Each learning event – as we call these sessions – lasts half an hour. During this period the students are the teachers.
Picture: LATINA students doing video editing.
We arrange a fifteen minute feedback session immediately after each event. This will help the “student teachers” identify their strong points – as well as areas that could be developed further. Feedback is guided by the staff.
Below I reproduce the first drafts of the topics they have presented on their blogs so far:
Basic Chinese expressions
English translation (edited from GT)
In this session the students will learn to say “Hello”, “thank you”, and “I was so.” in Chinese.
The teaching process:
- Describe the popularity of Chinese culture in the world, as well as the significance of learning Chinese.
- Play a Chinese language video made for people travelling to China
- Teach them the three common expressions: “Hello,” “thank you”, “I was so.”
- First write the sentences on the blackboard and have the students guess what they mean.
- Then show the meaning of the three sentences
- Import video into student blogs, correct the pronunciation, do reinforcement exercises.
- Role-playing: Set up situations where students work with each other in front of the class
- Write about the results in the blogs
The only problem is the mysterious “I was so” …
[We] will introduce a software called Scratch to you. It’s a software to create some simple interactive animations and I think you will interested in it.
Firstly, we will introduce the interface of Scratch and some basic steps. And then, we will give you a simple animation showing which is certainly created by Scratch. At last, you can pose some questions and we will do our best to solve them. Looking forward to your participation!
Philosophy of science
Nature & Philosophy of Science is one of the core topics in courses that I have been teaching at [my] University like “Foundations of Teaching Science” and ”Methods of Teaching Science”.
These courses have been delivered in both the graduate and undergraduate levels. Teaching this topic has been and still is a big challenge in itself since it tends to be very theoretical and abstract by its nature. However, I assume that the use of some relevant technological tools in designing an interactive learning environment has the potential of making it more interesting and effective.
The tools that I will be mainly using in designing this learning event are online questionnaires, digital storytelling and blogs (may be WIKIs also). The selection of these technologies come from the historical events that took place in natural sciences (storytelling) and the common mistakes and beliefs the layman (even science students and teachers) has on the nature and philosophy of natural sciences (online questionnaires and blogs). Ideas like
- what is science and what scientists really are?
- how do they think?
- what is scientific and not scientific?
- how is scientific skills and knowledge could help in solving our everyday life problems and sometimes in even creating new problems …
could be of high interest … for all of us.
Training platform for faculty
The Learning event that I want to design is creating a training platform for faculty.
In this training course, 50% of the meetings will be conducted online using the virtual classroom environment in addition to using the ning free open source sites building, and the other meetings will be conducted face-to-face in a lab. The faculty will get training on using the most widely used web-based tools and how best can be employed in teaching and learning. The training platform has rich materials like forums, videos,… etc. that help making the learning event easier.
Moreover, the pedagogical aspects and outcomes for these tools will be negotiated among the faculty members through forums and blogs. The faculty can transfer this learning event to the way they teach. At first, they receive training as students, while later on they will act as teachers. Therefore, they will live the experience of both learning and teaching.
Postanowiłyśmy z A. połączyć siły i zrobić wspólny projekt e-learning. Tematem naszego projektu będzie tutorila film. Chcemy wyjaśnić czym jest taki tutorial film, co składa się na dobrze przygotowany tutorial, gdzie możemy znaleźć takie filmy. Prócz czystej teorii chcemy zachęcić naszych “studentów” do wypełnienia ankiety. Podamy kilka przykładów (3-4) filmów instruktarzowych (tutoriali) i zadamy pytania – który jest zwięzły?, który nie nadaje się? który jest zrozumiały? a który nie?
Jedym z komponentów, który chcemy zawrzeć podczas naszej prezentacji, jest poprowadzenie dyskusji, chcemy dowiedzieć się, czy isnieje szansa że nasi słuchacze, wykorzystają tutorial filmy w procesie nauczania. Mamy nadzieję, że dyskusja będzie owocna. Cały e-learning, podsumujemy stwierdzeniem – tutorial film to jedne z narzędzi urzywane w procesie nauczania, a nie sam proces.
English translation (edited from Google Translate)
[We] decided to join forces and do a joint project on e-learning. The theme of our project will be tutorial films..
We want to explain what a tutorial video is, how they should be designed and where we can find such movies. Apart from pure theory,we want to encourage our “students” to complete a survey. We shall give a few examples (3-4) of instructional videos (tutorials) and we will ask questions – which is brief? which does not work? which is easy to understand – and which is not?
Each of the components that we want to include in our presentation is open for discussion. We want to find out if there is a possibility that our students will use tutorial videos in the learning process. We hope that the discussion will be fruitful. In e-learning, we may say – a tutorial video is one of the tools in the learning process, rather than the process itself.