CREATING BLOGS AND WIKIS
This text was written by Robert Godwin-Jones from Virginia Comonwealth University. He classifies as First-Generation web and Second-Generation Web. First, there is an introduction part which mentions the opportunities that internet provides for people. First-Generation Web includes asynchronous and synchronous tools, and Second-Generation Web includes blogs, wikis, and RSS. Asynchronous tools are no longer used but e-mails are still used in classroom environment. As e-mail programs have formatted text and graphics, they are more attractive. Also, the features of e-mails are described and how they work is explained. In synchronous tools part, chat is seen as an effective communication tool. Instant messaging and its benefits in education are explained.
In the Second-Generation Web, firstly blogs are introduced in a detailed way. They can be created both by individually or by groups. We can say it is an online journal in some way. You can publish your writings, pictures or videos. So it can be used for educational purposes by publishing journals, articles, essays, etc. However, blogs are more limited than RSS and Wiki. They can be organized chronologically but they can not be organized according to their content. RSS provides much information from more different sources. Wikis also provide a collaborative environment because you can reach more people. Blogs are created by one person or a group but the content can be modified by everyone on Wikis. Wikis are free of charge, so everyone can create by just signing up. I think Wikipedia is one of the most known Wikis. Everybody can share his knowledge and can make changes on Wikis. In conclusion, it provides more interaction and collaboration between people while using or sharing the knowledge.
28 Kasım 2008 Cuma
27 Kasım 2008 Perşembe
FIRST CRITICAL REWIEW OF ‘Gerry's Vocabulary Teacher’
PART 1:
WHAT IS ‘Gerry's Vocabulary Teacher’?
Gerry's Vocabulary Teacher is an educational source which makes instructions more explicit for teachers who teach English as a Second or Foreign Language. In a short time, teachers can create all kinds of vocabulary activities. ‘Gerry's Vocabulary Teacher’ allows a teacher to reach all ranges of vocabulary items. It has lists of keywords and headwords that are the base forms of words. It has also a huge collection of sentences in context; so teachers choose the words to study among various sentences using the target word and its various derivations in context. These sentences show how the words are used in many forms. Gerry's Vocabulary Teacher focuses on lists of vocabulary items, too. The lists are the list of words which appear continually in English. In fact, the list was compiled to help students provide opportunities to practice target vocabulary lists. As a whole, ‘Gerry's Vocabulary Teacher’ was created by a teacher of ESL Gerry Luton, and Martin Holmes, formerly a teacher of English as Second Language. At first, the aim was to help Gerry in his teaching tasks to provide his students with lots of vocabulary exercise and review. Then he continued to use the program to strengthen the usage of the words learned in his ESL classes. In the fastness of use and the benefits for learning, the students were impressed.
HOW TO USE THE ‘Gerry's Vocabulary Teacher’?
At the left top, there is a part to choose, write, edit, and delete the words. The part below shows the sentence that has been chosen for the activity. This part also gives the user multiple options to create an activity:
A. To make a gap-fill exercise:
In the WORDS column on the left side of the screen, type the word you want to choose. After you have chosen the sentence you find appropriate for your word, click on ‘use’ button to see it on the screen. From the part, below the ‘word part’, choose the options you want to apply to your activity. Don’t forget to click on ‘word’ part every time in order to choose more vocabulary. (But, new word part is not for typing new word for your activity; it is to add a new vocabulary item to ‘Gerry's Vocabulary Teacher’).
B. To produce a hard copy :
Click on RFT button to make your exercise. Give a name and save it. If you want to save it, click on save button.
C. To produce an interactive online:
It is recommended to use HOT PATATOES to create this kind of exercises. Download HOT PATATOES, and then click on a button which works with JMatch or JCloze and give a title, save it.
D. To add a new sentence to the site:
Click on the sentences button at the top. Type the new sentence into the new sentence box, using square brackets for the target word and click OK.
E. To add a new word to the site:
Click on the New Word button below the WORDS column. Type the new word into the box and click OK.
F. To mark used sentences with an asterisk *:
From the sentences button at the top, choose the option Mark used sentences to indicate that you have used that word.
G. To remove the asterisk * from all sentences:
From the sentences button at the top, choose the option remove all stars to start from the beginning or to start again with a new class.
