10 years of digital
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www.macmillanenglishcampus.com
10 yearsOF DIGITAL EXPERTISEAT THE HEART OF THE
ELTCLASSROOM
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by Pete SharmaFOREWORDen years ago, I had never used an interactive whiteboard. I hadnt
blogged, used a wiki with my students or even heard of blended
learning. So much has happened in the language classroom over
the last ten years that it can only be described as a digital revolution.
Many learners have grown up in this digital world and spend time happily
updating their online profile, posting videos on YouTube, texting and
communicating in real time across the internet with friends and family.
Many language teachers embrace new technology and apply it readily in
their classrooms, be they real or virtual. Others are understandably more
cautious, more hesitant at integrating technology into their language
courses. Furthermore, this is an area which excites controversy at everyturn: is blended best? Should we buy interactive whiteboards? Should
students have their mobile phones switched on or off in class? Will the
printed course book disappear in the future?
Fortunately for us teachers, Macmillan has always pushed ahead in itsdigital publications and support, from the early days of developing digital
exercises for the Macmillan English Campus to organizing webinars
for teachers around the world. From superb electronic dictionaries to
the latest award-winning Sounds app for pronunciation, Macmillan has
always combined cutting-edge materials with sound pedagogy, as well as
providing teacher training and a range of must-read articles.
I am delighted by the appearance of this collection of tips and ideas. It
pulls together many of the best articles Macmillan has published in the
last 10 years to support teachers in using educational technology and, by
virtue of being an all-in-one volume, gives a unique flavour of just how
much has changed over the past ten years.
The collection contains articles by a number of teachers, teacher
trainers, authors and experts in the field. Among the many gems inside
are Nik Peachey on why we need to use technology in our classrooms,
Nicky Hockly and Gavin Dudeneys exploration of mobile learning and
Sarah Milligan on running a successful webinar, along with articles on
blended learning, interactive whiteboards, wikis and more
If, like me, you love technology in language teaching, you will enjoy what
you read. If, however, you are somewhat fearful of using technology,
then I urge you all the more to read the collection. I hope you will end
up believing that there has never been a more exciting time to be a
language teacher.
T
So much has happened in the language
classroom over the last ten years that it can only
be described as a digital revolution.
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2003
Launch of Macmillan English Campus version 1.0
In November, Macmillan Education launches its firstcomplete blended learning platform, the Macmillan
English Campus.
Launch of the Macmillan Dictionary BuzzWords
The weekly Buzzwords are launched, designed to helpteachers and students navigate the latest media lingo.
BuzzWord
by Nik Peachey
Technology can enable us to extend the reach of
our classroom and take our students into a world of
authentic language use where they can really use their
English language skills to communicate, collaborate and
participate in activities that are relevant to their own lives
and interests.
These new forms of communication and collaboration are
leading to a redefining of what it means to be literate in
the digital 21st century world. These new digital literacies
are broadening the scope for self-expression and creativity,
democratizing the role of the media and making it possible
for more people to have a voice and play a role in defining
the society that we live in. English is playing an ever more
important part in creation and collaboration in new media,
so its important that we support our students in the
linguistic aspects of this process and help to make sure
they are equipped for their future.
Technology is transforming the world of global
communications. New genres of communication are being
created and we need to support and enable our students
to use these new forms of communication in English, just
as we do with more traditional forms such as writing letters
and making telephone calls.
Technology also has a supporting role to play within
our own professional practice and sound use and
understanding of how technology can be used can help us
to work more effectively and efficiently as teachers and to
cope with an ever-increasing workload.
WHY DO WE NEED
TECHNOLOGYIN THE LANGUAGE CLASSROOM
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Blended learning acknowledges that we now live in a
digital age and the ways in which we work, socialize and
learn are changing. People are now used to receiving a
continuous stream of digital information at a fast pace
and incorporating it into their daily working and social
lives so why should the classroom be any different?
It is best to think of blended learning as an additional
element to the classroom; one which supports existing
teaching practices whilst integrating them with new
technologies. Responding to the needs of the modern
learner, it combines many of the best elements of
face-to-face teaching (personalized learning, socialinteraction and direct contact with the language) whilst
allowing greater variety and flexibility than a traditional
classroom set-up. Using a blended learning approach
means that teachers not only access online content
within their classrooms but integrate it into a cohesive
lesson or syllabus.
