mlearning Archives - Oxford University Press

10 October 2016
by Oxford University Press ELT 3 Comments

Using smart devices in class – challenge or opportunity?

Thomas Healy is one of the authors of Smart Choice as well as an Assistant Professor in the Intensive English Program at the Pratt Institute, New York City. A full time instructor, he presents regularly on how to adapt traditional classroom materials to meet the needs of the Selfie Generation, and how to use widely available and easy-to-use digital tools in language learning.

In a survey of Smart Choice teachers conducted by Oxford University Press this year, 55% of teachers reported that they use smart devices regularly in class. In addition, 84% of teachers said they encourage learners to use the devices to extend learning outside of class. While the use of mobile technology in class is becoming more accepted, it is not without its challenges. Many of these challenges relate to practical matters of classroom management. How can we engage large classes, and make sure everyone is participating? How can we keep students on track? Can we use the devices in places without Wi-Fi?

When to use a smart device

I always feel that the challenges that I face in class, rather than just a decision to use digital devices for the sake of it, should be the determining factor whether I use smart phones in my class or not. With some classes it’s an easy decision, particularly in classrooms without any installed technology. Learners’ own devices enable me to incorporate videos, illustrations, and even texts into every lesson. Before class, I upload the content that I want students to view onto our Learning Management System- I use Facebook for this – and I can have students access the content during class.

If I am concerned about the focus of a particular class, I’ll have students use their devices for relevant parts of the lesson only. The rest of time, I’ll have them turn off their devices, or even better, put them away. With other classes, often smaller groups were I can be surer of each individual’s level of engagement, I’m more comfortable having learners use their devices at any time, especially to access online dictionaries. In this case, am I absolutely sure what a learner is doing online? No, but I know now that lack of focus demonstrates itself quite rapidly, and I can take appropriate action.

Keep it focused

For me, the key to keeping learners focused when working with smart phones is to [1] have time limits, and [2] insure that they have to create or complete something as part of the activity. Students, therefore, do not just observe something: they must do something too. This might mean commenting (for example, in the comments section of where I’ve posted a video) on what they’ve seen. My favorite activity is to have learners write something in their notebooks in a response to some online content, and then take a photo of their notes and share it on our LMS. This has several advantages. Firstly, knowing that they have to share their work with the class, students are more likely to complete an activity properly rather than engaging in inappropriate online behavior. I’m often concerned that if they don’t regularly write with a pen or pencil on paper, their basic writing skills, including handwriting and spelling, may suffer. In addition, the shared writing samples are very useful for peer reviewing and self-analysis. Videos of presentations and classroom discussions are equally useful to share. Content that has been uploaded by me or by my students in class can be accessed later. This is a very efficient and easy-to-implement way of extending the classroom into the virtual world. Activities like giving feedback to presentations can now be done outside of class. Additional activities can also be uploaded to provide specific practice for individual learners.

smartdevices2 With the availability of mobile-optimized online practice materials, such as the On the Move material that accompanies Smart Choice Third Edition, online dictionaries and a whole range of English Language Learning apps, encouraging our students to use their smart phones outside of class is something we should all embrace. Having activities in class that involve the devices provides us with an opportunity to assist students on how to use them successfully. What, for example, do students do once they’ve looked up a word or phrase online?

I recommend that students make flashcards, either with apps such as StudyBlue or homemade cards which students can make by screen capturing the target vocabulary item in a sample sentence (together with a translation in L1) and an image. This approach is based on I.S.P. Nation’s meta-analysis of the use of flashcards and vocabulary.

smartdevices3 smartdevices4

Make learning relevant

Another advantage of smart phones is the potential for bringing the real world into the classroom. Students have an abundance of photos of places, people, food and activities that we can readily link to the content of our textbook. Students can show images and videos to their classmates, and this content allows us to extend and personalize the target language in a way that motivates students and makes learning sticky. This kind of activity is ideal for settings without Wi-Fi.

