup

Chapter 4 - audio (4 tools)
Apps for audio including talking avatars, converting text to speech, voice recording and creating radio stations. Example: Spreaker

Chapter 5 - writing (7 tools)
Apps for social bookmarking, creating online stories/books, flipbooks, 3D flipbooks, diaries and cartoons. Example: ZooBurst

The following examples will give you a flavour of just some of the practical exercises suggested in the book:

• Sharing powerpoint presentations with Authorstream
• Removing "all the lists, ads, and other distracting features of YouTube" with Quiettube
• Using MailVU to create short oral quizzes for the students to watch and answer questions or record a given text with deliberate errors (pronouncation, content and grammar) and get the students to identify the mistakes. Ask students to record themselves and listen to the recording for "instant feedback"
• Encourage students to use Wordle (word cloud) to check for repitition in their essays or assignments. Some of the repeated words can then be replaced by synonyms - a nice visual way to encourage students to expand their vocabulary!
• Let students use Glogster to create online multimedia rich posters about themselves or celebrities, interesting topics or book reviews.
• Get students working in groups to create grammar Prezi presentions, which include grammar notes and examples of use - both in written and video format.

Although this book is primarily aimed at language teachers it is equally useful for any subject teacher and many of the exercises provided can be easily adapted to enhance learning in other subject areas. I highly recommend Mind the App! as an excellent resource for the modern 21st century teacher!!!

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You can buy a copy of Mind the App! online from Helbing Languages

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Using Web 2.0 as a Source for Material

Using Web 2.0 as a Source for Material
by Andrew Pickles
Web 2.0 im Fremdsprachenunterricht

In his article, Andrew concentrates on three useful resource sites - Googlefight, Pinterest and Quora which he believes allow for "greater student self-direction" in completing tasks.

Googlefight, which is a new one to me, allows you to compare two words or phrases and find the one with the hightest number of results from a google search.

As the search was being carried out a little animation of two boxers fighting each other was played and while Andrew doesn't specifically mention its effect, I found watching it surprisingly amusing and rather addictive!! I wanted to do more and more searches........

On first appearances Googlefight seems to have limited use but as Andrew explains it can be useful for:

• introducing a new theme or subject
• finding out which phrases are more commonly used
• expanding vocabulary

Indeed, as Andrew concludes, the main benefit can be found through building new language around real and interesting discussions of the results obtained - arguments as to why one result is higher or if the result matched initial predictions. In my test search "dublin usa" narrowly beat "dublin ireland" which, to me anyway, was very surprising and would be worthy of further discussion!!!

The second site, Pinterest works essentially as an online pinboard allowing you to keep interesting webpages around a topic in one accessible location. Being a Web 2.0 social networking site it also allows you to share your pinboard as well as view other pinboards and add comments. You can also follow and be followed by other users. Sign up is straighforward and no longer limited to the invitation only mode that Andrew mentions.

Andrew provides interesting ideas for using Pinterest with students including encouraging them to:

• follow others who are interested in the same areas and then discuss what they have read in class
• add comments to the pinboard articles that they read
• create their own pinboards and let other classmates add pins to their boards - very useful for groupwork
• upload work from their own computers. Although restricted to image format only, screenshots of written/text work can be used

All public shared pinboards can be accessed by anyone and Andrew's concern about this is valid, although as far as I am concerned anything you put up on the Internet, particulary on social networking sites, is potentially viewable by anyone and should be treated as such regardless of privacy options offered. That said, Pinterest does allow users to have 3 'secret' pinboards.

Quora is a place where you can ask and answer questions. Andrew gives a very good detailed account of how you sign up and get started. As with other social networking sites you can follow other usres or individual topics. Adding your own questions or answers to existing questions is straight forward. Also, the more followers you have or the more interesting the question the more likely you are to receive answers.

Andrew sees values in encouraging his students to "discuss and decide on which people and topics they wish to follow" and then reveiwing their choices at a later date - both of which provide a "wealth of useful language" for the teacher to use.