H. To create a random exercise:
From the output button at the top, choose the number of sentences desired in the random exercise.
I. To open a different database file:
If you want to access different database files, click on the file option at the top of the program interface and select Open a database. Click on ‘db’ in order to see the different files available. Finally, choose the database you wish to use.
J. Other buttons:
There are also delete, edit, clear buttons.
K. To find discussion questions, proverbs, quotations:
Move down through the list of sentences by using the scroll button to find all the discussion questions, proverbs.
PART 2:
Now I will go on with the assessment of this tool according to its efficiency as a language learning device, its drawbacks and advantages in using techniques of English Language Teaching with its technological features as a whole.
On the home page, at the top of the page, concise information about the content of the tool is given under the title of ‘What is Gerry's Vocabulary Teacher?’ and also we can see the purpose, why we should use this tool under title of ‘Why use Gerry’s Vocabulary Teacher?’ This introduction part helps the user find whatever they search easier and clear away the probable confusions. Maybe, at first sight, the user can not understand the purpose of this site. But, after reading the introduction part, the user could have an understanding of it. I have also experienced the same thing. At first, I didn’t have any idea about the content of the site. After reading the ‘What is Gerry's Vocabulary Teacher?’ and ‘Why use Gerry’s Vocabulary Teacher?’ parts, I had an idea on that site. In sum, only by browsing through the home page, one can easily understand the format of the tool and its subparts.
Firstly, I think this tool is really convenient in preparing vocabulary activities, since when you decide on words to prepare an exercise, there is a variety of exercise types with which you could use the words that you have selected. It is really convenient for users to make fill-in-the-gap activities, review vocabulary previously learned in class, examine vocabulary understanding, practice target vocabulary in discussion performances through ‘Gerry's Vocabulary Teacher’. As for ‘key words’, the user has the chance to choose the words to work on from among a wide range of sentences using those words and/or their various derivations in context, and with a few clicks, they are able to create a complete vocabulary gap-fill exercise. As for ‘academic word lists’, users could use some common word groups in their school-work environments or daily life. Since some words are encountered more commonly than others and they are useful to those who do not have academic targets .But unfortunately, this is not for free like anything else.You have to order the tool. One has to download ‘Gerry’s Vocabulary Teacher’ to create vocabulary activities by following the steps at least $35.The price changes between $35-$70 which is really high. One single-user registration is appropriate for users which is $ 50.Also, the recommendation of HOT PATATOES is not favorable for the reputation of the site. It should not have advertised any other site even it is for the sake of learners.
I can not commend on the speed of the site since it needs subscription. The high price of the site prevents me from commending. As I understand from the demo, the speed of the tool depends on the speed of the internet connection. When the internet is fast, the connection to the site is also fast. When it is with wireless internet connection, of course it is slower than normal.
I think this website is suitable especially for teachers and students. The ones that want to enhance their vocabulary accumulation can get avail of that site to a great extent. One of the favorable sides of that tool is that it provides the user with examples of the daily speeches besides the academic ones. Usage of daily speech in sentences has the students-teachers be familiar with the lives of native-like speech. Also students can choose the words according to their own interests. Another advantage is that there is a ‘Suggestions for Teachers’ part which guides teachers in using some methods in teaching vocabulary. By this way, teachers can practice vocabulary in a variety of ways; help the students acquire a greater comprehension of words. To sum, with this website, anyone could enhance vocabulary accumulation with a variety of exercises. In fact, there are many other websites on the vocabulary learning. But, this site is much better than others in terms of guiding teachers how to teach vocabulary except for its download price.
Actually, there are many other websites through which we could develop our foreign language. For instance, englishtips.com is a useful site which helps people learn the language effectively. There is much grammatical useful knowledge in that site. Also, this site includes preparations for examinations such as TOEFL. In the literature part; there are articles about a variety of current issues. With audio-video part, one can both hear the pronunciation of natives and see their culture. In the correspondence part, the users from all over the world can share ideas. Finally, one can learn English through internet .S-he can communicate with native speakers, learn the exact grammatical structures, improve her-his ability to write through correspondence or e-mails and listen to the music in that native language. Internet is really essential in foreign language learning!
PART 1:
WHAT IS ‘Gerry's Vocabulary Teacher’?