As I figure out how to use mobile technology in class, I’ve become more interested in exploring the basic features of the devices, rather than using apps. For me, the ability for students to access content online, and their ability to record, share and comment on work that we’ve done together, provides an invaluable opportunity to extend learning beyond my classroom, to have content-rich lessons in every room, and to encourage students to learn by analyzing their own and their peers’ output. In doing so, I’m hoping to create an environment that reflects the interactive, collaborative and networked world which has become their natural habitat. In time, I’m hoping that smart devices will become indispensable tools for them in their English language acquisition process, both outside of the classroom and long after our shared time together is over.

Want to find out more? Join Thomas for a live webinar on how to use mobile technology in class on 12^th or 13^th October.

In this free-to-attend webinar you can expect to:

Learn practical tips and ideas on how to use smartphones purposefully with your students in the classroom
Look at ways in which students own smart devices can make every classroom a technology enhanced classroom
Bring along your own questions to ask Thomas

References:

Smart Choice teacher survey, Oxford University Press, 2016.
Nation, I.S.P. Teaching Vocabulary: Strategies and Techniques Heinle ELT, 2008.

22 August 2016
by Oxford University Press ELT 1 Comment

The potential of smart devices in the EFL classroom

Thomas Healy is one of the authors of Smart Choice as well as an Assistant Professor in the Intensive English Program at the Pratt Institute, New York City. A full time instructor, he presents regularly on how to adapt traditional classroom materials to meet the needs of the Selfie Generation, and how to use widely available and easy-to-use digital tools in language learning.

Are smartphones a classroom management problem or a useful tool for language teaching and learning? Discover how smart devices can become a key part of the learning experience for your students with Thomas Healy.

In a series of video tutorials and three live webinars, Thomas will be presenting strategies for how teachers can use smart devices to enhance what students are learning in class, to provide meaningful opportunities for independent learning and to connect the English they are learning with the world around them.

Thomas’ first webinar – the potential of smart devices – will run twice and take place on September 7^th (1pm BST) and September 8^th (12am BST).

In this free-to-attend webinar you can expect to:

Explore smart device based activities that you can use to reinforce students learning
Look at ways in which students own smart devices can make every classroom a technology enhanced classroom
Bring along your own questions to ask Thomas

Thomas’ webinar will draw on content Smart Choice ‘On The Move’ activities, brand new smart phone optimized content available with Smart Choice Third Edition.

13 February 2015
by Oxford University Press ELT 4 Comments

Lesson Flipping With Video Presentations

What is lesson flipping? Is it an effective technique for language learning?

Since I started teaching over twenty years ago, there is one challenge that I continue to obsess about: I have many students, but there is only one of me. To address this reality, I’ve tried over the years to do a better job of making use of group work, collaborative learning opportunities, as well as trying to help my learners develop independent learning skills.

Dealing with the needs of individual learner’s needs, however, remains a major challenge. Recently, I’m trying to go beyond “I’ll see you after class” and “Here’s an additional worksheet”. I was intrigued when I stumbled on mathematics lectures on Youtube, that were made by Sal Khan, and the concept of ‘flipping’.

The concept of ‘lesson flipping’

Flipping is a very simple notion. Essentially, it means reversing how a teacher deals with presentation and practice in and outside of the class. In a flipped class, students experience (typically on video) the presentation of new material as homework. This, in theory, allows more time for students to practice and ask questions the next time in class. So, for example, in Sal Khan’s flipped classes, learners would watch video presentations on how to multiply at home; they would do practice exercises in class, with the teacher present when they need help.

Fascinating, I thought, but would this work with language learners? How could I flip conversation practice, pronunciation exercises, and group work activities? Would students do the homework, or would I end up presenting the new material in class anyway?

Can lesson flipping work for everything?

Soon, it became apparent to me that I could not flip many elements of the class. But I could flip some. Or, at the very least, I could create a bank of resources that students could review again and again. For example, I could make video presentations explaining frequent errors that learners make, which they could access independently.

When I went about this project, I was amazed at how simple the technology was. I’ve struggled with technology all my life, and still have
problems connecting a DVD player to a television. Of the many available, I’ve been using Camtasia.

