Thursday, April 10, 2008
Sixth Posting
Hi guys! We meet again in this sixth and final posting for Language and Information Technology subject. It has been awhile since I start blogging and it is an interesting experience because finally I have the chance to feel and be a blogger.
Throughout all the postings, I can see there is improvement regarding my writing skills. For every posting, I have to do some reading about the topic related and then I need to summarize the main ideas. Hence, I learn to summarize the idea as precise and concise as possible so it will be easier for readers to understand what I am trying to convey. Besides, in order to produce good writing, editing is one of the process writers should do. Thus, by blogging sometimes I edit my work repeatedly to make it more accurate. Now, I also think more when arranging and putting the ideas and points so that my writing will become coherence. In addition, I also enhance my range of vocabulary via blogging. Before this, I might not familiar with terms used in ICT but now I have knowledge and still learn about it. Finally, blogging also develop my thinking skills, as I need to analyze and evaluate all the readings that I have read when doing the postings.
Blog is a useful learning experience because through blogging, I can improve my writing skill, vocabularies and enhance my knowledge, which in this case I now know more about blogging and ICT. Blogging activity is useful as now I am able to set up my own blog and know how to insert multimedia element in it. Blogging is enjoyable too when I get feedback from the readers and I know in which aspects I can improve. Besides, it is practical too because blogging is emerging in today world and an influential activity. It also useful for us if we would like to become a blogger and make blogging as one of our income sources in the future. Thus, blogging activity is relevant in today situation.
In order to complete blogging activity successfully, first I think I need to know about the features available that these free blog providers provide. For example, between blogger and wordpress, I prefer blogger more because it allow the user to change template free of charge unlike wordpress where user have to pay certain amount in order to change template other than what they have provided. Furthermore, there are also certain problems that I encountered when blogging. In the beginning, I have problems to change the template and songs in my blog but after a few times tried at last, I manage to do so. Recently, I come across problem where I cannot edit and publish new postings. I have tried asking my friends who use blogger but they have no idea and never face such problems before. Moreover, I also have referred to the help topics and groups blogger provided and I found there are other blogger users who faced the same problem and still could not update their blog. Now, I still keep in track with this matter and not yet find the solution to overcome this problem. It is frustrating to encounter such problem where I am not sure what to do. Finally, alhamdulillah…after more that a week, I can manage my blog but I still do not know the reason and just hope it will never happen again.
I will recommend to my friends to start blogging if they like to improve their writing and develop thinking skills. Another advantage that I can see is when writing in a blog we will always post new postings and through out all the postings we can see that we have become more confident and mature. This can be seen when writing in blog for a long time; definitely, the language and tone that we used in the first postings will not be the same as the recent one. Consequently, through blogging one can develop their personal development. They will be braver in expressing their opinion. On the other hand, who knows with blogging they can generate extra income.
Honestly, even though I enjoy blogging I am still thinking whether I will continue blogging even after this subject is over. This is mainly because, in SKBP we were given posting topics to be completed but if I am writing on my own; I am not sure about what I want to write. Besides, it is not easy to blog as well because in my opinion, bloggers need to constantly update their blog by publish new postings. But, it does not mean I will stop blogging, probably it will be not as frequently as now. Anyway, I still enjoy blogging. Lastly, I would like to express my gratitude to Assoc. Prof. Datin Dr. Norizan Abd. Razak and Pn Zaini for all the guidance and knowledge that I gain in this subject throughout this semester. Thank you very much!
Throughout all the postings, I can see there is improvement regarding my writing skills. For every posting, I have to do some reading about the topic related and then I need to summarize the main ideas. Hence, I learn to summarize the idea as precise and concise as possible so it will be easier for readers to understand what I am trying to convey. Besides, in order to produce good writing, editing is one of the process writers should do. Thus, by blogging sometimes I edit my work repeatedly to make it more accurate. Now, I also think more when arranging and putting the ideas and points so that my writing will become coherence. In addition, I also enhance my range of vocabulary via blogging. Before this, I might not familiar with terms used in ICT but now I have knowledge and still learn about it. Finally, blogging also develop my thinking skills, as I need to analyze and evaluate all the readings that I have read when doing the postings.
Blog is a useful learning experience because through blogging, I can improve my writing skill, vocabularies and enhance my knowledge, which in this case I now know more about blogging and ICT. Blogging activity is useful as now I am able to set up my own blog and know how to insert multimedia element in it. Blogging is enjoyable too when I get feedback from the readers and I know in which aspects I can improve. Besides, it is practical too because blogging is emerging in today world and an influential activity. It also useful for us if we would like to become a blogger and make blogging as one of our income sources in the future. Thus, blogging activity is relevant in today situation.