One of the major advantages of blended learning over
other approaches to language study is that it is easily
adaptable to specific syllabuses. This adaptability comes
from the varied ways that online resources can be used.
One of the most important components of a blended
learning programme is its courses. Balanced and
flexible courses can guarantee a successful blended
learning programme and knowing that a course is being
tailored to suit the specific needs of a class can be a
great source of interest and motivation for students.
Teachers also have more opportunities to engage
learners by creating collaborative and project-based
work and can help them to develop their online
research skills and improve their critical thinking.
Blended learning is not confined solely by its approach
to content, however. A key ingredient of blended
learning is independent learning. Accessing resources
and courses online allows language learning to fit more
easily into peoples everyday lives and gives learners
more opportunities for useful study away from the
classroom. In order to drive learners towards
independent learning, products designed for blended
learning allow learners to monitor their own progress
remotely and provide them with instant feedback onresources without the need to check with a teacher first.
Blended learning also provides a way of repositioning
the teacher in the learning process. The teachers role
is evolving from that of a lecturer to a facilitator who
monitors and assesses students progress while
allowing them to learn for themselves. Blended
learning supports this approach by allowing a wider
range of personalized information than ever before. A
teacher can quickly and easily check how individual
learners or whole classes are performing. This dynamic
approach allows teachers to analyze where furtherexplanation or additional practice of a topic area or
language point may be required.
These are just some of the benefits of using a blended
approach if you are a studying or teaching. And there
are additional benefits for language institutions in
adopting a blended model as well but, regardless of the
audience, blended learning provides a great solution.
google also
Google
VERB [TRANSITIVE]
to search for
something on theinternet, especiallyusing the Google
search engine
(July 2003)
BLENDED LEARNINGTHE BENEFITS OF by Jeremy Smith
2004
Award-winning
Macmillan Education wins an ELTon award for its range of dictionary products, includingwebsite and web-zine. Macmillan English Campus is highly commended too.
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2005
Launch of Macmillan English Campus version 2.0
Macmillan English Campus version 2.0 launches,providing content in British and American English.
Launch of the weekly eLessons by Macmillan
Delivered straight into the email inbox of thousands ofteachers all over the world, the Macmillan EducationeLessons are still going strong today.
by Pete Sharma
THE BENEFITS OFUSING AN IWBIN THE CLASSROOM
1Manipulating text and pictures
Language practice can be physical, fun and motivating.
When you type words, phrases or sentences onto an
IWB, you can move them around the screen with your
finger or an e-pen. You can also manipulate pictures and
objects on the whiteboard, which can be beneficial for the
kinaesthetic learner. In fact, the IWB can benefit different
types of learners: using pictures and photographs canbenefit visual learners, while the integration of audio clips
and the discussion stimulated by challenging tasks can
benefit auditory learners.
2Memorable presentations
Using a simple tool such as screen reveal, the teacher
can reveal a photograph bit by bit and ask students to
guess what it is. This can be fun, as well as generating
interest in a topic. Video clips, audio clips, animations and
photographs can all be used to create memorable lesson
lead-ins.
3Reviewing language
Reviewing language has never been easier, with teachers
able to access all the digital flip charts they have created
during a language lesson. You can also review the flip
charts from earlier in a course.
4Saveability
Teachers can use pens to annotate a text, a picture
or a screen-grab from the internet, and then save the
annotations. Saveability is one of the key benefits of using
an IWB. You can show another group what a previous
group has done. Teachers can brainstorm a topic and
build up a handout during the lesson, then save it to the
schools computer network to print out later, post it tothe students learning platform or email it to individual
learners. A complete course can be saved on a memory
stick, customized and reused the following term, saving
preparation time. In fact, you can prepare lessons at home
and bring them to class on a memory stick. In order to do
this, you will need to have the relevant software (SMART,
Promethean) loaded on to your home computer or laptop.
5Personalizing content
The teacher and students can import their own
photographs into a language lesson. The power of
personalizing a language lesson is well known.
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2006
Onestopenglish gets a new look
The number one resource and community site for English language teachers gets abrand-new look to accompany the constant growth of its content.
6Encouraging heads-up learning
Do you use a coursebook? With an IWB, teachers can
encourage what is known as heads-up learning: students
do the follow-up work on an exercise they have done in
their books by looking at the whiteboard. The teacher can
keep students together by controlling what the students
see on the whiteboard, as well as the pace of the lesson.
