Matching question slides and Fill-in-the-blank question slides

Week 14 :

Matching question slides

👯 Insert a matching question slide (Quiz > Question Slide > Matching).

👯 In Column 1, click the placeholder text ‘item’.

        You see that a drop down list appears adjacent to the placeholder text. This list helps you specify the correct match for your questions. When your users answer the question, the answer is validated against the correct answer you specify in this list.

👯 Double-click the placeholder text to replace it with the word or phrase to be matched.

👯 In Column 2, double click ‘answer here’ to replace it with the answer choices.

Do not specify the correct match in Column 2; use the drop-down list to specify the correct match.

👯 To add more rows to the columns, specify the required number in Column 1 and Column 2 fields in the Quiz Properties panel.

👯 If you want the choices to appear in a different order each time the user returns to this question, choose Shuffle Column 1 in the Quiz Properties panel.

Fill-in-the-blank question slides

👸 Insert the fill-in-the-blank question slide (Quiz > Question Slide > Fill-In-The-Blank).

👸 To specify the word or a phrase that users need to fill out, do one or all of the following:

• Select a word or phrase, and click Mark Blank in the Quiz Properties panel.
• Type your question in such a way that the answer (a word or a phrase) replaces the word ‘blank’.

👸 To provide multiple options that your users can choose from:

• Double click the word/phrase that is marked blank and then use the + button to add additional words/phrases that correctly fills in the blank.
• Select Dropdown list instead of User Input.

• Check the words/phrases that correctly fills in the blank.

• Select Shuffle Answers if you want the choices to appear in a different order each time the user returns to this question.

Note:

You cannot change the question type once the question is created. Delete the slide and create another question type slide.

Multiple-choice question slides and True-or-false question slides

Week 13 :


Multiple-choice question slides

👐 Insert the multiple choice question slide (Quiz > Question Slide > Multiple Choice). The default multiple choice question contains a placeholder question and two answer choices: A and B.

👐 Double-click the placeholder question on stage to edit it and type your question.

👐 To add more answer choices, edit the options in the Quiz panel in the Property Inspector.

If the question has more than one correct answer, choose Multiple Answers in the Quiz Properties panel.

Note:

Select Shuffle Answers (Quiz Properties panel) if you want the choices to appear in a different order each time the user returns to this question.

👐 To specify the correct answer (s), click the radio button or the check boxes that correspond to the correct answer choices on stage.

In this case, the options are represented by radio buttons because the option Multiple Answers is disabled.

If the option is enabled, you see check-boxes instead of radio buttons.

👐 Select Partial Score to assign partial scores to answers. Then, select the answer item, and specify the points you want to award in the Advanced Answer Option in Property Inspector.

Note:

You cannot set partial scores for multiple choice questions in question pools. For information on question pools.

The variable, cpQuizInfoQuestionPartialScoreOn, indicates whether or not partial score is enabled for a question slide.

👐 Specify other properties for the question slide in the Quiz Properties panel. For detailed information, see Quiz properties.

True-or-false question slides 

👀 Insert the true/false question slide (Quiz > Question Slide > True/False).

     The default true-or-false question slide contains a placeholder question and the answer choices: True and False.

👀 Double-click the placeholder question to edit it and type your question.

👀 To establish the correct answer, click the correct answer—True or False—on stage. You can replace True and False with Yes and No if required.

👀 Specify other properties for the question slide in the Quiz Properties panel. For detailed information, see Quiz properties.

Create my first Captivate project

Week 12 :

Create a blank project

So let’s get started by creating a blank project in Captivate.

• In the File menu, choose New Project > Blank Project.
• In the New Blank Project dialog, you can choose the dimensions for the project. Let’s use the default dimensions.
  Click OK.
  A new blank project is created with a blank slide.

Apply themes

Themes help your project look better with coordinated colors, well-planned layouts for slides, fonts, and effects. A default theme is applied to every project in Captivate.

Let’s apply a new theme to our project.

• Click Themes on the toolbar.
• In the drop-down list, hover the mouse pointer over each theme to view the name of the theme.
• Choose the Blank theme.
• Click OK to apply the theme to all the objects contained in the project.
  The Blank theme is applied to your project.