In order to complete blogging activity successfully, first I think I need to know about the features available that these free blog providers provide. For example, between blogger and wordpress, I prefer blogger more because it allow the user to change template free of charge unlike wordpress where user have to pay certain amount in order to change template other than what they have provided. Furthermore, there are also certain problems that I encountered when blogging. In the beginning, I have problems to change the template and songs in my blog but after a few times tried at last, I manage to do so. Recently, I come across problem where I cannot edit and publish new postings. I have tried asking my friends who use blogger but they have no idea and never face such problems before. Moreover, I also have referred to the help topics and groups blogger provided and I found there are other blogger users who faced the same problem and still could not update their blog. Now, I still keep in track with this matter and not yet find the solution to overcome this problem. It is frustrating to encounter such problem where I am not sure what to do. Finally, alhamdulillah…after more that a week, I can manage my blog but I still do not know the reason and just hope it will never happen again.
I will recommend to my friends to start blogging if they like to improve their writing and develop thinking skills. Another advantage that I can see is when writing in a blog we will always post new postings and through out all the postings we can see that we have become more confident and mature. This can be seen when writing in blog for a long time; definitely, the language and tone that we used in the first postings will not be the same as the recent one. Consequently, through blogging one can develop their personal development. They will be braver in expressing their opinion. On the other hand, who knows with blogging they can generate extra income.
Honestly, even though I enjoy blogging I am still thinking whether I will continue blogging even after this subject is over. This is mainly because, in SKBP we were given posting topics to be completed but if I am writing on my own; I am not sure about what I want to write. Besides, it is not easy to blog as well because in my opinion, bloggers need to constantly update their blog by publish new postings. But, it does not mean I will stop blogging, probably it will be not as frequently as now. Anyway, I still enjoy blogging. Lastly, I would like to express my gratitude to Assoc. Prof. Datin Dr. Norizan Abd. Razak and Pn Zaini for all the guidance and knowledge that I gain in this subject throughout this semester. Thank you very much!
Fifth Posting
Hello everybody! This is my fifth posting and I would like to talk about my experience when we were assigned to take an online test that is Uji ICT for “asas level” and Electronic Malaysian English Competency Test (EMEC) last Monday. For your information, Uji ICT tests our knowledge regarding ICT and EMEC tests our reading and comprehension skills.
This is my first time taking an online test. It is a nice experience as I was thrilled and wondered what the test would look like. First, when the test began and time that allocated for the test started ticking, I quickly read and answered the entire question. As soon as I finished and clicked “end” in just a second my results appeared on the screen. Wow, that was fast! I would say I like online test mostly because it provides immediate feedback to the user unlike conventional test where I have to wait for the results.
Furthermore, I suppose online test benefit lecturers the most. This is because with online test, it can randomize the questions and students will not receive the same questions. Thus, this will avoid cheating cases. Besides, lecturers will not have to mark many answer sheets so this will save time and students will be able to get immediate feedback regarding the results.
Nevertheless, there are few disadvantages about online test make I prefer paper-based test more. Firstly, I do not like the question interface because it only allows us to only look at one question at one time while in paper-based test there a number of questions in one page. Hence, it is difficult to look at each question at one time and this will make us lost interest in checking the answers since we have to click one by one again. Besides, in EMEC test, the questions and reading passages are at different tab and it is bothersome to look at both places. In addition, since the passage is on the screen, I cannot scribble as I normally do in paper-based exam to search and mark at the points. Another thing is, in Uji ICT it is quite difficult to understand the questions because it is in Malay language since I learned computer terms in English. For example, "enjin gelintar" and "santak" are among of the terms used in the test and in order to answer the questions I need to guess what are the meaning of those words.
Overall, in my opinion, it can be said that online test have advantages and disadvantages that cannot be avoided. However, this situation can be improved from time to time. Below I include my Uji ICT and EMEC test results.
Online Quiz Results :: Kemahiran Asas ICT
Your #Attempts : 1
Total Class #Attempts : 564
Your Quiz Score : 23/30
Your Highest Score Ever :23
Electronic Malaysian English Competency Test - Reading Test (Set 1)
Score: 25 out of 35 - 71%
Time Taken: 36m 30s
Monday, March 31, 2008
Fourth posting
Beyond Concordance Lines: Using concordances to investigate language and development by Arshad Abd. Samad (UPM)
In this fourth posting, we are required to complete the task given with a partner and my partner is Syakirin. Below are the gist of summary on article Beyond Concordance Lines in Online Teaching and Learning in English (OTL) book.
Based on the article written by Arshad Abd. Samad, UPM (OTL, 70), concordance program like Wordsmith, Monoconc Pro and Microconcard is used to analyze the language data as well as to show how words and grammatical constructions are used. The benefit of using this program according to Schmitt (2002:34) is, it help students to look at the systematicity of language as an interesting linguistic puzzle.