Camtasia, which is available for Mac and PC, can be downloaded easily from the Internet. It is a ‘screen capture’ program that records what appears on your computer screen. In addition, you can add your voice, animated annotations, as well as subtitles.

Here is an example of how I’ve used Camtasia. Some of my students struggle with using ‘Make’ and prepositions. I made video presentations to review the grammar, provide examples and help students test themselves.

I made a presentation, using PowerPoint. Actually, you can use anything, including Word. I included a simple quiz, which students could use to test themselves.
Then I wrote out what I wanted to say- a script.
I played the slides on my computer, using Camtasia to record what was on the screen.
Then, while playing back the recorded video presentation, I added my voice.
I added animated annotations and subtitles and posted the video on Youtube.

What else can be prepared?

While I don’t ‘flip’ very often in the true sense, I do like to have a bank of grammar, vocabulary and reading skills videos available that students can refer to independently. I’ve never had a student who, on first exposure to a new grammar point or language skill, said, “I understand. I’ve got it! I’ll always remember it!” Currently, I’m looking through examples of student writing samples and student videos to try to identify common accuracy issues so that, in the future, in addition to saying, ‘Here’s an additional worksheet, I’ll be able to say, “Watch the video and try the quiz.” And if they still don’t get it, I’ll see them after class.

Want to find out more about lesson flipping?

Watch Thomas Healy’s webinar to find out how lesson flipping can benefit your classroom.

Thomas Healy is an instructor at the Pratt Institute, in Brooklyn, New York. He presents regularly at conferences on how to use widely available and easy-to-use digital tools in language teaching. His presentation Create a Digital Course Pack was highlighted by TESOL Connections as one of the favourite sessions of the International TESOL 2014 Convention. Thomas describes his evolution from a technophobe to a regular user of mobile technology in class in this article in the TESOL CALL newsletter. He is a co-author of the Smart Choice series published by Oxford University Press.

28 October 2014
by Oxford University Press ELT 1 Comment

Teaching English with e-books from Oxford Learner’s Bookshelf (Part 2)

Shaun Wilden, a freelance teacher trainer and expert in teaching with tablets, shares his advice for teachers on making the most of the interactivity of digital coursebooks from Oxford Learner’s Bookshelf.

Part 2 – How interactivity in e-books supports independent learning, pair work and whole class learning

Welcome back. How did your first lesson go? Did the students get to grips with their new digital coursebooks? Are you finding the right balance of use and non-use? I trust that by now the routine of using a different form of book is kicking in and it’s beginning to feel a little bit more normal. You’ve also realised that the digital aspects of your book can augment your usual teaching practice.

With that in mind let’s look at a lesson. We’ll use the e-book version of Headway Beginner, but you can apply the ideas to any coursebook you are using. If you’re not using e-books at the moment, and you’d like to try out the ideas in this post, just download the app for iPad or Android tablets, or go to www.oxfordlearnersbookshelf.com and try the free samples.

Let’s jump into the book and look at page 36, which is a vocabulary and pronunciation lesson based on the topic of languages and nationalities. In doing this lesson you are focusing the students on developing their knowledge of how to refer to different nationalities and language in English. By the end of the lesson, the students will have been introduced to a lexical set of nationalities and languages and had the opportunity to practice the pronunciation of each. The lesson also revises question forms which appeared earlier in the unit.

Here’s a quick question for you, how many ways are there of getting to page 36? One would be to swipe through the pages (albeit that would take some time). Before you read on, stop and as I said in part one, have a play.

Answer alert! You can use the tool bar on the left of the page, and the page thumbnails and numbers at the bottom. Add swipe, bookmarks, and search and there is a navigation method to suit pretty much everyone.

Oxford Learners' Bookshelf navigation

Getting started with my lesson, I project my iPad onto a bigger screen and pinch zoom the photos so that they fill the screen and remove the text. I don’t want them distracted by the text at the moment. Getting the students to look at the picture, I elicit which country they think it is (they did countries in a previous lesson so this is revision). Using the pen tool, I can write some of their answers on the page as in the picture below.

