Designing Materials for Listening

Preview extracts from a local textbook.

                                               

How closely do you feel that the listening process is mirrored in these materials?

•       All of the activities require students to begin with the receiving process where they need to accept the input given out through the audio materials.

•       In order to answer the exercises the students have to understand what the audio material is all about or what is being said or discussed throughout the speech or conversation.

•      The audio material must be remembered in general by the students. The important elements need to extracted and internalize by the students.

•       These materials also require students to evaluate what they have learned and paraphrase it into their own word.

•       Activity in the materials responding to what they have heard and understand. For example, the part C in both chapter.

           To what extent do they assist in developing the listening skills of our students?

•       Help the students to extract important information from what they have heard.

•       Assist students to be an accurate listener.

•       Train students to provide proper responds towards the audio material

•       Help students to understand vocabulary in context.

Week 7 : DLLM Presentation

Guided Collaborative Narrative writing

Aim : To provide guidance on writing a narrative essay

Stage of writing : Pre-writing

As supplemental activity

Materials description

- Learners are required to write a storyline by choosing several items in each checkpoints.

At each checkpoint the users will be provided with a choice. The learners have to choose one of the listed option .

- The items will be the characters, the setting, the object involve and the genre of their story.

they have to include eachitem in their narration.

Pedagogical Usability

Learner control

-  The material is being divided into smaller chunks of information.

- In context of the activity, we separate each stages and elements of the narrative writing to different checkpoints.

- This will help the learners to sort out each elements of the story one after the other.

Learner activity

– the learners are given the authority to decide what Kind of stories are they going to write and they going to write about.

Cooperative/Collaborative learning

– This activity can be done in groups.

- In groups, they have similar goal which is to construct a narrative essay.

- The learning activity that took place requires the learners to provide their personal opinion and negotiate the choices that they are going to make.

Goals orientation

- the objective of this activity is clear.

-Teacher can explain further if the students still confused.

-It is important for the objective to be clear so the learners will know exactly what they need to accomplish.

Flexibility

– The DLLM is easy to navigate through and simple.

- The content of the material can also be exchange depends on the teachers.

Usability

Refer to how well the learners are able to use the technical ability

Learnability

Refers to the length beginners’ use a system before they learn the essential skills necessary to perform the tasks.

- The task required to do the material is fairly easy to conduct.

- The learners only required to make a choice throughout the checkpoint and come out with a storyline with the choices that they made.

Efficiency

- Refers how well experienced users can operate an application after they have mastered it

Memorability

- refers to the ability of an occasional user who have previously used the system to remember its operational principles.

- This DLLM is really simple, the learners won’t have problem using it.

Visual design

Harmony

The entire setting of the material is centered on an image. Once the choice is made the flow of each checkpoint will come toward a direction the same rhythm (clockwise/anticlockwise)

Snapshots of the materials

Reflection : Tutorial Task Week 7

For this week task, we need to develop a Digital Language Learning Material (DLLM). The DLLM can involve the use of any type of digital media. Videos, audio and even pictures can use as a DLLM. We need to sketch out a digital language learning material interface and explain our concept using the information we have read. The DLLM can either be thematic based or language form based.

We decided to use ‘Prezi ‘ as our canvas. We found Prezi is a versatile tool. It can be exploited in many ways to create a DLLM not only for presentation. Everyone can use Prezi as long as they are connected to the internet or downloaded the desktop version of it. At first it might seem a bit complex to use Prezi but once you have tried to use it you will find it easy to use and also user friendly. It really helps to create a unique and interesting DLLM.

We use the Prezi to create a guided collaborative narration. This material aims to provide guidance on writing a narrative essay. It is suitable to be use in pre-writing stage as a supplement activity. In the activity, learners are required to write a storyline by choosing several items in each check points. At each checkpoint the users will be provided with a choice. The learners have to choose one of the listed option. The items will be the characters, the setting, the object involve and the genre of their story. They have to include each item in their narration.