In Malaysian context, the use and analysis of language CORPORA is limited because it is unavailable even though there is an effort being done by researchers from Universiti Teknologi Malaysia (UTM) regarding to this matter. When this happened, other researchers from UM and UPM make an effort to produce useful corpus, for example the UM researchers produce a corpus entitled ‘Malaysian learner’s corpus’ while the UPM researchers produce a corpus called ‘English of Malaysian School student’, (EMAS).
In this fourth posting, we are required to complete the task given with a partner and my partner is Syakirin. Below are the gist of summary on article Beyond Concordance Lines in Online Teaching and Learning in English (OTL) book.
Based on the article written by Arshad Abd. Samad, UPM (OTL, 70), concordance program like Wordsmith, Monoconc Pro and Microconcard is used to analyze the language data as well as to show how words and grammatical constructions are used. The benefit of using this program according to Schmitt (2002:34) is, it help students to look at the systematicity of language as an interesting linguistic puzzle.
In Malaysian context, the use and analysis of language CORPORA is limited because it is unavailable even though there is an effort being done by researchers from Universiti Teknologi Malaysia (UTM) regarding to this matter. When this happened, other researchers from UM and UPM make an effort to produce useful corpus, for example the UM researchers produce a corpus entitled ‘Malaysian learner’s corpus’ while the UPM researchers produce a corpus called ‘English of Malaysian School student’, (EMAS).
EMAS CORPORA was collected in 2002 with half a million words (Arshad et al., 2002) that contains written data that consists of three essays written by 800 students from year 5, form 1 and form 4. The first essay was based on picture series of a fishing trip event, while the second essay was entitled ‘The Happiest Day of My Life’ and last but not least; the third essay was selected by teachers according to the students usual schoolwork.
Investigating Development.
The investigation starts by comparing the language use of the 3 different age groups based on their language productivity and vocabulary use. Below are the gist of the results:
(1) Language productivity
productivity= number of sentences per essay and words per sentence.
results= older students produce longer essays and complex sentence.
(2) Range of vocabulary
Number of separate words (type) X100
Number of words in a text (token)
Results=older respondents use a wider range of vocabulary in their essays.
Apart from that, EMAS corpus also retained the students spelling and grammatical errors as well as deletes the nonsensical words and proper names done by the students. Lastly, EMAS corpus also corrected the students’ misspelled words.
To sum up, the methodology that the researchers used in order to produce this COPPORA are based on comparison methodology where students from various ages starting from age 11, 13 and 16 were chosen to be apart of the researchers experiments work in order to make this program success.
2. Applications of concordance in language teaching and learning.
A “concordance”, according to the Collins Cobuild English Dictionary, is defined as “An alphabetical list of the words in a book or a set of books, which also says where each word can be found and often how it is used. It is known that concordance can be applied in many fields such as language teaching and learning, translation, content analysis, corpus linguistic and etcetera. Thus, in this posting my partner and I will explain regarding the applications of concordance in language teaching and learning.
By using concordance program such as corpora, the teacher can find examples of authentic usage to demonstrate features of vocabulary, typical collocations and a point of grammar or even the structure of a text. The teacher also can generate exercises based on examples drawn from a variety of corpora. On the other hand, students will be able to work out rules of grammar or usage and lexical features for themselves by searching for key words in context. This depend on their level, student can be invited to question some of the rules, based on their observation of patterns in authentic language. Besides, student is more likely to be active in vocabulary learning depend on their level. Among of the activities student can participate are, they can be invited to discover new meanings, observe habitual collocations, relate words to syntax, or to be critical of dictionary entries. Students also will be able to reflect on language use in general, based on their own explorations of a corpus of data, thus turning them into growing researcher.
In addition, another interesting feature of concordance is to compare texts produced by native speakers of a language. By doing this way, user can study way students position words in sentences and compare this with native speakers. Students also can use this feature so they will be able learn more about language.
Large computerized corpora of English, which were created in 1960s, show there has been a steady increase in the number of publications devoted to their use in the context of language teaching and learning. Chambers (2005) suggest that, “corpus consultation as a language-learning activity has many positive, features particularly in a language-learning environment which favors learner autonomy and discovery learning.”
References:
Arshad Abd. Samad. 2006. Online Teaching and Learning in ELT. Beyond Concordance lines: Using concordances to investigate language and development. Pulau Pinang: Penerbit Universiti Sains Malaysia.
ICT4LT Module 2.4: Using concordance programs in the Modern Foreign languages classroom. http://www.ict4lt.org/en/en_mod2-4.htm [viewed on 27 March 2008]
Chambers. 2005. Volume 9, Number 2. Integrating corpus consultation in language studies. http://llt.msu.edu/vol9num2/pdf/chambers.pdf [viewed on 27 March 2008]
Sunday, March 23, 2008
Third posting
The Impact of Using Wireless in Education
(Handphone, PDA, Bluetooth etc.)
