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The use of email and chat rooms or forum, for example, can promote communication and discussions between teachers and learners or among learners.
Adaptability: Web-based activities can easily be modified to support students at different proficiency levels or with special needs.
The teaching profession in the new millennium has taken a more challenging task and in order to breed students that are knowledgeable and informed, teachers require more than the traditional teaching method...teachers have to be aware of the effective use of technology..."
technological developments demand new, innovative approaches to learning and living - Wedemeyer (1991) as quoted in Chakravarthy (2004)
As technology develops, the nature of language teaching and learning also experiences immediate changes in terms of approach, methodology and pedagogy. The focus is now more on constructivist approach whereby teachers need to play multi-roles: instructor facilitator - manager - designer. With this approach, learners are being responsible for their own in which learning is autonomous and self-directed. With the ICT development, teachers also could use an integrated and eclectic kind of approaches or techniques in teaching the target language.
why does the students need to learn? who is going to be involved in the process? where is the learning to take place? when is the learning to take place? what does the students need to learn? how will the learning be achieved?
what the learners are expected to know at the end of the course (course objectives); what is to be taught or learned during the course; when it is to be taught and at what rate of progress; what are the different levels or stages; how it is to be taught (suggesting procedures, techniques, and materials); how it is to be evaluated (suggesting testing and evaluating mechanisms).
Fusing the work of Hutchinson & Waters and Dubin & Olshtain would create a framework of 5 Basic Steps in developing web-based tutorials diagram like this. (Taken from Figure 2: Steps Involved in Designing English Web-Based Tutorials)
STEP 1 - STUDY STEP 2 - NEEDS ANALYSIS STEP 3 - WEB-DESIGN PLANNING STAGE STEP 4 - EVALUATION STEP 5 - STORYBOARD
According to Windeatt, Hardisty,&Eastment (2000) In Designing Web-based Tutorials, Designers should put into consideration the following
1. 2. 3. Level Time Aims - the level of student for which the activity is most likely to be suitable; - a rough guide to the time the activity is likely to take; - the purpose of the activity (should match the course objectives);
4.
Technical Requirements
5. 6. 7.
- any special knowledge needed for students to do the activity; - what you have to do or prepare before the activity; - provide step-by-step instructions for each activity;
8. 9.
Follow-up Variations
- suggestions for follow-up work, wither in class, or for self-access, or homework; - provide activities for students of different levels.
GENERAL GUIDELINES FOR DESIGNING WEB-BASED TUTORIALS According to Kelly (2000) and Snookes, Ohtake & Kubota (2001) the teaching materials presented are in a suitable format - e.g. the choices of background and font colors, font size, and font types; the site is useable by everyone of the target group regardless of their level of proficiency in the target language; the site is user-friendly in which users can navigate easily with a minimal number of clicks; the site is useful and fun to use; the site allows fast-loading pages by removing unnecessary objects or graphics; and the site does not violate copyrights.
Main References
Zuwati Hasim (2005). Basic Steps for Developing English Language Web-Based Tutorials. CALL-EJ Online Vol. 7, No.1, Posted last June 2005. Retrieved last February 11, 2014 from http://callej.org/journal/7-1/Hasim.html.
Sally Morrison, and Eric Clearinghouse. Interactive Language Learning on the Web. Eric Digest. Posted DO-FL-02-12 December 2002. retrieved last February 11, 2014 from http://www.cal.org/resources/digest/digest_pdfs/0212morrison. pdf.
Pictures References
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