ICT Tools (Various Apps) for Language Learning

ICT Tools (Various Apps) for
Language Learning
Presented by
Indah Permatasari (17716251030)
Ernita Raharja (17716251037)

What is Hot Potates?
 Hot Potatoes is shareware from Half-Baked Software
which is based at the University of Victoria in Canada.
 It was designed to let instructors make interactive,
Web-based exercises that can be easily accessed by
learners at any place through connection with
internet with any standard Web browsers.
 It consisted of six different programs—J Quiz, J Mix,
J Cross, J Cloze,J Match, and The Masher.

In Hot Potatoes, exercises are made in two steps:
 First, you create the so-called ‘data file’ which
has a Hot Potatoes XML extension (like .jcw or
.jcl).
 Second, the exercises are then exported to web-
based exercises (which have the HTML
extension .htm) which can be displayed
anywhere on the Web.

JQuiz
JQuiz is the most commonly used Hot Potatoes.
With JQuiz you create multiple choice and short-
answer quizzes.

 Once you have finished making your questions,
you can save your data file ( i.e. the hotpot XML
file, in this case with the extension .jqz).
 This data file you create is the stand-alone
exercise ( with the extension .htm).
 It is advisable to give it the same filename as the
data file and, initially, to save it in the same
location (for all relative links, if any, to function
correctly).

JCloze
JCloze is the Potato module with which you can
create gap-fill exercises.

When you have
your text in the
window, you can
select the words
you wish to turn
into gaps one by
one with the mouse
and click the Gap
button.
It is also possible to
use the Auto-Gap
button, but then you
probably have to edit
the gapped words
that the program has
chosen

 You can also remove erroneous gaps by clicking
the Clear Gaps button or by selecting individual
gapped words and clicking the Delete Gap
button.
 When you have finished creating gaps, you must,
as always, check the output configuration to be
sure the instructions, text strings and other
output relate to the exercise you are making.

Once you have adapted and saved the output
configuration you can save the data file and then
export it as a web page to create the exercise.

JMatch
JMatch allows for the creation of extensive
matching exercises, including drag and drop types.

Unlike in JQuiz
(where a list of
questions can be
created) only one
task can be created
per data file and it
is displayed on one
page.

 A matching exercise expects student to match items in one list
to items in another list, so that a correct list of matching pairs
is established.
 The items can be words (e.g. synonyms or names), or
definitions, or even pictures.
 As a general rule, the longer phrase should be in the left hand
list, while the shorter phrase can be in the (jumbled) right hand
list (so as to ensure the exercise displays well).
 A matching exercise must not be too long. The longer the list of
items is, the more difficult the exercise becomes.
 In addition the longer the list, the greater the risk of display
difficulties, especially in drag and drop versions.

JCrozz
 JCross allows you to make online crossword
puzzles.
This exercise type is often seen as challenging
by learners and it can be used for example as a
"treasure hunt" exercise in which students are
given a keyword, or a link, when they complete
the puzzle correctly.

 When you have created a grid of interlinking
words (manually or with the automatic option),
you must add clues for each word in the puzzle.
 When you click the Add Clues button, the
following window will pop up listing the words of
the puzzle and you can fill in the clue for each
one as shown below:

JMix
Jmix allows you to make jumbled-word
exercises.

The Masher
The Masher is the additional section of Hot
Potatoes software where you can costumise outputs
of the Hot Potatoes.

Strenghts
 The tremendous increase in the extent of exposure
to and interaction with the target language outside
of the classroom environment,
• Hot Potatoes exercises have such advantageous technological
use when they are accessed by learners as a complementary
classroom assignment whether within or outside of the
classroom settings.