Gerry's Vocabulary Teacher is an educational source which makes instructions more explicit for teachers who teach English as a Second or Foreign Language. In a short time, teachers can create all kinds of vocabulary activities. ‘Gerry's Vocabulary Teacher’ allows a teacher to reach all ranges of vocabulary items. It has lists of keywords and headwords that are the base forms of words. It has also a huge collection of sentences in context; so teachers choose the words to study among various sentences using the target word and its various derivations in context. These sentences show how the words are used in many forms. Gerry's Vocabulary Teacher focuses on lists of vocabulary items, too. The lists are the list of words which appear continually in English. In fact, the list was compiled to help students provide opportunities to practice target vocabulary lists. As a whole, ‘Gerry's Vocabulary Teacher’ was created by a teacher of ESL Gerry Luton, and Martin Holmes, formerly a teacher of English as Second Language. At first, the aim was to help Gerry in his teaching tasks to provide his students with lots of vocabulary exercise and review. Then he continued to use the program to strengthen the usage of the words learned in his ESL classes. In the fastness of use and the benefits for learning, the students were impressed.
HOW TO USE THE ‘Gerry's Vocabulary Teacher’?
At the left top, there is a part to choose, write, edit, and delete the words. The part below shows the sentence that has been chosen for the activity. This part also gives the user multiple options to create an activity:
A. To make a gap-fill exercise:
In the WORDS column on the left side of the screen, type the word you want to choose. After you have chosen the sentence you find appropriate for your word, click on ‘use’ button to see it on the screen. From the part, below the ‘word part’, choose the options you want to apply to your activity. Don’t forget to click on ‘word’ part every time in order to choose more vocabulary. (But, new word part is not for typing new word for your activity; it is to add a new vocabulary item to ‘Gerry's Vocabulary Teacher’).
B. To produce a hard copy :
Click on RFT button to make your exercise. Give a name and save it. If you want to save it, click on save button.
C. To produce an interactive online:
It is recommended to use HOT PATATOES to create this kind of exercises. Download HOT PATATOES, and then click on a button which works with JMatch or JCloze and give a title, save it.
D. To add a new sentence to the site:
Click on the sentences button at the top. Type the new sentence into the new sentence box, using square brackets for the target word and click OK.
E. To add a new word to the site:
Click on the New Word button below the WORDS column. Type the new word into the box and click OK.
F. To mark used sentences with an asterisk *:
From the sentences button at the top, choose the option Mark used sentences to indicate that you have used that word.
G. To remove the asterisk * from all sentences:
From the sentences button at the top, choose the option remove all stars to start from the beginning or to start again with a new class.
H. To create a random exercise:
From the output button at the top, choose the number of sentences desired in the random exercise.
I. To open a different database file:
If you want to access different database files, click on the file option at the top of the program interface and select Open a database. Click on ‘db’ in order to see the different files available. Finally, choose the database you wish to use.
J. Other buttons:
There are also delete, edit, clear buttons.
K. To find discussion questions, proverbs, quotations:
Move down through the list of sentences by using the scroll button to find all the discussion questions, proverbs.
PART 2:
Now I will go on with the assessment of this tool according to its efficiency as a language learning device, its drawbacks and advantages in using techniques of English Language Teaching with its technological features as a whole.
On the home page, at the top of the page, concise information about the content of the tool is given under the title of ‘What is Gerry's Vocabulary Teacher?’ and also we can see the purpose, why we should use this tool under title of ‘Why use Gerry’s Vocabulary Teacher?’ This introduction part helps the user find whatever they search easier and clear away the probable confusions. Maybe, at first sight, the user can not understand the purpose of this site. But, after reading the introduction part, the user could have an understanding of it. I have also experienced the same thing. At first, I didn’t have any idea about the content of the site. After reading the ‘What is Gerry's Vocabulary Teacher?’ and ‘Why use Gerry’s Vocabulary Teacher?’ parts, I had an idea on that site. In sum, only by browsing through the home page, one can easily understand the format of the tool and its subparts.
