Professional Documents
Culture Documents
LEARNING
1. Introduction……………………………………………………………pag 2
2. Why learning a new language?..............................................................pag 2
3. Why learning English?...........................................................................pag 3
3.1.The four language skills.………………………………………………pag 5
4. Why a language OER?...........................................................................pag 7
5. Development of materials and resources for open language
Learning………………………………………………………………..pag 8
Bibliography
Appendix- my OER
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1. Introduction.
The present work is a final task to show my knowledge about Open Educational
Resources after the process of learning in the Open Language Learning subject.
Piktochart is the tool that I have chosen, which offers a lot of possibilities, both free
and premium to create our own designs with different graphics, pictures, background, and
so on…
So that, it has been found out, learning a new language is relevant because of the
following reasons:
֍ Job opportunities
֍ Cognitive benefits
֍ Cross-cultural friendships
֍ Get an outsider´s perspective about your own culture.
֍ Become more interesting and meet more interesting people
֍ Become a better learner.
֍ Discover you can do it.
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3. Why learning English?
֍ Because learning English is fun, you will learn not only a new language, but also
a different country, nationality and culture.
֍ English is spoken as a first language by around 400 million of people around the
world.
֍ English is based on a simple alphabet and it is fairly quick and easy to learn
compared to other languages.
֍ Learning English gives you a whole range of satisfaction due to the fact that
making progress feel great.
Currently, the students of this generation and those to come will begin to need to
communicate in at least two foreign languages in order to reach those challenges and
purposes that they wish, taking into account the globalized world and multicultural in
which we find ourselves.
The aim of education must be to maximize all dimensions of education the person,
developing all their potentialities. It is for this reason, why language learning from early
childhood is so essential, although not only the focus should be on language learning. It
has to be much more what's that? This idea involves learning to relate, to play, to sing, to
discover, to learn, investigate and share using a new language, a language that the students
still do not know but that will open new perspectives and new horizons.
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Also, numerous studies corroborate that phonological aspects are they acquire more
easily at very young ages, than it is understood that the sooner you start learning a
language, the greater the guarantee of acquiring an accent close to the native.
And, for this, the key piece is to offer those who are going to assume that
responsibility tools and supports so that it is an indisputable task of educational potential.
Having said that, the different methodological approaches are described below for the
teaching and learning of foreign languages in the Education Stage Childish:
a) Acquisition-Learning Hypothesis:
In this sense, the acquisition of the norms of language is done in a predictable way.
Nonetheless, Krashen rejects grammar sequencing if the true objective is the acquisition
of language.
Defends that the acquisition is placed on a paper central when it comes to making
productions and is responsible for fluency, whereas what is learned consciously acts as a
monitor to produce and correct linguistic issues. It postulates that there are three factors
at the time to use the monitor: enough time to reflect, attention to the correction and
knowledge of the grammar rule.
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d) Input hypothesis:
In this hypothesis Krashen argues that the process of acquisition is carried out
exposing the student to Input (language) that is find to some extent above the current level
of competition. This Understanding is carried out with the help of the context.
Krashen talks about the Affective Filter as an acquisition regulator based on levels of
motivation and safety from the student. If the affective filter is very high, the student will
not be able to acquire new skills. However, if the affective filter is low, this will allow to
acquire new language through the exhibition an input understandable.
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3. The listener has to interpret the stress, rhythm and intonation in the speech.
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4. Why a language OER?
There are a lot of reasons of introducing and using a language OER in education. First
of all, we could start defining what is an OER.
An OER is any type of educational materials that are in the public domain or
introduced with an open license. The nature of these open materials means that anyone
can legally and freely copy, use, adapt and re-share them.
To begin with, we find a wide range of advantages of carrying out an OER in the
English classroom such as:
- They can be used affordable (mostly free), at home, at work. The use of OERs
instead of traditional textbooks can substantially reduce the cost of course
materials for students.
- Universal access. Students anywhere in the world can access OERs at any time,
and they can access the material repeatedly.
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5. Development of materials and resources for Open Language Learning.
There are a variety of aspects that we should take into account when designing
materials and resources for Open Language Learning according to Calvi et al. (2013):
- Who am I teaching?
As I am English teacher in primary education, I teach different levels each year, from
7 years old to 12 years old.
This particular year I am the tutor of the 3rd grade of primary education and I do
English classes as well, so that, this OER is prepared for this group of students between
7-9 years old to understand better the present simple tense.
Following the Order 17th March 2015, there are no specific requirements for the
course in relation to the grammar explained. However, the Order states that teacher should
explain vocabulary about daily routines, so, we will use this vocabulary to explain both,
present simple tense and daily routines vocabulary because they are closely related.