 The flexible Hot Potatoes web-based exercises that
can be shared with teachers all over the world as long
as they have access to the internet,
 The increase of the interaction and motivation among
learners and teachers especially in second/foreign
language learning classes,
 The automatically displaying and summarizing
results that the students may see the outcome of
their work on the screen,
Learners may have the evaluation of their learning progress
by a score (%)

 The principles of ‘task-based learning
activities,
• Involving learners in doing the tasks and/or
activities with a primary attention on content rather
than language and form,
• prepare a communication problem to work out, have
a connection to real-world activities, and do not care
about language display.
 The motivating learners preference in filling
in electronic forms rather than paper forms.

Weaknesses
 The effectiveness of the Hot Potatoes tasks heavily
depends on how the teacher makes use of the
program;
• Many teacher still find it difficult to operate
computer or internet, for example.
 The ‘interaction’ is limited to interaction between the
user and the pre-scripted feedback prepared by the
creator of the activity,
 The necessary infrastructure for installing and using
the software must be available and affordable,

 The access to necessary computer equipment
may be a problem for teachers and students;
limited bandwidth brings about slower
performance for sound, video, and large
graphics,
 No possibilities to prevent the software users
from cheating, and no security measures are
considered.

Introduction to
Wondershare Filmora

Wondeshare Filmora is the easy-to-use and trendy video editing software that lets you
ignite your story and be amazed with results, regardless of your skill level.
Wondershare Filmora gives you a helping hand to get started with any new movie
project by importing and editing your video, adding special effects and transitions
and sharing your final production on social media.
Wondershare Filmora

Introduction to Digital Storytelling

What Digital Storytelling is
Digital storytelling is a blend of video, audio, a spoken
narrative, images, and text – along with new technology
to convey stories, information, and ideas.

Beneficial Aspects of Digital
Storytelling
Why teachers choose digital storytelling.
1. Digital storytelling pushes students to become creators of content,
rather than just consumers.
2. Digital storytelling provides us information that knowledge has been
shared and understood.
3. Digital storytelling promotes the 21th century skills especially for
technology literacy:

Storytelling
4. Digital storytelling helps students increase a full complement of literacy
skills, including:
- Research skills : documenting the story, finding, and analyzing
valuable information;
- Writing skills : formulating a point of view and developing a
script;
- Organization skills : managing the scope of the project, the
materials used and the time it takes to complete the task;
- Technology skills : learning to use a variety of tools such as
multimedia authoring software;

Storytelling
- Presentation skills : deciding how to best present the story to
audiences;
- Interview skills : finding sources to interview and determining
questions to ask;
- Interpersonal skills : working within a group and determining
individual roles for group members;
- Problem-Solving skills : learning to make decisions and overcome
obstacles at all stages of the project;
- Assessment Skills : gaining teachers giving feedback their own
works

Storytelling
5. Digital storytelling is a
creative mean of
assessment.
- It demonstrates
students’ understanding
and completion of
goals;

Further Considerations to Digital
Storytelling
1) It cannot be completed in limited time.
2) Teachers should master the application and be familiar with possible
problems during the process.
3) Teachers should make sure that students have a computer and
possibly other media (if it is needed) to facilitate them to involve in the
project.

Classroom Uses of Digital Storytelling
1. A digital storytelling as an effective instructional tool for
teachers.
 Teachers may create their
own stories and show them
to their students as a way to
present the materials.
 Teacher-created digital storytelling
may also be used as:
• a way to facilitate discussion
about the topics presented in the
story
• a way of making abstract or
conceptual more understandable

2. A digital storytelling as an effective learning tool for students.
 Students who have been
given assignments can
generate interest, attention,
and motivation for the digital
generations in today’s
classroom.
 Students who participate in the
creation of digital stories may
develop enhanced
communications skills.

2. A digital storytelling as an effective learning tool for students.
 When a digital storytelling has been
published, students have the opportunity to
share their work with their peers and gain
valuable experience in making reflection
and giving feedback to others’ work.