Firstly, I think this tool is really convenient in preparing vocabulary activities, since when you decide on words to prepare an exercise, there is a variety of exercise types with which you could use the words that you have selected. It is really convenient for users to make fill-in-the-gap activities, review vocabulary previously learned in class, examine vocabulary understanding, practice target vocabulary in discussion performances through ‘Gerry's Vocabulary Teacher’. As for ‘key words’, the user has the chance to choose the words to work on from among a wide range of sentences using those words and/or their various derivations in context, and with a few clicks, they are able to create a complete vocabulary gap-fill exercise. As for ‘academic word lists’, users could use some common word groups in their school-work environments or daily life. Since some words are encountered more commonly than others and they are useful to those who do not have academic targets .But unfortunately, this is not for free like anything else.You have to order the tool. One has to download ‘Gerry’s Vocabulary Teacher’ to create vocabulary activities by following the steps at least $35.The price changes between $35-$70 which is really high. One single-user registration is appropriate for users which is $ 50.Also, the recommendation of HOT PATATOES is not favorable for the reputation of the site. It should not have advertised any other site even it is for the sake of learners.
I can not commend on the speed of the site since it needs subscription. The high price of the site prevents me from commending. As I understand from the demo, the speed of the tool depends on the speed of the internet connection. When the internet is fast, the connection to the site is also fast. When it is with wireless internet connection, of course it is slower than normal.
I think this website is suitable especially for teachers and students. The ones that want to enhance their vocabulary accumulation can get avail of that site to a great extent. One of the favorable sides of that tool is that it provides the user with examples of the daily speeches besides the academic ones. Usage of daily speech in sentences has the students-teachers be familiar with the lives of native-like speech. Also students can choose the words according to their own interests. Another advantage is that there is a ‘Suggestions for Teachers’ part which guides teachers in using some methods in teaching vocabulary. By this way, teachers can practice vocabulary in a variety of ways; help the students acquire a greater comprehension of words. To sum, with this website, anyone could enhance vocabulary accumulation with a variety of exercises. In fact, there are many other websites on the vocabulary learning. But, this site is much better than others in terms of guiding teachers how to teach vocabulary except for its download price.
Actually, there are many other websites through which we could develop our foreign language. For instance, englishtips.com is a useful site which helps people learn the language effectively. There is much grammatical useful knowledge in that site. Also, this site includes preparations for examinations such as TOEFL. In the literature part; there are articles about a variety of current issues. With audio-video part, one can both hear the pronunciation of natives and see their culture. In the correspondence part, the users from all over the world can share ideas. Finally, one can learn English through internet .S-he can communicate with native speakers, learn the exact grammatical structures, improve her-his ability to write through correspondence or e-mails and listen to the music in that native language. Internet is really essential in foreign language learning!
SUMMARY
In this writing, firstly, it is mentioned about the meaning of the CALL and it says that CALL is the short version of computer-assisted language learning. Then, it is adverted the ways of conceptualizing field of CALL, and it says that one of the useful ways is dividing computers use in respect of the functional roles of “tutor” and “tool”. According to that discrimination, a vocabulary flashcard program could be regarded as tutor use and email program or web search engine like Google could be regarded as tool use. However, at present CALL is being used as an evolving tool use, unlike most early. Then, in the following parts of the writing, it mentioned about the acronyms and attitudes. Later, we see the history of CALL, and it says that CALL started in the 1960s. Until the early 1980s when the microcomputer into educational settings started to spread, CALL was unimportant thing for language learning outside of a few universities. In the late 1980s and early 90s, the Apple Macintosh became the Apple II and it became favorite among teacher developers and then other developments in the field of computers were experienced. In the course of that period, the importance of the use of computer as a tool went up, and computers started to be used for preparing projects by teachers and their students. Later, two main changes were gone through. The dramatic rise in commercial multimedia for language learning in home computers and the development of the world wide web. Then, the scope of CALL is mentioned and it ends with the table of a framework for CALL education.
The Summary of “Communities of Practice”
At the beginning of this writing, the term of “communities of practice” is explained and mentioned about how they are formed, and it is defined as groups of people sharing a concern or a passion for something they do and learn how to do it better as they interact regularly. Then, three important characteristics of them are mentioned: (1) The Domain, (2) The Community and (3) The Practice. In the following part, it is adverted about what communities practice are like and the activities by the help of that communities develop their practice are mentioned on the text. The concept has been used primarily in learning theory. This concept is used in a lot of fields: business, organizational design, government, education, professional associations, development projects, and civic life.