Note: At any point in your project, you can apply a new theme. Captivate will apply the effects of the theme to all the objects currently in your project. Now that we have our project set up with a theme of our choice, let’s add objects to the first slide of the project.

Add text captions to a slide

Our project must have a title. Let’s insert the title in the first slide.

Add a text caption to the first slide.

• Click Text on the toolbar and then choose Text Caption.
  The new text caption is placed on the slide. Also, the placeholder text is selected by default so you can enter the required text.
• In the text caption, enter the following text: LUNARSHPERE STUDIOS
• Click anywhere on the blank portion of the slide to exit the editing mode of the text box.
  When you hover the mouse pointer over the text box, the cursor turns into a hand.
• Click on the text caption and drag-and-drop it to the upper-left corner of the slide.

Add interactions to a slide

On the introductory slide, let’s add some interactivity to an object.

To do this, we will add some interaction to a button. When the user clicks the button, the presentation will advance to the next slide.

• Click Interactions on the toolbar and then choose Button.
  The new button is placed on the slide.
  You can make changes to the properties of a button, like its text and interactivity in the Properties Inspector.
• Click Properties in the right corner of the toolbar.
• In the Properties Inspector, go to the Style tab.
• Go to the Caption field and change the caption of the button to START.
• The default On Success action for this button is Go to the next slide.
  Let’s retain the default action.
• Select the button and drag-and-drop it to the lower-left corner of the slide.

Add images to a slide

The introductory slide of our project currently has a text caption and a button. But the slide is far from the finished product. So, let’s improve its look and feel by adding an image.

• Click Media on the toolbar and then choose Image.
  A dialog box is displayed that allows you to select the image file from your computer.
• Ensure that you have downloaded and extracted the zip file included with this course.
  In the extracted folder, navigate to the assets
• Choose the file intro_image_right and click Open.
  Note: To maintain the aspect ratio of the image, keep the Shift key pressed while you resize the image at the corners.
• Use the handles on the image object to resize the image so that it fits within the slide.
• Select the image and drag-and-drop it to the right side of the slide.
  The introductory slide is done for now.

Three Phrases of CALL

Week 11:

❤Behavioristic CALL

Most of CALL programs in this phase entailed repetitive language drills-and-practice activities. Taylor (1980) referred to drill and practice courseware as a tutor presenting drill exercises without feed-back component. In this regard, the computer serves as a vehicle for delivering instructional material. 

❤Communicative CALL

The focus of CALL in this phase is placed on using the language or functions rather than analysis of language forms. The first communicative CALL software continued to provide students with language skill practice, but not in a drill format like in the first phase. In other words, computers provide context for students to use the language, therefore, grammar is taught implicitly rather than explicitly, allowing students create originality and flexibility in their output of the language. The computer, thus, functions as stimulus, where the computer stimulates students’ discussion and writing through role-playing games. 

❤Integrative CALL

CALL in this stage allows for a combination of sound, graphics, text, and video presented in one computerized program together with computer-mediated communication or CMC, and further facilitates efforts to teach the four macro skill including listening, speaking, reading and writing. In this phase, the computer serves as tool, in which the computer does not provide learning material, but empowers users to actually use language. CALL in this period is regarded as a shift from the use of the computer for drill and tutorial purposed into a medium for extending education beyond the language classroom. In other words, in integrative approaches, students learn how to use a variety of technological tools as part of an ongoing process of language learning and use, rather than visiting the computer lab on a once a week basis for isolated exercises. 

Computer Assisted Language Learning and English Language Teaching in Thailand: Overview

Week 10 :

CALL focused on learning rather than instruction and based on three teaching methodologies dominant in ELT:

         🙈Behavioristic CALL

         🙈Communicative CALL

         🙈Integrative CALL.  

💕 Behavioristic CALL  is recognized as the first phase of CALL. Most of CALL programs in this phase entailed repetitive language drills-and-practice activities.  

💕 Communicative CALL  the focus of CALL in this phase is placed on using the language or functions rather than analysis of language forms. And the functions stimulates students’ discussion and writing through role-playing game.