Hi! We meet again in the fourth posting. Do you know that devices such as PDA and hand phone have wireless technology? Frequently, wireless technology has been emphasizing in this era and the education sector is aware of this technology and start to implement it in the learning environment. It is hope that this reading provides you with information and insight regarding wireless technology in education.
Delivery method for education in today learning environment has changed due to the emerging of the wireless technology. It cannot be deny that this technology somehow have impact towards the learning system. As stated in Moody and Schmidt work in 2004, Sylvia Charp (2002) defined a wireless LAN (WLAN) as a local area network, not connected by cables or wires, which uses a wireless technology to carry information between the nodes of the network. Besides wireless technology, there are many others technology that involve in learning situation. For instance, in today learning environment, there are various ways of communicating which are via hand phone, PDA, Bluetooth and so forth that also known as mobile learning too which apply wireless technology in the devices. According to Peters (2007), “The advent of mobile technologies has created opportunities for delivery of learning via devices such as PDAs, mobile phones, laptops, and PC tablets.” Moreover, the researcher states that this type of delivery is m-Learning and can be considered as a sub set of e-Learning framework.
In addition, in tertiary education mobile learning has rising visibility and important (Traxler, 2007). It is said so because of the growing size and frequency of dedicated conferences, seminars, and workshops, both in the United Kingdom and internationally. Among of the events is, the International Workshop on Mobile and Wireless Technologies in Education (WMTE, 2002), the second WMTE was held at National Central University in Taiwan in March 2004 and Japan in 2005 and in Athens in 2006. It can be seen that there are also Asian countries participate in the mobile learning experience. On the other hand, it can be seen that many higher institution provide wireless access for their students.
Furthermore, mobile learning will support variety of learning aspects that are personalized, authentic and situated (Texler, 2007). Mobile learning also supports transmission delivery of rich multi media content, discussion and discourse, real time, synchronous and asynchronous. First, by personalized learning it recognizes diversity, differences, and individuality in the ways that learning is developed and supported. Students can learn according to their pace and will be more responsible toward their learning process. Second, authentic learning suggest that learning should be based around authentic tasks where students involve in exploration, inquiry and involve in social discourse. Hence, mobile learning will enable students to collaborate working even if the distance-learning students are far from each other. Lastly, situated learning which mean learning that take place in the course of activity, in appropriate and meaningful context (Lave & Wenger, 1991). Mobile learning can situate learners and connect learners for distance learning so it will be an immediate learning and major opportunity.
For advantages of wireless in education, it can be seen that by implementing wireless network instead of wired network, it provides flexibility by both parties that are students and education institution management. This is because access points can be easily added or upgraded without rethinking the entire infrastructure (Moody and Schmidt, 2004). Besides, wireless networks and devices are changing the face of the traditional classroom in three ways. First, everyone in the class can be forced to answer questions and provide their input. Second, their answers can be evaluated immediately, providing immediate feedback. Third, working in groups to solve problems, becomes easier to accomplish, which adds peer-to-peer learning to the equation instead of the teachers being the sole of information (Ciampa, 2003). Consequently, spoon-feed practice in schools can be reduced and this will help the students when they further their studies in tertiary level.
Despite of the advantages of implementing wireless technology in education, several factors need to be considered as well. For students, learning with mobile devices represents another step in the right direction but also presents some specific challenges. This involves the mobile usability. According to Kukulska-Hulme (2007), “Mobile usability can be regarded as an emerging specialism within the more general field of usability, which has also been evolving. Kukulska-Hulme (2007) also summarized the examples of usability issues in his research. First aspect that needs to be considered is the physical attribute of mobile devices. Student expresses discontent about the size and weight of their PDAs, insufficient memory, and short battery life. The memory is too small to save course resources, additional PDF, media files and etcetera. On the other hand, the small screen of the PDA also become part of the drawback especially for the sight impaired learners.
Second is regarding the content and software applications. Kukulska-Hulme (2007) stated opinion from other users that said, “Learning how to work with PDA takes more time than people first think, despite the apparent similarity to Windows applications.” Besides, the researcher also quoted Smordal and Gregory’s (2005) said, “Study showed up problems in cutting and pasting material from one application to another, which limited the usefulness of the PDA as a communication device.”
Third is about the network speed and reliability. Small screen and lack of keyboard is another PDA limitation as it is difficult when surfing the internet. Occasional weak signals and slow access to documents as a negative aspect of wireless connectivity within the education institution area also become one of the major problems. Lastly, Kukulska-Hulme (2007) included in Corlett and Sharples (2005) report about several usability that arose in their pen Tablet project that is difficulties in using the device outdoors due to excessive brightness. Some students also concern about the risk of losing laptop because it is risky being mugged. These devices also are sensitive towards the weather and cannot be exposed to rain and excessive heat.