In this writing, firstly, it is mentioned about the meaning of the CALL and it says that CALL is the short version of computer-assisted language learning. Then, it is adverted the ways of conceptualizing field of CALL, and it says that one of the useful ways is dividing computers use in respect of the functional roles of “tutor” and “tool”. According to that discrimination, a vocabulary flashcard program could be regarded as tutor use and email program or web search engine like Google could be regarded as tool use. However, at present CALL is being used as an evolving tool use, unlike most early. Then, in the following parts of the writing, it mentioned about the acronyms and attitudes. Later, we see the history of CALL, and it says that CALL started in the 1960s. Until the early 1980s when the microcomputer into educational settings started to spread, CALL was unimportant thing for language learning outside of a few universities. In the late 1980s and early 90s, the Apple Macintosh became the Apple II and it became favorite among teacher developers and then other developments in the field of computers were experienced. In the course of that period, the importance of the use of computer as a tool went up, and computers started to be used for preparing projects by teachers and their students. Later, two main changes were gone through. The dramatic rise in commercial multimedia for language learning in home computers and the development of the world wide web. Then, the scope of CALL is mentioned and it ends with the table of a framework for CALL education.
The Summary of “Communities of Practice”
At the beginning of this writing, the term of “communities of practice” is explained and mentioned about how they are formed, and it is defined as groups of people sharing a concern or a passion for something they do and learn how to do it better as they interact regularly. Then, three important characteristics of them are mentioned: (1) The Domain, (2) The Community and (3) The Practice. In the following part, it is adverted about what communities practice are like and the activities by the help of that communities develop their practice are mentioned on the text. The concept has been used primarily in learning theory. This concept is used in a lot of fields: business, organizational design, government, education, professional associations, development projects, and civic life.
SOCIAL BOOKMARKING
Filamentality is a web site that helps its users in educational fields. The users can cover five types of activities on the cite they create. These are scrapbook, subject sampler hot list, multimedia treasure hunt, and webquest. Teachers can easily create activities that are suitable for their subject matter via www.filamentality.com. In order to create a web page, you click the “start your new page” button and select the types of activities you would like to include. After you enter the topic of the page and the necessary contact information, you can start designing your activity immediately. When you are done, your web page is ready to explore.
Del.icio.us is a social bookmarking site which helps free service to its users. Once you join the site, you can create lists of URLs and you can reach your “hot list” from any computer with an internet connection. Moreover, you can share your lists with other users and have a look at their lists. With the help of the “tags” you place in your bookmarks, you can search for related sites and enrich your list. In this way, you can learn more about the things you are interested in.
WebQuest.org is a web site which provides materials for educators. A WebQuest is defined as “an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web” by the creators of the site. Via the web site, you can create your own webquests or use the ones shared by other users. Moreover, you can publish your webquests so that your learners can reach them online. However, WebQuest.org membership is free for only 30 days; your membership and activities expires if you don’t get a subscription.
Podomatic.com enables its users to publish their video or audio files online. Once you create a free account, you can post your podcasts and share them with other people. You can also reach files posted by others and comment on them. In this way, a discussion environment can be created. Educators can use the site to give online lectures and their students can attend the lessons from their home.
Filamentality is a web site that helps its users in educational fields. The users can cover five types of activities on the cite they create. These are scrapbook, subject sampler hot list, multimedia treasure hunt, and webquest. Teachers can easily create activities that are suitable for their subject matter via www.filamentality.com. In order to create a web page, you click the “start your new page” button and select the types of activities you would like to include. After you enter the topic of the page and the necessary contact information, you can start designing your activity immediately. When you are done, your web page is ready to explore.
Del.icio.us is a social bookmarking site which helps free service to its users. Once you join the site, you can create lists of URLs and you can reach your “hot list” from any computer with an internet connection. Moreover, you can share your lists with other users and have a look at their lists. With the help of the “tags” you place in your bookmarks, you can search for related sites and enrich your list. In this way, you can learn more about the things you are interested in.
WebQuest.org is a web site which provides materials for educators. A WebQuest is defined as “an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web” by the creators of the site. Via the web site, you can create your own webquests or use the ones shared by other users. Moreover, you can publish your webquests so that your learners can reach them online. However, WebQuest.org membership is free for only 30 days; your membership and activities expires if you don’t get a subscription.