Andrew has also promoted discussion among his students around the results of prepared questions/topics and by getting students to evaluate the accuracy of answers given. Encouraging students to ask and answer questions among themselves provides practice for using and re-using the language and vocabulary they are learning.  Indeed, Andrew also feels that teachers would find Quora useful for gathering opinions from others or finding an answers to questions that they did not know.

Examing the structue of the questions (ie grammar) is also very useful, although it is not clear as to what way students evaluate the source of the question - for example was a question in english written by an english speaker or someone using it as a second language . For me, students picking up bad grammar or struggling with the complexity of the language used in questions could be an obstacle to using the site. Also, Andrew does not mention if he ever came accross inappropriate questions and/or answers and how these are dealt with.


In a way Quora acts like a textbook except that:

• students are not restricted to the topics presented in th textbook but are free to include their own interests, which proves highly motivational - a sort of 'living textbook'
• there seems to be very little check on validity of answers. However, in using Quora, Andrew is not so worried about the 'correctness' of answers given but is more interested in the way that it encourages the use of language.

Andrew will be conducitng a webinar on his topic on 14th January 2013.

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You can buy a copy of the book online directly from the publisher (Verlag Werner Hülsbusch) or if you have any queries email Verlag Werner Hülsbusch at vertrieb@vwh-verlag.de

***************************** The release of 'Web 2.0 im Fremdsprachenunterricht' is accompanied by a series of free webinars where the authors will present and discuss their articles. Information about these online meetings, which will be held in the presenter's mother tongue, can be found at Fremdsprachenunterricht 2.0 You can register for any of the webinars at Fortbildung Online. Recordings of the webinars will also be published on the LPM's website. *****************************

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Podcasting on the go

Podcasting on the go
by Simon Ensor
Web 2.0 im Fremdsprachenunterricht

I like the way Simon describes the smartphone, in his introduction, as a 'digital swiss-arny knife' that can be used for creative learning. Somehow that seems quite appropriate.

In the article, Simon focuses on Audioboo and Ipadio, two free applications, which can be used for developing 21st century skills such as content creation and collaboration. Easy tools to use for unplanned, impromptu recordings.

Audioboo
pros: adding geo-location or photo, create RSS feed, publish directly to social networks, embed in websites, record via phone and website
cons: all 'audioboos' are public, no private channels, can only be used on some phones, limit of 5min recording

Ipadio
pros: works on any phone, 60minute recordings, adding geo-location or photo, create RSS feed, publish directly to social networks, listen to 'plogs' live, option of moderated channels allowing an element of privacy, automatically generates transcripts, which can be edited
cons: record via phone only not website

Simon explaines that he used these tools for:

• recording 'model' answers for students and sharing this teacher RSS feed with students via google reader so they could download the content to their own phones. 
• creating audio guides of locations or organisations
• getting students to record interviews and stories in class which were then shared through the student RSS feed
• creating a class audioblog where different students submit recordings each week
• recording interviews etc when on outings and trips abroad
• using a class ipadio account for students to post audio messages and 'correct' transcripts
• students to create and broadcast to their own radio channel or listen in to others.
• create learning diaries for eportfolios

In my own system, our students are allowed and invited to produce evidence of learning in different ways, in theory. However, in practice, it remains very much a case of written work only. For example in their work experience module the students have to produce a daily diary. This could just as easily be produced as a series of recordings as a written report. Invariably, the written report is provided! It seems that neither the students nor the educators are really looking to change the status quo.

But, as Simon demonstrates in his article, these tools clearly open up the possibility for students to easily record all sorts of learning material. Perhaps it is time to lessen our dependance on written work only!! It is now time for educators and students to be more willing to embrace the new possibilities.

For Simon, the benefits that accrued from using these tools included increased motivaton (as students were producing for a real audience), increased engagement through posting of comments, the ability to share students work and progress with parents, provision of permanent recordings for students that had missed class.

Although Simon doesn't mention any in the article, I would be interested in knowing about any drawbacks or teathing problems that he had in using the phones and Web2.0 tools with his students. Such things as
negative comments being posted, students not able or willing to make recordings, students posting inappropriate material or recording others without permission, parental permission not given, students not having an appropriate phone.