The use of wireless technology and devices such as PDA, hand phone and so forth that support wireless technology has begun to emerge in the education field. In Malaysia itself, many universities have started implementing these technologies for the students’ benefits. Nevertheless, distance learning courses using PDA is not been applied in the universities and colleges yet such as in some educational institutions in the foreign countries where there are mobile learning projects based at The Open University, UK in 2001 and 2005 (kukulska-Hulme, 2007). In conclusion, regardless of the advantages to have wireless education, need to remember the disadvantages of wireless technology can bring and education institution is responsible regarding the designing, managing and securing the network.
References:
Moody & Schimdt. 2004. Going Wireless: The Emergence of Wireless Networks in Education.
Traxler. 2007. Defining, Discussing, and Evaluating mobile learning: The moving finger writes and having writ… . Volume8, Number 2. International review of research in Open and Distance Learning.
Peters. 2007. m-Learning: Positioning educators for a mobile connected future. Volume 8, Number 2. International review of research in Open and Distance Learning.
Kukulska-Hulme. 2007. Mobile Usability in Educational Contexts: What have we learnt? Volume 8, Number 2. International review of research in Open and Distance Learning.
Kwok. 2007. Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications. Volume 8, Number 2. International review of research in Open and Distance Learning.
Rekkedal & Dye. 2007. Mobile Distance Learning with PDAs: Development and Testing of pedagogical and system solutions supporting mobile distance learners. Volume 8, Number 2. International review of research in Open and Distance Learning.
(Handphone, PDA, Bluetooth etc.)
Hi! We meet again in the fourth posting. Do you know that devices such as PDA and hand phone have wireless technology? Frequently, wireless technology has been emphasizing in this era and the education sector is aware of this technology and start to implement it in the learning environment. It is hope that this reading provides you with information and insight regarding wireless technology in education.
Delivery method for education in today learning environment has changed due to the emerging of the wireless technology. It cannot be deny that this technology somehow have impact towards the learning system. As stated in Moody and Schmidt work in 2004, Sylvia Charp (2002) defined a wireless LAN (WLAN) as a local area network, not connected by cables or wires, which uses a wireless technology to carry information between the nodes of the network. Besides wireless technology, there are many others technology that involve in learning situation. For instance, in today learning environment, there are various ways of communicating which are via hand phone, PDA, Bluetooth and so forth that also known as mobile learning too which apply wireless technology in the devices. According to Peters (2007), “The advent of mobile technologies has created opportunities for delivery of learning via devices such as PDAs, mobile phones, laptops, and PC tablets.” Moreover, the researcher states that this type of delivery is m-Learning and can be considered as a sub set of e-Learning framework.
In addition, in tertiary education mobile learning has rising visibility and important (Traxler, 2007). It is said so because of the growing size and frequency of dedicated conferences, seminars, and workshops, both in the United Kingdom and internationally. Among of the events is, the International Workshop on Mobile and Wireless Technologies in Education (WMTE, 2002), the second WMTE was held at National Central University in Taiwan in March 2004 and Japan in 2005 and in Athens in 2006. It can be seen that there are also Asian countries participate in the mobile learning experience. On the other hand, it can be seen that many higher institution provide wireless access for their students.
Furthermore, mobile learning will support variety of learning aspects that are personalized, authentic and situated (Texler, 2007). Mobile learning also supports transmission delivery of rich multi media content, discussion and discourse, real time, synchronous and asynchronous. First, by personalized learning it recognizes diversity, differences, and individuality in the ways that learning is developed and supported. Students can learn according to their pace and will be more responsible toward their learning process. Second, authentic learning suggest that learning should be based around authentic tasks where students involve in exploration, inquiry and involve in social discourse. Hence, mobile learning will enable students to collaborate working even if the distance-learning students are far from each other. Lastly, situated learning which mean learning that take place in the course of activity, in appropriate and meaningful context (Lave & Wenger, 1991). Mobile learning can situate learners and connect learners for distance learning so it will be an immediate learning and major opportunity.
For advantages of wireless in education, it can be seen that by implementing wireless network instead of wired network, it provides flexibility by both parties that are students and education institution management. This is because access points can be easily added or upgraded without rethinking the entire infrastructure (Moody and Schmidt, 2004). Besides, wireless networks and devices are changing the face of the traditional classroom in three ways. First, everyone in the class can be forced to answer questions and provide their input. Second, their answers can be evaluated immediately, providing immediate feedback. Third, working in groups to solve problems, becomes easier to accomplish, which adds peer-to-peer learning to the equation instead of the teachers being the sole of information (Ciampa, 2003). Consequently, spoon-feed practice in schools can be reduced and this will help the students when they further their studies in tertiary level.