Podomatic.com enables its users to publish their video or audio files online. Once you create a free account, you can post your podcasts and share them with other people. You can also reach files posted by others and comment on them. In this way, a discussion environment can be created. Educators can use the site to give online lectures and their students can attend the lessons from their home.
QUIZFABER
What is QuizFaber?
QuizFaber is a tool which allows you to create easily and rapidly multimedia quizzes in HTML with a JavaScript, embedded in the HTML page.
Who is the creator of QuizFaber?
Luca Galli is the creator and he is an electronic engineer.
What types of questions does QuizFaber create?
• Questions with multiple choices, only one answer can be the right one.
• Questions with multiple answers, one or more of which can be right.
• True or false questions.
• Question with an open answer, that is to say a text box in which the student can write freely his answer.
• Gap filling exercises: a phrase with missing words: a text in which some words have been replaced by empty spaces.
• Matching words: there are two distinguished groups of words placed into two columns. The student will have to associate each word of the first group with one of the second.
What are the advantages of QuizFaber?
• Make a quiz not only a simple self valuation tools but a versatile program in order to store result of a quiz exam.
• Build statistics of quiz results, for year, for student, for quiz.
What are the features of QuizFaber?
• Make hypertext quiz (or HTML pages).
• Insert of multimedia objects (images, sounds, Java applet) into answers and questions.
• At the end of the quiz, there is immediatly the valuation (with a mark)
• Set the highest time for complete the quiz.
• Make WAP quiz (for WAP-enabled mobile phone)
How to store quiz results into your PC ?
QuizFaber can be configured to produce web quizzes that runs in a client-server manner, in other words, the web quiz is the "client" side that send information (the quiz results) and your PC the "server" side that gain the information sent by the web quiz-client.
The main advantage is store in a permanent way all the quizzes results and browse them at every time with a simple and intuitive web page that shows easy search criterion (by student name, by quiz name, by date). Morover, some basic statistical parameters (like mean value, standar deviation) are supported.
Features
• Type of questions: multiple answers (one or more than one answer could be the rigth one) and/or multiple choice (only one answer was the rigth one)
• Automatic quiz correction, with a final score.
• (in a next version) Score will be saved using Java Servlet (to be installed on a web server)
HOT POTATOES
• It is a small Windows or Mac program that creates a variety of exercies and can be freely downloaded for educational purposes.
What types of questions does Hot Potatoes create?
• Multiple choice
• Short answer
• Jumbled sentence
• Crossword
• Matching/ordering
• Gap-filling
What are the features of hot potatoes?
It allows:
- including audio files in MP3 format
- storing exercises on a central server
• Versions: 6.0.2.17 beta, 6.2.5.2, 6.2
Comparison
Quizfaber
• Free
• Mobile
• Client-server
Hot potatoes
• Not free
• Extra question types:
• Short answer
• Jumbled sentence
• Crossword
• ordering
What is QuizFaber?
QuizFaber is a tool which allows you to create easily and rapidly multimedia quizzes in HTML with a JavaScript, embedded in the HTML page.
Who is the creator of QuizFaber?
Luca Galli is the creator and he is an electronic engineer.
What types of questions does QuizFaber create?
• Questions with multiple choices, only one answer can be the right one.
• Questions with multiple answers, one or more of which can be right.
• True or false questions.
• Question with an open answer, that is to say a text box in which the student can write freely his answer.
• Gap filling exercises: a phrase with missing words: a text in which some words have been replaced by empty spaces.
• Matching words: there are two distinguished groups of words placed into two columns. The student will have to associate each word of the first group with one of the second.
What are the advantages of QuizFaber?
• Make a quiz not only a simple self valuation tools but a versatile program in order to store result of a quiz exam.
• Build statistics of quiz results, for year, for student, for quiz.
What are the features of QuizFaber?
• Make hypertext quiz (or HTML pages).
• Insert of multimedia objects (images, sounds, Java applet) into answers and questions.
• At the end of the quiz, there is immediatly the valuation (with a mark)
• Set the highest time for complete the quiz.
• Make WAP quiz (for WAP-enabled mobile phone)
How to store quiz results into your PC ?
QuizFaber can be configured to produce web quizzes that runs in a client-server manner, in other words, the web quiz is the "client" side that send information (the quiz results) and your PC the "server" side that gain the information sent by the web quiz-client.