OLB_write_page

Once the students have the idea, I ask them to work in pairs and with one of their tablets look at the photos and write which country they think it is. We then get answers by again looking at my projected tablet. As the students are looking up I use the first picture to move from country to nationality leading into exercise 1, in which students have to match the countries and nationality. To complete this exercise students can use the pen tool.

Whether the course book is paper or digital it is important for the teacher to mix up how the students are working. This helps meet the differing learning needs of the students. Since we began with the students working as a class, heads-up with me, I ask them to do exercise 1 working on their own tablet. However since I don’t want it be a test-like atmosphere I encourage the students to support each other. I think this is important, as I want the students to learn to be independent and not always rely on their teacher for answers. If you remember from the first post I like my students working in islands. I think this helps them work with each other. In this lesson, since the answers are in an audio script, the students don’t need me to formally check the answers. I can promote learner independence while at the same time having the space to help those students who need it, by getting them to play the audio on their tablet.

However, there is a danger when encouraging them to work like this that students might take a long time to complete the exercise. As I don’t want them to take forever I change the projection on my tablet from the coursebook to a traffic light timer (for example Stop go or Traffic Light). The students then know that while the light is green they can work on the task, as the time expires the light will change to red signaling the end of the task. Being freed up like this I find I can give students more individual attention.

stop_go

Since one of my favourite classroom techniques is drilling, once we’re all ready students put their tablets aside and we do some choral drilling. To add a fun element to this, I open the ‘too noisy’ app (iOS and Android). This is an app often used to show a class that it’s making too much noise. However since I want the students to be confident when they drill I turn this on the head and get them to make as much noise as possible so that the app goes off the scale.

too_noisy

Digital coursebooks have the ability for students to record themselves so rather than having to put individual students on the spot, once I am satisfied with the group drilling, it’s back to the ‘listen and repeat’ part of exercise 1 on page 36.

Here’s another quick question for you. There are two ways the students can record themselves in the digital coursebook. Do you know both? Answer alert! Student can record themselves using the audio note or by using the recorder that comes up when a student listens to audio.

OLB_record

More confident students, who do not need to refer back to a model, can practise the pronunciation into the audio note. Alternatively students can listen to the audio, tap record and say the word after each one is said by the coursebook. They can then play it back along side the audio to check their pronunciation.

One additional feature of digital coursebook audio is that the pace can be changed. If you look at the image above, you can see the plus and minus button on the audio toolbar. Students who have difficulty in listening can slow the listening down and those who want a bit of extra challenge can speed it up. If you were running a listening lesson from the front of the class you wouldn’t be able to allow so much flexibility to the students. Additionally this slow and fast can help a student with pronunciation. Slowing down highlights how the word is said, speeding up helps students reach a natural rhythm.

A similar approach can be taken with exercise 3, which this time asks the students to match country and language in order to make true sentences. However given the students have been working in their books for a while now if you are looking for a bit of variety, it could be done in a more traditional way such as using cut up paper prepared in advance. Either way after doing exercise 3 as preparation, it’s time for my students to ‘test’ themselves. Books off, they make sentences (orally) for their group as per the model. However rather than always making true sentences, students can make them true or false for their classmates to decide.

Finally we finish the page by doing the pairwork in exercise 4. Rather than asking them to reopen their tablets, you can use your projected coursebook to orientate and instruct the students. Students then do the task to get the idea and practice. However this first run through is also a rehearsal for recording.

OLB_record_pair

Once the students are ready, going back to the audio note they record themselves doing exercise 4. They can then listen back and assess their own performance. You can help, guide and point them in the right direction before asking them to do the task for a third time (again recording) to note improvements.

There you go, a lesson using a digital coursebook. Not too dissimilar to what you’ve done before the digitalization is it? But before the naysayers pipe up, look at what the digital coursebook added. First of all the material was in one place so no need for extra audio equipment or finding a way to project large images to work in plenary. We added the ability for the students to record themselves, we didn’t have to control audio so they could work at their own pace. As a teacher I could work specifically with those that needed extra help while others could get on with a task. We still did group and pair work and we still got to do some good old-fashioned drilling.