In terms of giving feedback on exercises, the teacher can
instantly reveal the answers only to the question(s) the
students got wrong.
7Using audio and video transcripts
The audio transcript can be displayed and specific sections
of the script can be played at will. This option was simply not
possible with an audio cassette or CD. Video can be played
with or without subtitles, with or without sound and even with
or without pictures, opening up opportunities for different
language activities.
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2007
Course building: blended learning
The standard approach to blended learning language
classes suggests that receptive skills, writing and
grammar should be done individually. Meanwhile,
face-to-face classes should concentrate on speaking
and necessary explanations that support the
individuals learning. Course designers need to be
aware that less-experienced teachers will start to panic:
how can I do the same amount of work with fewer
face to face classes? Of course, when they become
more experienced and understand the key concepts of
blended learning they start tailoring courses according
to the mentioned ratio i.e. to separate materials for
class discussion and individual work. Up to that point,
the course design should support them in their
decisions by clearly stating which part of the course
material should be discussed in class and which part
should be done individually by learners.
A corporate client of ours wanted to cut costs and
decided to change regular English courses into
blended learning courses. Typically, this can result
in reducing the cost by up to one-third (they pay for
fewer classes plus the cost of the virtual learning
environment Macmillan English Campus in our
case). A course was designed, keeping the before-
mentioned ratio in mind and the classes started.
But the first course evaluation, which was done in a
form of a questionnaire after the tenth class, yielded
disappointing results.
What went wrong? you may ask. After analyzing the
problems we found that the reason for dissatisfaction
was the lack of a proper needs analysis. The company
management wanted business English but, as it
turned out, learners wanted non-ESP English, so thecompletion rate of the online materials (business
English mostly) was very low. They also felt that their
individual needs were neglected. In conclusion, without
a proper needs analysis even well-designed courses
could flop.
Luckily, blended learning is quite flexible. In the above
case, we added regular English materials, available on
the English Campus platform, to the business English
courses and, at the same time, we asked teachers to
assign learners further material on the English Campus
according to the learners needs. Survey answers atthe end of the course were far better.
Thus, to achieve the best results and maximize
students interest is not enough to have well-prepared
and professional teachers but course material also
needs to be tailored to the individual students needs
as much as possible. At the same time, administration
load has to be kept at a reasonable level.
This article focuses on problems regarding designing e-learning courses and it is assumed that the reader
is familiar with the course design principles. When talking about course design in connection to e-learning
we have to differentiate between blended learning and distance learning courses. Blended learning
courses aim to complement face-to-face sessions, while distance learning courses exist on their own.
facebook also
Facebook
VERB [TRANSITIVE]
1 to communicatewith someoneby using the
Facebook website
2 to search for
informationabout someone
by using theFacebook website
(March 2008)
Bugs wins at the ELTons
Bugs, the multimedia course for Young Learners, winsan ELTon Award.
E-LEARNING COURSESBUILDING by Bela Toth
2006
Macmillan English Campus starts blogging
The official blog of Macmillan English Campuslaunches in 2007, providing a forum for discussion
on technology in ELT.
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Digital native
NOUN [COUNTABLE]
a person who has
grown up in aworld with digitaltechnology such
as the internet andmobile phones
Opposite: digitalimmigrant (noun |
countable)(August 2008)
A good way to achieve this balance is to create courses
that focus on separate skills or ideas, for example on
listening, reading, language practice, vocabulary and
pronunciation. Note that one course can be assigned
to a lot of learners by putting the course into a class
and assigning learners to that class. This method also
reduces teachers workloads so they have more timeto assign other materials according to the needs that
come up during the course.
When level testing, mark learners weaknesses
and assign extra courses on the English Campus
according to that. You can also have learners fill in
a questionnaire about their own opinion on what
practice they need. Teachers feedback is important
for the extra materials to be altered depending on the
progress of the learner.
In other words, the vital parts of course design are:
needs analysis, tailoring according to those needs,
feedback and further tailoring according to the
feedback. The above personalization of materials
makes learners more eager to do their work and it is
also easy to check.
Course building: distance learning
Distance learning packages are similar in tailoring
but one has to consider the absence of face-to-face
sessions and teacher guidance. Typically, when a
distance learning package is sold, learners tend to do
some work at the very beginning and later forget aboutthe whole thing. There are several ways to overcome
this problem.