The main advantage is store in a permanent way all the quizzes results and browse them at every time with a simple and intuitive web page that shows easy search criterion (by student name, by quiz name, by date). Morover, some basic statistical parameters (like mean value, standar deviation) are supported.
Features
• Type of questions: multiple answers (one or more than one answer could be the rigth one) and/or multiple choice (only one answer was the rigth one)
• Automatic quiz correction, with a final score.
• (in a next version) Score will be saved using Java Servlet (to be installed on a web server)
HOT POTATOES
• It is a small Windows or Mac program that creates a variety of exercies and can be freely downloaded for educational purposes.
What types of questions does Hot Potatoes create?
• Multiple choice
• Short answer
• Jumbled sentence
• Crossword
• Matching/ordering
• Gap-filling
What are the features of hot potatoes?
It allows:
- including audio files in MP3 format
- storing exercises on a central server
• Versions: 6.0.2.17 beta, 6.2.5.2, 6.2
Comparison
Quizfaber
• Free
• Mobile
• Client-server
Hot potatoes
• Not free
• Extra question types:
• Short answer
• Jumbled sentence
• Crossword
• ordering
ALADA
At first, the site is introduced: What is the history of it or How many participants joined in the site in 2001-2002.What was the scale of that site? Which countries took part in it? Then, the Executive Director of the Digital Workforce Education Society (DWES) is introduced. His business experience is detailed. He is a member of Illinois Governor's Small Business Task Force and the Illinois Government Working Group and on a number of other Chicago and Illinois technology committees. Then what does Illinois Century/Video Education Network mean is stated. It is the largest private education network in the world. Then, a ‘computer’ page comes. It is about ‘Recycling Computers’. The process of recycling is detailed.
LEARNING TIMES
Learning Times is the leading producer of online communities and online conferences for education and training. In the cite, Learning Times is introduced totally: What does it work for? It organizes online conferences for instance. In the community subtitle, it is stated that Learning Times designs online learning communities and produces programs and events for educational and cultural institutions, organizations, associations and membership groups. Learning Times also provides the platforms, applications and promotional expertise that ensure success. In the Workshop part, we learn that Learning Times produces a wide range of online workshops to meet the professional development and training needs of education, information service and other professionals. In LT Tools subtitle, we have an idea about how Learning Times accomplishes its goals: Learning Times seeks out or develops “best-of-breed” tools to enhance the online experience of participants, presenters and exhibitors. In LT SERVİCE subtitle, we learn that what services Learning Times gives. At the end of the cite, there are more alternatives to learn more about Learning Times.
WIZIQ
WIZIQ is a place where you can teach and learn using an easy-to-use. In the cite, there are choices how you want to teach: public sessions or earn money teaching. By only singing in it, one can utilize this cite for free. People can share what they know there, and Exchange info among each other. The cite is colorful and attracting.
At first, the site is introduced: What is the history of it or How many participants joined in the site in 2001-2002.What was the scale of that site? Which countries took part in it? Then, the Executive Director of the Digital Workforce Education Society (DWES) is introduced. His business experience is detailed. He is a member of Illinois Governor's Small Business Task Force and the Illinois Government Working Group and on a number of other Chicago and Illinois technology committees. Then what does Illinois Century/Video Education Network mean is stated. It is the largest private education network in the world. Then, a ‘computer’ page comes. It is about ‘Recycling Computers’. The process of recycling is detailed.
LEARNING TIMES
Learning Times is the leading producer of online communities and online conferences for education and training. In the cite, Learning Times is introduced totally: What does it work for? It organizes online conferences for instance. In the community subtitle, it is stated that Learning Times designs online learning communities and produces programs and events for educational and cultural institutions, organizations, associations and membership groups. Learning Times also provides the platforms, applications and promotional expertise that ensure success. In the Workshop part, we learn that Learning Times produces a wide range of online workshops to meet the professional development and training needs of education, information service and other professionals. In LT Tools subtitle, we have an idea about how Learning Times accomplishes its goals: Learning Times seeks out or develops “best-of-breed” tools to enhance the online experience of participants, presenters and exhibitors. In LT SERVİCE subtitle, we learn that what services Learning Times gives. At the end of the cite, there are more alternatives to learn more about Learning Times.