Hopefully by now you’re getting into the swing of using the tablet. There are some obvious digital follow ups. By that I mean activities we can give the students as extension activities, just as you would do when using a paper-based coursebook. Obviously you can choose the ones that best suit your class but here are a couple of things to get you started.

As a class follow up for vocabulary I use the Socrative app to create a nationality or language quiz. The students can then play the team game. (When you download the app look through what it can do). You will see a game called space race. This makes for a fun way to end the lesson and review the lexis of the lesson. By connecting to Socrative through their tablets they are automatically playing in teams which provides a different interaction to those already used in the lesson. If you are new to Socrative, note that there are two apps: one for the teacher and one for students. After creating an account, you log in to the teacher version to create and run the game. The students join in on the student version of the app.

Homework will be getting the students to use an app such as fotobabble to create their own photo as per the examples on page thirty-six. They take a selfie and then use the language of the lesson to talk about themselves. Here that task not only uses the coursebook as the impetus but also because students have to record their audio (for other students) it gives a communicative focus to the language revision. If students cannot take their tablet home, they can do this on their mobile phones or computer. Alternatively, another task is to get the students to take photos of things of different origins e.g. An English dictionary, Italian food. If you set this for homework, students come to the next lesson with photos that not only revise the language of the lesson but sets up the next lesson perfectly!

Right, there’s a lot for you to get trying out. Feel free to leave me a comment saying what worked or didn’t.

24 September 2014
by Oxford University Press ELT 17 Comments

Teaching English with e-books from Oxford Learner’s Bookshelf (Part 1)

Shaun Wilden, a freelance teacher trainer and expert in online tutoring, shares his advice for teachers new to using digital coursebooks in the classroom and offers practical guidance for getting the most from the Oxford Learners’ Bookshelf.

Part 1 – Preparing for your first lesson

If you’re starting to teach with digital, tablet based coursebooks for the first time, you may be wondering how best to get your students off to a good start. With this is mind here is the first in a series of blog posts to help you get started. Following the few key steps outlined below before you start, will have you facing your first digital coursebook lesson with confidence and a clear sense of what you are going to do and achieve.

Preparing the tablets

If your school is providing the tablets, make sure that the IT person who looks after the tablets has downloaded the free Oxford Learner’s Bookshelf app (OLB). If students are bringing their own, they’ll need to download the app themselves. For iPad go to the App Store, for Android tablets go to Google Play.

iPad_add_book (2)

Students need to register with Oxford, or log in with an existing account. Having an account means that your students’ e-books are safely saved in the cloud, and students can access them via the newly launched web player at www.oxfordlearnersbookshelf.com, as well as on their tablet. This video will show you what’s changed and how to register and access your books.

If you haven’t worked with a digital book before, open the OLB app and log in and you’ll see the Bookshelf with the books that have been added. If you don’t see your book it might not yet be downloaded from the cloud. Look at the bottom of the screen and you can alternate your view between device and cloud. If the book is in the cloud, you can tap Download to transfer it to the device.

Ideally, the e-books will have been downloaded onto the tablets before the first lesson. They are quite large files, particularly the ones with audio and video, and can take a while to download. Your students can start looking at the books as soon as they start downloading, but it may take a while before any audio or video is available.

If the tablets are ready before the class, do check your own and some of the students’ tablets are working well before your first class. This gives you a chance to go back to the IT person to sort out any hiccoughs.

Getting to know your new coursebook

Tap on the cover of the book you want and it will open. If you compare it to the paper-based version of the book then you’ll notice the content is the same. Now you can breathe a sigh of relief as you realise all those wonderful lesson plans and activities you used last year are still relevant.

I can hear you muttering, how are they still relevant, we’ve gone digital. Well, the second point to remember is that you are not going to use the tablet all the time. Most of use wouldn’t use a paper coursebook for the whole lesson so why would we change that? As I am sure you have heard before, the coursebook is one of the many tools at the disposal of the teacher, digital or not. To maximize language learning we want to encourage interaction as this leads to communication so sometimes, perhaps more often that you currently think, you’ll be asking the students to switch off the tablet. Therefore those lovely laminated cards you have to prompt discussions are still going to make an appearance at some point.