A Digital Storytelling Process
in Classroom

A Digital Storytelling Process in Classroom
 Fiction or no fiction
 Fiction:
- Listing narrative stories you have already
known
- Picking some of them that you consider
interesting.
 Non-fiction:
- Topic of a lesson, a chapter heading in a
textbook, or a question asked in a class;
 Make it concrete: craft a paragraph, draw
a mind map, or outline.

 Research, explore, or learn about the topic
to create base information on which the
story will be built.
 Validate the information.
 Complete your mind-map or outlines to help
you keep track of information.

 For narrative story, students may adapt or
adopt the existing story.
 Teachers give feedback to make it fit in
organization, ideas, content, etc.

 The first step to visual media literacy.
 It is the plan or blueprint that will guide
decision making about images, video, and
sound.
 Example of digital storytelling storyboad:

 Students gather – or create – images, audio,
and video.
 Books, web pages, video, photo, music, their
own draws are potential sources.
 Everything they choose will impact and set
the tone of their digital story.
 Students should use this stage to record
themselves reading their scripts (optional).
 Don’t forget about copyright.

 The use of multimedia application/software
for teaching and learning purposes.
 Students may revisit and revise their
storyboard.
 It’s time to blend all images, crate unique
transition between video clips, adding
dramatic sound effects, etc.

 Teachers should facilitate their students the
media (website or blog) to share their works.
 It raises students’ motivation to make it best
possible work that they can do.
 Other students may be involved to
complete the rubric.

 Teachers should allow time for reflection
and feedback.
 Such questions can help students reflect on
their work:
What did I learn? What di I know about myself
that I did not know before? How can I do beter
next time?
 Comment box on youtube or blog can be
used to help students give feedback.

 Youtube channel:
 TV ANAK INDONESIA
 KESTARI SENTRA
 Sound effects:
http://soundbible.com
http://freesound.org/people/

Steps of Video Composing
1. Make sure you know how many Scene to complete the Digital Storytelling video
based on your storyboard.
2. You need to really understand what Scene 1 is going to be.

3. Open Filmora Wondershare and click Full Feature Mode

4. Below is Fimora interface.
Previewing
board
Project
board
Media
board

5. The very beginning step is to import the original video. Click
Import Media/File.
6. Then, locate the original video and click Open.

7. Wait the process of importing media

8. After the video is on the media board, right-click it and choose Add to Project
8. d

9. The first thing to edit the original video is muting it. Right-click on the video in
project board, the click Mute.

9. Cut the video by (a) locate the indicator bar at the part that you consider as
the end of Scene 1; and (b) right-click and click Split;

10. Split makes the video become two parts. Now, click on the unnecessary part
of the video then right-click. Click Delete to remove it.

10. Below is the result of deleting the unnecessary parts of the video. The video
now lasts only 15 seconds.

11. Zoom the project board by clicking (+) symbol below. It will provides us with
more detailed video parts.

12. Again, cut the video by (a) locate the indicator bar at the part that you
consider as the beginning of Scene 1; and (b) right-click and click Split;

13. Split makes the video become two parts. Now, click on the unnecessary part
of the video then right-click. Click Delete to remove it.

14. This is the remaining parts of the video which is actually the part that Scene 1
requires.

15. Next, record your voice based on the narration script in storyboard by: (a)
clicking a microphone button below the media board; then (b) clicking a
bigger microphone button on a blue window dialog.

16. Click the stop button (square button) to end your recording then click OK. So,
your voice recording will be automatically added into the project board.

16. Now your video is containing a motion and a narration. If you want to edit
your voice recording, right-click on your recording which is on project board,
click Edit.

17. In an edit box, you may do
adjustments toward the
narration, for example:
(a) add speed;
(b) add volume;
(c) add fade-in effect; etc
Now, your narration is
complete.

18. Then, to add sound effect, you may use provided music or export your own
music. Below, I use one of the provided music as the sound effect. Right-click
on the music you want, then click Apply. After that, it would be added into
the project board.