WIZIQ
WIZIQ is a place where you can teach and learn using an easy-to-use. In the cite, there are choices how you want to teach: public sessions or earn money teaching. By only singing in it, one can utilize this cite for free. People can share what they know there, and Exchange info among each other. The cite is colorful and attracting.
THE SUMMARY OF COMPUTER MEDIATED COMMUNICATION
a) A Funny Thing Happened On The Way To The Forum: Electronic Discussion & Foreign Language Learning
This article is about the use of internet for developing the foreign language of students. At first, the boundaries between the cultures and the effect of internet using for overcoming these boundaries are discussed. Again at this part, the case study analyzing the effects of using internet forums on the language learning is introduced briefly. After that some different points of views about emails and key pals are analyzed. Then the case study is given in a detailed way. It analyzes the online discussion groups of web site of Le Monde. Before proceeding to the detail of case study, some information about the website is given and the series of exchanges are told. After that the students who are in the case study are introduced and their first messages are shown. Their writings and answers to the native French are investigated. Also the students are divided into groups according to the nationality such as “.The Americans” and their behaviors are described regarding their genders and cultures. Their relationship between the moderators is also given. Lastly, the result of the case study shows that the way in the interrelationship between the culture and genre is present in the discourse of forum practitioners.
b) Internet Audio Communication for Second Language Learning: A Comparative Review Of Six Programs
First of all, the importance and availability of internet in people life is explained. Then some of the projects aiming to meet the foreign language learners and the native speakers are
introduced and evaluated shortly. After that three different kinds of communicative environments offered by SCMAC programs a) instant messaging, b) conferences, c) chat groups are given deeply. Then the purpose of this research is explained as reviewing free widely used SCMAC programs and exploring their potential use for L2 learning. Firstly AOL Instant messenger is introduced. It provides both instant message and conference environment. However it has no video capability and its audio capabilities are limited. Also it offers many chat communities but nothing of interest related to second language learning opportunities have been found in those chat rooms. The second program Yahoo Messenger is explained. It can be used in three different environments: Instant message, Conference, Chat room. Its advantages and drawbacks are discussed. The third program MSN Messenger and Windows Messenger are analyzed in a detailed way. The last two programs Paltalk and Ivisit are introduced and evaluated by the SCMAC criteria’s. At the last part the ways of matching software to L2 learners needs’ and preferences’ are investigated
a) A Funny Thing Happened On The Way To The Forum: Electronic Discussion & Foreign Language Learning
This article is about the use of internet for developing the foreign language of students. At first, the boundaries between the cultures and the effect of internet using for overcoming these boundaries are discussed. Again at this part, the case study analyzing the effects of using internet forums on the language learning is introduced briefly. After that some different points of views about emails and key pals are analyzed. Then the case study is given in a detailed way. It analyzes the online discussion groups of web site of Le Monde. Before proceeding to the detail of case study, some information about the website is given and the series of exchanges are told. After that the students who are in the case study are introduced and their first messages are shown. Their writings and answers to the native French are investigated. Also the students are divided into groups according to the nationality such as “.The Americans” and their behaviors are described regarding their genders and cultures. Their relationship between the moderators is also given. Lastly, the result of the case study shows that the way in the interrelationship between the culture and genre is present in the discourse of forum practitioners.
b) Internet Audio Communication for Second Language Learning: A Comparative Review Of Six Programs
First of all, the importance and availability of internet in people life is explained. Then some of the projects aiming to meet the foreign language learners and the native speakers are
introduced and evaluated shortly. After that three different kinds of communicative environments offered by SCMAC programs a) instant messaging, b) conferences, c) chat groups are given deeply. Then the purpose of this research is explained as reviewing free widely used SCMAC programs and exploring their potential use for L2 learning. Firstly AOL Instant messenger is introduced. It provides both instant message and conference environment. However it has no video capability and its audio capabilities are limited. Also it offers many chat communities but nothing of interest related to second language learning opportunities have been found in those chat rooms. The second program Yahoo Messenger is explained. It can be used in three different environments: Instant message, Conference, Chat room. Its advantages and drawbacks are discussed. The third program MSN Messenger and Windows Messenger are analyzed in a detailed way. The last two programs Paltalk and Ivisit are introduced and evaluated by the SCMAC criteria’s. At the last part the ways of matching software to L2 learners needs’ and preferences’ are investigated
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