💕 Integrative CALL , CALL in this period is regarded as a shift from the use of the computer for drill and tutorial purposed into a medium for extending education beyond the language classroom.  

💬 Advantages of CALL in Language Learning 💬

First, the use of CALL to support in language learning provides students with the authenticity of the input. At this point, students can have an opportunity to interact in one or more of the four core skills, namely listening, speaking, reading, and writing because they have to use or produce text meant for an audience in the target language, not the classroom  

Second, computer mediated communication or CMC, helps encourage foreign language learners to produce comprehensible output. 

Third, CALL is able to provide learners with the kinds of information and support that they require to complete individual tasks and to respond to the diversity of learner needs even within a single classroom structure. 

Next, based on the theoretical framework of learner autonomy, CALL can be used to promote autonomous learning. Since CALL allows students to focus on the development of their four macro language skills, they can enjoy their own individuality because they can choose and determine their own level, pace, and time of language practice and development. 

In addition, learners are pushed to control their learning time and effort to communicate with their partners, peers or class.

💬Disadvantages of CALL in Language Learning 💬

       👀 The presentation or authentic input might not be easily comprehended by low proficient learners.

       👀Teachers and students need to be trained.

   👀 CALL might not be fully affordable and available to all institution.

       👀 A lack of appropriately-educated person as a classroom helper.

💬 Educational CALL Programs and ELT in Thailand 💬

Common educational CALL programs used in the THAI context include:

    😍 Tutorial programs are responsible for collecting, presenting and guiding information, teaching rules. Students can l learn content through questions. When the students answer, they receive immediate feedback.

    😍 Drill and Practice is to review the content background knowledge. The questions will be repeated many times.

    😍Demonstration is very helpful with self-directed learning, students will be encouraged to learn by themselves.

    😍 Simulation or so-called problem solving is used, aiming to raise students’ critical thinking, discussion skills and writing abilities

    😍 Games are used to provide a rich learning and teaching environment.

    😍 Testing is a tool for assessment and a method to determine what students know and do not know.

CAI

Week 9 :

Computer Assisted Instruction (CAI)
        A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials.

Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. 
        CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum.

        CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding.

Typical CAI provides

1. text or multimedia content

2. multiple-choice questions

3. problems

4. immediate feedback

5. notes on incorrect responses

6. summarizes students' performance

7. exercises for practice

8. Worksheets and tests.

Types of Computer Assisted Instruction

1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery.

2. Tutorial Tutorial activity includes both the presentation of information and its extension into different forms of work, including drill and practice, games and simulation.

3. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer.

4. Simulation Simulation software can provide an approximation of reality that does not require the expense of real life or its risks.

5. Discovery Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.

6. Problem Solving This approach helps children develop specific problem solving skills and strategies.

Advantages of CAI

• one-to-one interaction

• great motivator

• freedom to experiment with different options

• instantaneous response/immediate feedback to the answers elicited

• Self pacing - allow students to proceed at their own pace

• Helps teacher can devote more time to individual students

• Privacy helps the shy and slow learner to learns

• Individual attention

• learn more and more rapidly

• multimedia helps to understand difficult concepts through multi sensory approach

• self directed learning – students can decide when, where, and what to learn

Limitations of CAI

• may feel overwhelmed by the information and resources available

• over use of multimedia may divert the attention from the content

• learning becomes too mechanical

• non availability of good CAI packages

• lack of infrastructure

 Process of CAI Designing 

There are seven process of CAI designing:

1. Preparation is preparing before design the lesson.

2. Design Instruction  is thinking for designing the lesson.

3. Flowchart Lesson is describing the process of the program.

4. Create Storyboard  is preparing to present the texts, pictures and media to write on the paper.

5. Program Lesson is changing the storyboard to CAI 

6. Produce Supporting Materials

7. Evaluate and Revise 

Designing screen of the lesson 

There are three component of designing screen of the lesson:

👰 The pixel of screen

          - 640x480 pixel

          - 800x600 pixel

👰 Color of background

          - Use cool color such as, white or light grey for background.

          - Use cool color such as, dark blue or dark green for the normal texts.

          - Use warm color for the texts which want to highlight.

👰 Format of setting screen

          - Menu

          - Contents

          - Pictures