Extension: we will use this OER to reinforce my explanations, and also they can use
the OER as many times as they want, for instance to check something during the
lessons that they don`t remember. At the same time, we are developing the learn to
learn competence.
Core materials: they will be used as a complement to the explanations and the
examples we have in the text book.
I will use, as always, my Symbaloo tool, in which I have different materials they can
use in the classroom. Another good idea could be, sharing in the blog of the classroom.
So that, it is known that there are a whole range of tools that can be used to create
digital materials and also, bring the real world into the classroom.
Infographics:
Advantages:
- High quality infographics are 30 times more likely to be read than text articles.
- Diversity of sources and statistics.
- It promotes motivation in students because this visual representation of
information aims to make the information easily understandable.
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- Useful tool for displaying data, explaining concepts, simplifying presentations
and so on…
- The don`t need to follow a template, you could change the colours, format and the
style.
- People retain approximately 83% of what they learn visually, which increases the
20% of people that retain information by reading.
Disadvantages:
- Sometimes, you will spend a lot of time preparing them, you have to design them,
select the appropriate layout, colours…
- They could be uncompleted, given that they are summarized all the information,
and that could be both a disadvantage or advantage, depending on the case.
The best idea, to take all the advantages that infographics bring us is using them in an
appropriate context, in spite of the time you have to spend preparing them, infographics
give us great opportunities.
It is very easy to create an infographic, in the next paragraphs the new starters can see
how to do it, following a variety of steps, and that was what I did.
First, begin by logging in to create.piktochart.com. You will first see the Piktochart
dashboard. This is where you can choose from three different visual formats:
infographics, presentations and printables.
Browse for an infographic template layout that stands out to you. You can narrow
down the categories by using the search tool.
Mouse-over the template that you want and select Use Template.
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2. Configure your canvas.
First, title your infographic at the top of the editor. You will notice that the canvas is
set up with multiple blocks. You can arrange each block depending on your needs.
You can add shapes, lines, icons or photos to your content. Select Graphics on the left
panel.
Then, choose a category and browse for the icon or photo you would like to add.
Once you find an icon, drag and drop it onto the chosen canvas block. Use the tools
on the toolbar to configure your icon size and color.
Select Charts. Then select the chart type on the left panel as indicated below.
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Manually input data on the spreadsheet, import data from a locally saved spreadsheet,
or insert dynamic data via a Google Spreadsheet link.
Then, go to the Settings tab to configure the format, legend and colours.
- To insert a map:
Select Maps. Then select the type of map — countries, or regions — on the left panel
as indicated below.
To change the color of the map, select the Map and Border Color buttons.
- To insert a video:
Select Videos. Insert a Youtube or Vimeo URL in the text box. Then, click Insert.
Once you have published your infographic, you can set it to public, password-
protected, or private.
- To directly share your infographic with friends or on social circles, either copy
the listed URL or click on the social media share icons. You can also share via
direct email, an export to other apps, or embed via HTML.
- You can even present your infographic as slides via Presentation Mode.
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Timelines.
Video classes.
Video classes are incredible and complete tools which will help you to understand
specific content.
Interactive images
They are used to provide students with interactive materials and activities;
Text-to-speech synthesizers
7. E-portfolio
In addition, I used symbaloo to integrate the access to Edublog, because this is the
tool that I have been used last year for everything in relation to my work.
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Symbaloo is a free application or platform based on the cloud that allows users to
organize and categorize web links in the form of radio buttons.
It works as a browser and can be configured as a home page, allowing users to create
a virtual desktop accessible from any device with an Internet connection.
Symbaloo users, once registered, have a grid page with different option buttons that link
to a specific page. The application allows users to assign different colours to these buttons
to favour a visual classification of them.
It is a tool that allows you to create different pages or screens with option buttons to
each user in a personalized way. These sections, called web mix, are useful for organizing
themes and links that can be shared with other users, making them public and allowing
them to be sent via email.
8. Conclusions.
Once we know the quantity of materials available for teachers and students, we
have an important role to play if we want to put into practice it and develop our
creativity.
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Bibliography
Krashen, S.D. (1985). The input hypothesis: issues and implications. Nueva York:
Longman.
Calvi, A., Motzo, A., & Silipo, S. (2013). Designing OERs to Teach Italian
Pronunciation in an Open Educational Environment: A Case Study. In A. Beaven,
A. Comas-Quinn, & B. Sawhill (Eds), Case Studies of Openness in the Language
Classroom (pp. 70-82).
Madrid, D. & Mclaren, N. (2004). TEFL in Primary Education. Granada: Editorial
Universidad de Granada.
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Appendix- My OER
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