Despite of the advantages of implementing wireless technology in education, several factors need to be considered as well. For students, learning with mobile devices represents another step in the right direction but also presents some specific challenges. This involves the mobile usability. According to Kukulska-Hulme (2007), “Mobile usability can be regarded as an emerging specialism within the more general field of usability, which has also been evolving. Kukulska-Hulme (2007) also summarized the examples of usability issues in his research. First aspect that needs to be considered is the physical attribute of mobile devices. Student expresses discontent about the size and weight of their PDAs, insufficient memory, and short battery life. The memory is too small to save course resources, additional PDF, media files and etcetera. On the other hand, the small screen of the PDA also become part of the drawback especially for the sight impaired learners.
Second is regarding the content and software applications. Kukulska-Hulme (2007) stated opinion from other users that said, “Learning how to work with PDA takes more time than people first think, despite the apparent similarity to Windows applications.” Besides, the researcher also quoted Smordal and Gregory’s (2005) said, “Study showed up problems in cutting and pasting material from one application to another, which limited the usefulness of the PDA as a communication device.”
Third is about the network speed and reliability. Small screen and lack of keyboard is another PDA limitation as it is difficult when surfing the internet. Occasional weak signals and slow access to documents as a negative aspect of wireless connectivity within the education institution area also become one of the major problems. Lastly, Kukulska-Hulme (2007) included in Corlett and Sharples (2005) report about several usability that arose in their pen Tablet project that is difficulties in using the device outdoors due to excessive brightness. Some students also concern about the risk of losing laptop because it is risky being mugged. These devices also are sensitive towards the weather and cannot be exposed to rain and excessive heat.
The use of wireless technology and devices such as PDA, hand phone and so forth that support wireless technology has begun to emerge in the education field. In Malaysia itself, many universities have started implementing these technologies for the students’ benefits. Nevertheless, distance learning courses using PDA is not been applied in the universities and colleges yet such as in some educational institutions in the foreign countries where there are mobile learning projects based at The Open University, UK in 2001 and 2005 (kukulska-Hulme, 2007). In conclusion, regardless of the advantages to have wireless education, need to remember the disadvantages of wireless technology can bring and education institution is responsible regarding the designing, managing and securing the network.
References:
Moody & Schimdt. 2004. Going Wireless: The Emergence of Wireless Networks in Education.
Traxler. 2007. Defining, Discussing, and Evaluating mobile learning: The moving finger writes and having writ… . Volume8, Number 2. International review of research in Open and Distance Learning.
Peters. 2007. m-Learning: Positioning educators for a mobile connected future. Volume 8, Number 2. International review of research in Open and Distance Learning.
Kukulska-Hulme. 2007. Mobile Usability in Educational Contexts: What have we learnt? Volume 8, Number 2. International review of research in Open and Distance Learning.
Kwok. 2007. Replacing Face-to-Face Tutorials by Synchronous Online Technologies: Challenges and pedagogical implications. Volume 8, Number 2. International review of research in Open and Distance Learning.
Rekkedal & Dye. 2007. Mobile Distance Learning with PDAs: Development and Testing of pedagogical and system solutions supporting mobile distance learners. Volume 8, Number 2. International review of research in Open and Distance Learning.
Friday, March 7, 2008
Second Posting
Computer Assisted Language Learning: Writing
Introduction
Various methods have been proposed to make teaching more effective and attractive. Online learning is one of the latest additions to the currently practiced delivery methods (Harasim et al., 1995). Besides, the existence of computer these days also helps both students and teachers works become easier. Word processor program in a computer assist to overcome difficulties inherent in writing and there are many websites that able to help users in writing too. Consequently, writing skills can be improved either online or offline.
Online learning method: Writing
Here, I would like to share with you one of the website that I found very useful in order for us to improve our writing skills. This website, http://elc.polyu.edu.hk/cill/writing.htm includes eight topics under the writing section. Among of the topics are materials, referencing, ideas, need analysis, planning and etcetera. Material topic comprise of guides to write memos, email, letters essays, report and so forth. In this topic, you will also be able to use the 85 common errors detector program. Besides using grammar checker in the word processor, you can try using this program as it help you to find and correct some of the common vocabulary problems in student writing too. The instruction about using this program is easy to follow and this program will output your text with the error highlighted, together with comments and explanations to help you solve this problems.
Furthermore, ideas topic provides a site for reading and sharing points on topics that you can used for essays, discussions and presentations. The organizational tools also listed in the ideas topic can be used to help you re-organised lists. For instance, list of topics to put in the essay. Besides, the writing strategies that include suggestions to write a better essay provide pros and cons calculator to help you organize the information. The aim of this program is to help you to decide on issues by calculating the strength of points you type in.
