Reflection- Video Conference

* Advantages and disadvantages
I don't have to wear makeup or even formal clothes to go to school! Professor showed us nice PPT as he always does in the class room and I could understand what he tries to explain.
It seems that it's little bit hard to concentrate only on the lecture because of the videos on the right side of the screen. It feels like listening to the teacher during the soccer game to me. I like watching the World Cup soccer game but I've never been crazy about it. However, it still attracts me to see. Just like it, for the first few minutes, I couldn't help but kept glancing to all the members' faces and also mine. After a while, of course, I made myself stop doing it. If I have video conference later though, I guess I won't do it.

* How to use it for my teaching
As a teacher, I'll set an order to speak because we often spoke at the same time during the question time.  Or make a sign such as thumb-up to have a chance to speak.
If I use video conference for my future teaching, there will be two purposes; to check students' assignments for me and to let students present their results. I know it's very hard   for some students to stand in front of the class and present or express their opinions. (I had a hard time to overcome it too.) There is only one way to overcome this fear: do it as much as you can. Video conference can provide them with opportunities to speak to audience.

* I like it. It was a pleasure time to meet my professor and colleagues through web cam! If I didn't take this class I would never sign up oovoo and have such a great time.  However, if I didn't have web cam or mic, I would never like it because it costs some money to prepare those equipment. Actually, I don't like taking my pictures much, but I found video conference is fun. Isn't it interesting? Anyway, I ♡ VC.(video conference kk)

Week 10- Things to Consider

* What is an authoring tool and what can they be used for?


An authoring tool is a software package which developers use to create and package content deliverable to end users. Authoring tools also varies. Distribution methods include: web, kiosk, interactive CD-ROM,
USB pen drive, etc.

As the technology is high-advanced, it could place a great burden to learn  curve for a lot of these packages on teachers. Authoring tools usually feature a simple design. You can pretty easily add pictures, sounds and video materials. But some of tools require a degree of expert  knowledge which most teacher may not have the time or inclination to acquire. Therefore  teachers would need to ensure that any software they choose is going to be useful to them.



* —If you wanted to make a simple exercise for your students, what would you do and how would you do it? 


I would like to use e-materials online: Hot Potatoes
To activate the learners' schemata, give some questions before the reading or listening as a pre-reading tasks. Questions are supposed to be simple and cover the following reading or listening text. It might get students  interested.
To help students assess their comprehension about the lessons, I can also use Hot Potatoes.  I would not give grades to students depending on their scores but it would work for students, because they can be aware what they missed in the lecture and might try to study more. 

Week 8 - Things to Consider

1. How to use podcasts in language teaching.

Learners can choose, listen and subscribe to any podcasts that interest them at any time, on any electric devices like an MP3 player, cell phone and computer. They can listen to podcasts made by others and, and also produce their own podcasts.

As a teacher, I can record lectures as podcasts to let students who miss a class download the later listening, which is referred to as cousecasting. I can direct my learners to podcasts already available on the Internet, for self-study purposes, or use them for listening in class.


2. How to set up a podcast project with learner

step1- setting up a podcast page
Using a podcast site, the teacher sets up a podcast page for the project before the class. It's very easy to use podcast sites and there's no specialist technical knowledge needed.

step2- creating learner podcasts
Learners prepare and rehearse a short text about themselves or specific information such as history, cooking, technology, etc. It's important for students to have time to rehearse their texts a few times so that they feel confident about being recorded.

step3- Listening to learner podcasts
Learners listen to all of their classmates' podcasts in the class or out of the class. They note down briefly what they listened and have a conversation about them.

step4- Follow up
As learners are getting familiar with the podcasting site and how to use it, they can start to produce regular podcasts on the topics which are covered in class. Their podcastings are going to be more natural and also learners will get more confidence and be able to carry them out more quickly.