So what are the differences? Rather than turn the page, a swipe changes it. Pinching can enlarge a picture or a text, something you can’t do with paper. Remember that when you want the students to look in more detail at a photo or when the student who has visual impairments needs a bigger script.

As a I talked about in a previous blog post, for most books listening is inbuilt and some even have video. Play around, click on some of the icons on the page and see what happens. As I say to my students, you can’t break anything. By the end of your playing make sure you also know how to input text into exercises. Now think about how you are going to show your students how to do these things, will you simply let them click and discover? If you have a projector in your class, do you know how to connect your tablet so that students can see your screen? If you have Apple TV or Google Chromecast, do you know how to reflect your screen so all can see?

There is of course one other feature that you need to get to grips with, the interactive tool bar.

OLB interactive tool bar

You should see it on the screen a grey bar to the left of a page. To open it, tap the white arrow and it will appear. Personally I use this as part of the orientation process in the first lesson. So let’s move on and think of that.

Student orientation

Tablets ready, book downloaded, time for the first class. We’ll assume that the school’s administration has already gone over how they are to be used with the parents and students. So you’re entering the room tablets at the ready. I tend to prefer students sitting in groups when using tablets so I arrange desks into islands rather than in rows.

If you do this make sure everyone has sightline to the board. The first thing I would do is leave the tablets to one side. It is after all the first lesson of the year, time for students to tell you what they did in their holidays and get out their mobile phones to regal everyone with photos of whichever exotic location they spent their vacations in. Remember that students are used to doing things on their phone as most probably are you. There is already a digital know-how to tap into. But bear in mind that it would be wrong to assume that students have touched a tablet before and therefore know how to use it. So before we get going on the digital books we need to discover what they know. In true traditional classroom style, what better way to do this than a ‘find someone who’ exercise. You know the one I mean, students have a set of statements that they walk around the class turning into questions and searching for someone who answers yes.

Here are some (for an iPad) that I show on a screen and get students to do:

Find someone who:

Can switch the tablet on
Take a screenshot
Search the iPad
Mirror the iPad through apple TV
Turn up the volume
Turn up or down the brightness
Lock the screen’s orientation
Take a photo
Open an app
Close an app

Give students time to circulate and try and find people. Do feedback with the class, now is a good time to hand out the tablets so students can teach each other. This is where sitting in islands aids peer teaching. You can ‘check’ students are getting comfortable with the tablet by walking round to each island, offering advice and helping as necessary.

After this task, I get the students to put the tablets down, give them some paper (yes paper!) and ask them to come up with a list of rules / limits for classroom use of tablets. These include factors such as staying on task, not downloading apps (though hopefully your IT person has locked down the wi-fi or added a content filter). This is like making a class contract but not simply covering rules about punctuality and homework.

It is now time to launch the digital coursebook and start getting the students used to the tools. If you need the students to make their own accounts to download the books then walk them through it using your tablet on a projector. If the books are already there, then get them to log in and start getting them used to the tools. It’s perhaps best not to go over them all in one lesson so as not to overload. On my tablet I project a word cloud of some of the tools like this:

Word cloud

(made with the Word Art app)

Get the students to switch on their tablets and tell them how to find their coursebook in OLB. They then work together to identify the features named in the wordcloud. When you’re ready to check the answers, switch your tablet to display the book and ask students to name the tools. If you are projecting onto a whiteboard you can of course write the name of the feature next to the tool.

So that’s it, I hope that’s helped you overcome any first lesson dread. When you think it about it, starting with a digital coursebook is not that different from any lesson using a new coursebook. At first preparation time might increase but it will improve as you get more familiar with your material, the same as it would with when using the new coursebook. Often in a first lesson, a teacher does an orientation quiz and here it’s not different though we’re orientating to tools not the book itself. What’s more as I mentioned earlier, a lesson using a digital coursebook doesn’t have to be dominated by the book. Here we spoke, collaborated, mind mapped and perhaps most importantly we got the students communicating in English.

Right, now that’s the first lesson under your belt, time to get ready for the next one, which we’ll look at in the second post.

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