Moreover, other than using this website, blog writing also helps develop students writing skills. Writing blog will help to generate reflection and critical thinking skills among students. Vethamani (2006) in research about ‘Online applications in Language Teacher Education’ proved that, “The trainee teachers’ elaboration on how blogging had facilitated critical thinking also indicates the level of reflection in their blogs.” These trainee teachers said that, more than just expressing their opinions, blog develops their thinking skills, as “there are many references to thinking skill they had to employ in their blogs”. Vethamani (2006). Hence, not only the trainee teachers but also the English Language students can apply blog writing activity in their learning process.
Offline learning method: Writing
In addition, the use of word processor in offline learning also enhance one writing skills. By using word processor, it builds positive attitudes towards writing and motivation can be improved. This is because the students will not hesitate to type multiple drafts, as it is a good strategy to improve writing. Compare than writing it manually, it will make the students feel burden. Besides, word processor is equipped with thesaurus, spelling and grammar checker, track changes and etcetera to assist users in writing process. Consequently, writing quality can be improved.
Conclusion
On the other hand, in Nuraihan and Ainol research regarding online and offline writing course (2006) stated that, “the statistics show that online students did not perform as well as the offline students.” and “Since the online mode required students to be more independent, it is possible that the materials are not detailed or enough for online students.” This is because the module, which originally designed to be delivered in conventional way (face to face), might only suitable for the offline students but it is different with the online students.
Now, it can be seen that it is true writing skill can be enhance via both online and offline learning method. Nevertheless, although there are many resources available online, sometimes it is time consuming in order to find the right material and may be not very relevant to the search topic. As Bright (1990) stated that, “…with instruction and support from the teacher and peers, most students can experience success in writing through the use of a word processor.” This is same for online learning too. Here, the teachers or lecturers need to guide the students so that the use of online learning will be more effective.
References:
Nuraihan Mat Daud & Ainol Mardziah Zubairi. 2006. Online Teaching and Learning in
ELT. Online and Offline Writing Course. Pulau Pinang: Penerbit Universiti Sains
Malaysia.
Introduction
Various methods have been proposed to make teaching more effective and attractive. Online learning is one of the latest additions to the currently practiced delivery methods (Harasim et al., 1995). Besides, the existence of computer these days also helps both students and teachers works become easier. Word processor program in a computer assist to overcome difficulties inherent in writing and there are many websites that able to help users in writing too. Consequently, writing skills can be improved either online or offline.
Online learning method: Writing
Here, I would like to share with you one of the website that I found very useful in order for us to improve our writing skills. This website, http://elc.polyu.edu.hk/cill/writing.htm includes eight topics under the writing section. Among of the topics are materials, referencing, ideas, need analysis, planning and etcetera. Material topic comprise of guides to write memos, email, letters essays, report and so forth. In this topic, you will also be able to use the 85 common errors detector program. Besides using grammar checker in the word processor, you can try using this program as it help you to find and correct some of the common vocabulary problems in student writing too. The instruction about using this program is easy to follow and this program will output your text with the error highlighted, together with comments and explanations to help you solve this problems.
Furthermore, ideas topic provides a site for reading and sharing points on topics that you can used for essays, discussions and presentations. The organizational tools also listed in the ideas topic can be used to help you re-organised lists. For instance, list of topics to put in the essay. Besides, the writing strategies that include suggestions to write a better essay provide pros and cons calculator to help you organize the information. The aim of this program is to help you to decide on issues by calculating the strength of points you type in.
Moreover, other than using this website, blog writing also helps develop students writing skills. Writing blog will help to generate reflection and critical thinking skills among students. Vethamani (2006) in research about ‘Online applications in Language Teacher Education’ proved that, “The trainee teachers’ elaboration on how blogging had facilitated critical thinking also indicates the level of reflection in their blogs.” These trainee teachers said that, more than just expressing their opinions, blog develops their thinking skills, as “there are many references to thinking skill they had to employ in their blogs”. Vethamani (2006). Hence, not only the trainee teachers but also the English Language students can apply blog writing activity in their learning process.
Offline learning method: Writing
In addition, the use of word processor in offline learning also enhance one writing skills. By using word processor, it builds positive attitudes towards writing and motivation can be improved. This is because the students will not hesitate to type multiple drafts, as it is a good strategy to improve writing. Compare than writing it manually, it will make the students feel burden. Besides, word processor is equipped with thesaurus, spelling and grammar checker, track changes and etcetera to assist users in writing process. Consequently, writing quality can be improved.
Conclusion
On the other hand, in Nuraihan and Ainol research regarding online and offline writing course (2006) stated that, “the statistics show that online students did not perform as well as the offline students.” and “Since the online mode required students to be more independent, it is possible that the materials are not detailed or enough for online students.” This is because the module, which originally designed to be delivered in conventional way (face to face), might only suitable for the offline students but it is different with the online students.