19. Because the music has longer duration than the length of SCENE 1, just cut
the unnecessary part of the music. The steps are; (a) place the indicator bar
at the preferred end of the music and (b) click Split.

20. Split divides the music into two parts. Now, click on the unnecessary part of
the music then right-click. Click Delete to remove it.

21. After that, we need to edit the sound effect. Right-click on your recording
which is on project board, click Edit.

22. In edit box, you may do
adjustments, for example:
(a) lowering the volume to
prevent it outperforming
your narration recording;
(b) fading-out the sound
effect as the screen ends;
(c) lowering the pitch to
make it softer; and (d)
denoising to reduce
unnecessary voice.
Then, click OK.

23. Now, our video, narration, and sound effect are in harmony. If we click play
button, the will be played simultaneously.

24. Now, the events that the
Scene 1 needs has been
completed. After that,
export the project into
the video by clicking
Export button.

25. On the Output window below, you may choose video format that you
prefer. You may also give descriptions including Name of your video file
and the location in which you save your video. Then, click Export.

26. Wait the process of creating your
final video.
27. If the process is successful, this
window will appear. Click close.

28. Save your project in case
you need to edit your
video. Click FILE and then
Save Project.

28. Locate and name your
project as your
preference. Click Save

Steps of Video Composing: Exporting
all scenes into one video
1) Open new project by
clicking Full Feature Mode
2) Click Import Media Files Here to
choose your scenes that you
have exported.

3) Choose all scenes (1-14) at
once, then click Open and
wait the process of
collecting your scenes into
media board.

Steps of Video Composing:
Exporting all scenes into one video
4) Choose of your scenes (Ctrl+A) then click Add to
Project or (+) symbol as show below. After that,
wait until all of your scenes move into project
board.

5) Make sure all of the scene are on the project
board. Then, click Export.

6) On the Output window, you may choose your final video
format, Name of your video, and Location in which you save
this result. Then, click Export.

7) Please kindly wait for few minutes while the
converting process is on going,

8) Finally the converting process is done. Click Find Target to get your
result and enjoy your masterpiece.

Steps of Uploading Video on
Youtube
1) Make sure you have a google
mail account. Log in to your
email.
2) Click on Youtube icon.

Steps of Uploading Video on Youtube
3) Click Sign in.
4) Click on an arrow icon to
upload.

Youtube
5) Complete your name and click
Create Channel.
6) Click on a big arrow icon to select your video.
7) Locate your video then click Open.

Youtube
8) Complete the title, caption, and tag of your video
while the upload process is on going.

Youtube
9) On the tab Advanced Sharing, you may add
various settings on your video. On Category menu,
choose Education.

Youtube
10) Click Publish after “Click “Publish to make your video live”” appears.
11) Then, you will get the link to share your video. Don’t forget to copy the link.

Youtube
12) Your video now is live after you copy the link on
your web browser, such as Chrome, Mozilla, etc.

Steps of Publishing Your Video on
Blog
1) In this case, the blog which is used to publish the
video is WordPress. Make sure you have created
the account. Go to http://wordpress.com/log-nin
and Sign in.

Blog
2) Click on My Sites on the top-left of the window.
3) Click on WP Admin on the bottom-left of the window
to configure your post..

Steps of Publishing Your Video
on Blog
4) Give title of your
post. Then, click All
media.

Blog
5) Click Insert from
URL.
6) Copy the
address of your
video from
youtube
7) Click Insert into
Post

Blog
8) Add description
to your video,
then click
Publish.

Blog
9) Finally, your
video is
published on the
blog.

ICT Tools (Various Apps) for Language Learning

Recomendados

Recomendados

Más contenido relacionado

La actualidad más candente

La actualidad más candente (20)

Similar a ICT Tools (Various Apps) for Language Learning

Similar a ICT Tools (Various Apps) for Language Learning (20)

Más de MDELT CLASS B

Más de MDELT CLASS B (8)

Último

Último (20)

ICT Tools (Various Apps) for Language Learning