Week 7: The "e"-fied Class

We completed this task in our assignment group where we discussed on each checkpoint.

·         Declan

·         Elucia

·         Glenn

·         Kat (Loh Chia Yee)

·         Stennia

Checkpoint 1: Search for digital language learning materials.

• Bitstrips
• http://www.bitstripsforschools.com/
• Fakebook
• http://www.classtools.net/FB/home-page
• Pronunciation Animation
• http://www.cambridge.org/elt/resources/skills/interactive/pron_animations/index.htm
• Glogster
• http://www.glogster.com/
• Languagelab
• http://www.languagelab.com/
• 19 pencils
• http://19pencils.com/
• English4u
• http://www.english-4u.de
• Edudemic
• http://www.edudemic.com/

Checkpoint 2: List down SLA theories and principles.

Theories

• Behaviourist
• Innatist
• Interactionist
  
  

Principles

• Materials should help learners to develop confidence
• What is being taught should be perceived by learners as relevant and useful
• Materials should require and facilitate learner self-investment
• Learners must be ready to acquire the points being taught
• Materials should expose the learners to language in authentic use
• The learners’ attention should be drawn to linguistic features of the input.
• Materials should provide the learners with opportunities to use the target language to achieve communicative purposes.
• Materials should take into account that the positive effects of instruction are usually delayed
• Materials should take into account that learners differ in affective attitudes
• Materials should permit a silent period at the beginning of instruction.
• Materials should not rely too much on controlled practice
• Materials should provide opportunities for outcome and feedback
• Materials should help the learner to develop cultural awareness and sensitivity.
• Materials should reflect the reality of language use.
• Materials should help learners to learn in ways similar to the circumstances in which they will have to use the language.
• Materials should help to create readiness to learn.

Checkpoint 3: Sketch out a rough outline of your DLLM.

The DLLM that we have in mind is one which involves comic strips where students will be able to learn from it. We came up with a simple activity as an example as seen below:

Our aim of this activity is to let the students enhance their knowledge of vocabulary by finding synonyms of the given word in which they need to create a sentence for each word.

Learning object                  : Vocabulary

Learning material               : Comic created from Bitstrips

                                          http://www.bitstrips.com/

Usability:

1. Control of the students: The activity is a simple activity which only requires students to focus on different vocabulary and creating simple sentences.
2. Choice of the students: An image is given to the students where it is based on real life situation.
3. It is collaborative learning process where students work together to find synonyms of the given words.
4. This activity also applicable as they are able to learn new vocabulary in which aid them in having a variety of words to be used while completing a writing task. 
5. Students will also be able to know that some words may have the same meaning but used differently.

Checkpoint 4: Summarize explanation for each criteria.

• Errors: Errors are divided into two groups which are serious and less serious. Serious is when the users’ outputs are threatened while less serious refers to the work of the users are disturb. 

• Efficiency: It is to know how well the experienced users can operate an application after they have mastered it.
  

• Learnability: It depends on the duration of time for the beginners uses system before they learn the important skills necessary to do tasks.
  

• Memorability: Refers to an occasional users’ ability who has previously used the system to remember its operational principle.     

Explain each criterion for visual design.

• Harmony

o   It is the way to which the display in DLLM interacts together in a pleasing-manner. This can achieved through repetition and rhythm. It pulls the pieces of visual image together and the rhythm is the flow of depicted in a visual and helps direct eye movement. For example when we use prezi or power point, we need to use 3x3 grids to ensure there is harmony.

• Balance and symmetry

o   It refers to the element of different sizes can be brought into balance by either moving them closer or further from the centre of the page. Symmetry is when one half of a visual display is a mirror image of the other half. There are different types of symmetry:

§  Horizontal symmetry

§  Approximate horizontal symmetry

§  Radial symmetry

§  Asymmetry

• Emphasis

o   It is to create dominance and focus in their work. It emphasises on colour, value, shape or other design elements to achieve dominance. For example, the colour of the background must be dark and the written words on the slides must be in light colour. This is to ensure that there is a contrast on the slide. Also, the main topic must be either middle or on top with bigger font size to tell what is the main topic.

• Alignment

o   It is important for the material to have alignment as it is for the organization and grouping.  Should visually maximize differences between texts, label and pictures.

• Unity

o   Unity is the relationship among visual elements that helps all the elements to work together. It gives a sense of closure or oneness to visual image. It can be achieved through use of similar shapes, common pattern or use of a common background.