I believe using smartphones is certainly the way to go but what of now? The digital divide, even in this area, is alive and well. Simon indicates that only 30% of his students have smartphones, still a relatively small percentage of the class. By the time the other 70% catch up no doubt the 'early' adoptors will have moved on to newer and even more capable devices!

Simon's Webinar will take place on 6th December 2012. You can sign up now!!

You can now listen to the recorded webinar.

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You can buy a copy of the book online directly from the publisher (Verlag Werner Hülsbusch) or if you have any queries email Verlag Werner Hülsbusch at vertrieb@vwh-verlag.de

***************************** The release of 'Web 2.0 im Fremdsprachenunterricht' is accompanied by a series of free webinars where the authors will present and discuss their articles. Information about these online meetings, which will be held in the presenter's mother tongue, can be found at Fremdsprachenunterricht 2.0 You can register for any of the webinars at Fortbildung Online. Recordings of the webinars will also be published on the LPM's website. *****************************

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Web 2.0 Good Practice Guide

The Web 2.0 Good Practice Guide for the Foreign Language Classroom (Web 2.0 im Fremdsprachenunterricht) comes to you thanks to the inspirational efforts of Jürgen Wagner and Verena Heckmann.

Jürgen is the secretary for e-learning and media education at the State Department of Education and the Media (LPM) in Saarbrücken. He is also a French and English language teacher, author and organizer of online lectures. Verena, is a teacher of Spanish and French at high school and a consultant for IT in education at the Ministry of Education and Culture in the Saarland. She is also an author and edublogger.

Jürgen's rationalle for the guide still rings true for many educators:

From our teacher training sessions we have noticed, again and again, that a large number of the teaching community are not yet familiar with the web 2.0 concept.

This guide, containing 35 articles, is the culmination of a great collaborative venture involving elearning specialists from around Europe. The content is mainly in German but the guide also contains articles written in French, English and Spanish.

Web 2.0 im Fremdsprachenunterricht provides a wealth of ideas and practical suggestions on how to use Web 2.0 tools in the classroom. Even though it is primarily aimed at foreign language teaching much of the advice given would be equally useful in any subject area.

Practical ideas regarding mobile learning, collaboration, podcasting, blogging, microblogging, mashups, wikis, cloud computing, using videos and digital storytelling are all included.

Tools such as Moodle, Glogster, Voicethread, Printerest, Popplet, Quora, Googlefight and Google Maps receive specific attendtion.

My reviews of

• 'Podcasting on the go....' by Simon Ensor,
• 'Using Web 2.0 as a Source for Material' by Andrew Pickles,
• 'Digital Storytelling' by Renke Samusch, Dominik Baumecker, Moritz Zockler 

will follow shortly.......

This guide provides a great read for those unfamiliar with Web 2.0. Educators can dip into various areas of interest, at their own pace, and discover just how others are making great use of Web 2.0 tools. A book that everyone can go back to again and again!!

I would agree with Jürgen's sentiments:

Our book closes a gap for sure! Teachers no longer have an excuse for not using the potential of web 2.0 in their classrooms.

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You can buy a copy of the book online directly from the publisher (Verlag Werner Hülsbusch) or if you have any queries email Verlag Werner Hülsbusch at vertrieb@vwh-verlag.de

***************************** The release of 'Web 2.0 im Fremdsprachenunterricht' is accompanied by a series of free webinars where the authors will present and discuss their articles. Information about these online meetings, which will be held in the presenter's mother tongue, can be found at Fremdsprachenunterricht 2.0 You can register for any of the webinars at Fortbildung Online. Recordings of the webinars will also be published on the LPM's website. *****************************

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Read and Release Me!

Just come across a book, from a member of Bookcrossing, thanks to a new book swapping initiative in my local Starbucks.

I think Bookcrossing is a great way to share books. Essentially, once you have read your favourite or even your not-so-favorite book, you 'release' it to travel the world and find new readers!

There are currenly 931,377 members from 132 countries.

You could become the 931,378!!

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