Now, it can be seen that it is true writing skill can be enhance via both online and offline learning method. Nevertheless, although there are many resources available online, sometimes it is time consuming in order to find the right material and may be not very relevant to the search topic. As Bright (1990) stated that, “…with instruction and support from the teacher and peers, most students can experience success in writing through the use of a word processor.” This is same for online learning too. Here, the teachers or lecturers need to guide the students so that the use of online learning will be more effective.
References:
Nuraihan Mat Daud & Ainol Mardziah Zubairi. 2006. Online Teaching and Learning in
ELT. Online and Offline Writing Course. Pulau Pinang: Penerbit Universiti Sains
Malaysia.
Simic, M. 1994. Computer Assisted Writing Instruction. Eric Digest. http://www.indiana.edu/~reading/ieo/digests/d97.html viewed on 3 March 2008.
Suhaila Sulong & Ridwan Wahis. 2006. Online Teaching and Learning in ELT. Use of Computer in an ESL Writing Class. Pulau Pinang: Penerbit Universiti Sains Malaysia.
Vethamani, M.E. Online Teaching and Learning in ELT. Blogging and Trainee Teachers'
Professional Development. Pulau Pinang: Penerbit Universiti Sains Malaysia.
Vethamani, M.E. Online Teaching and Learning in ELT. Blogging and Trainee Teachers'
Professional Development. Pulau Pinang: Penerbit Universiti Sains Malaysia.
Website Review
Websites Review
For today lab work, we were asked to explore language learning websites and try out the activities online and identify the properties of electronic text that could be find in the website.
The first website that I visit was www.usingenglish.com . This is a useful website for both the teachers and the learners of ESL as it provides complete explanation for every topic about English grammar. At the end of the explanation, activities were also provided for readers to try out. On the other hand, the second website that I visit was www.manything.org . This website is interesting as it offers many activities, which includes writing, reading and listening activities. Among of the activities are quizzes, word games, proverbs, a random-sentence generator and other computer assisted language learning activities.
These websites comprise most of the seven properties of electronic text. First is plasticity where you are able to copy the text, remodelled and altered it with the word processor according to your needs. For instance, you can copy the grammar notes and modify it by changing the text colour and so on. Besides, these websites have links that you can visit multiple pages where the links can be within and out the website. The links is different between students and teachers. Both websites are multimodal too. For example, in manythings.org, is multi modal due to the uses visual, graphic, audio and video aspects in the website. You can learn correct pronunciation as it includes in the listening activities and there is video tour at this website too.
In addition, both websites have their own search engine (searches) so it will be easier for the users as they did not have to go to other website if want to search for other information and footprints where you will be able to track down the page that you have visit. This can be done through the history site at the web browser. Finally, the usingenglish.com website is virtuality because you are able to communicate with other users in the forum to exchange ideas and ask for assistance in learning language with whomever that participates although they are not in the same country.
Now, it can be seen that learning English via the website can be fun too. Moreover, you can visit many other interesting English website besides those I mention. Hence, let us start to various the ways we learn English! :)
For today lab work, we were asked to explore language learning websites and try out the activities online and identify the properties of electronic text that could be find in the website.
The first website that I visit was www.usingenglish.com . This is a useful website for both the teachers and the learners of ESL as it provides complete explanation for every topic about English grammar. At the end of the explanation, activities were also provided for readers to try out. On the other hand, the second website that I visit was www.manything.org . This website is interesting as it offers many activities, which includes writing, reading and listening activities. Among of the activities are quizzes, word games, proverbs, a random-sentence generator and other computer assisted language learning activities.
These websites comprise most of the seven properties of electronic text. First is plasticity where you are able to copy the text, remodelled and altered it with the word processor according to your needs. For instance, you can copy the grammar notes and modify it by changing the text colour and so on. Besides, these websites have links that you can visit multiple pages where the links can be within and out the website. The links is different between students and teachers. Both websites are multimodal too. For example, in manythings.org, is multi modal due to the uses visual, graphic, audio and video aspects in the website. You can learn correct pronunciation as it includes in the listening activities and there is video tour at this website too.
In addition, both websites have their own search engine (searches) so it will be easier for the users as they did not have to go to other website if want to search for other information and footprints where you will be able to track down the page that you have visit. This can be done through the history site at the web browser. Finally, the usingenglish.com website is virtuality because you are able to communicate with other users in the forum to exchange ideas and ask for assistance in learning language with whomever that participates although they are not in the same country.
Now, it can be seen that learning English via the website can be fun too. Moreover, you can visit many other interesting English website besides those I mention. Hence, let us start to various the ways we learn English! :)
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