Try to remember how difficult it was to sit down and
study for hours and how tempting it was to do anything
else. Regular feedback, at least once a month, gives
learners a feeling of support and achievement. This
can be done in the form of emails, which can include
the amount of work they have done in the past month
or you can just send them their progress report with a
short comment.
It is also easier to complete exercises in smaller blocks.
Therefore, it is good practice to cut up courses and
send them to learners in biweekly or monthly chunks.
This way, learners will experience success on a regular
basis and wont give up or abandon the material.
Assigning courses in chunks can be done automatically
on the Macmillan English Campus platform. It takes a
relatively large amount of work at first but it requires
much less later on; not to mention that once you have
created the chunks you can use them as many times
as you want.
All in all, if we want to summarize blended learning
course design in one word, it would definitely be
tailoring. If we wanted to do the same for distance
learning, we would have to use three words: dividing up
and support.
And now the moral of the story. Some individual
learners or companies tend to opt for blended learning
only to cut costs and treat the online material as an
unimportant addition to the course. Before learners
take a test in class, I sometimes ask them to write
next to their names the amount of time they have
spent studying and the results they are expecting.
This way, they might realize that if they study less their
results tend to be worse. As obvious as it is, learners
are not always aware of this fact. The same stands for
blended learning: learners (and company managers)
have to understand the nature of blended learning
and the importance of online material. They have to
appreciate that without doing the relevant online part
they will not achieve the desired result. By applying the
aforementioned suggestions there is a greater chance
that learners will perform well and enjoy their work.
Launch of Macmillan Practice Online
In 2008, Macmillan Education launches the Macmillan Practice Online courses,offering easy and affordable supplementary practice online for students of all levels.
Since then, hundreds of thousands of students have used Practice Online courses.
2008
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2008
tweetup alsotweet-up
NOUN [COUNTABLE]
a meeting of twoor more people
who know eachother throughthe Twitter short
messaging service
(January 2010)
USING WIKISIN YOUR WRITING LESSONS
by Astrid Krake
Blogs and wikis whats the difference?
Whereas a blog is a web page used for regular diary
or journal entries and tends to be kept by one person,
a wiki is a collaborative web space and consists of a
number of pages that can be edited by any user. A
blog is read by its readers, who can comment on the
entry or on someone elses comment and thereby
create an online discussion, forum around the topic.
Readers cannot create their own blog entry within the
writers blog. A wiki, on the other hand, can be started
by one person but allows its readers to alter, delete or
change the content. Therefore, it can have more than
one author and is ideal for collaborative work such as a
class project. One of the best-known wikis is the online
encyclopedia Wikipedia (www.wikipedia.org).
There are several free sites you can choose to set up
a wiki. Some of the most widely-known are Pbwiki
(http://pbworks.com/), Wikihost (http://wikihost.org), andMediaWiki (http://www.mediawiki.org). Setting up a wiki
is a simple task, and you dont need to be an expert
to do so. Some sites require you to set up an account;
others let you start straight away.
How can I use wikis?
You could use a wiki for an internal class project.
Although the wiki itself is a public site, you can give it a
password so that only those who know it can edit the
wiki. Topics can include anything from famous people
to writing about your own town/city, preparing a trip
abroad or working on writing tasks for Cambridge
examinations or school/university exams. Set it up,
outline the topic and the task and write down the steps
your learners have to take. Think about the timing for
the task. As a rule, projects with a set aim and deadlinetend to work better than those without a clear end.
Students can start by brainstorming ideas, writing them
down and saving them. As soon as they are saved,
they are visible to their peers, who can comment on
or add to them. Work on the text begins with one
student suggesting a paragraph and others working
on the draft until they are satisfied with the result. The
text illustrates a shared effort and is the property of the
whole class. Therefore, the result needs to be regarded
as collaborative work.
What are the advantages?
Students often find working with wikis more motivating
and enjoyable because they can share the tasks, edit
each others work and regard the result as a team
achievement. Writing is thus turned into a social
experience during which students develop their writing
skills and learn how to give peer-to-peer feedback.
Given the public status of the wiki, knowing that their
Even if your school hasnt opted for a VLE yet, there are numerous ways to start introducing an online tool to
your teaching. You can choose from a number of options, with wikis being the obvious choice for collaborative
writing tasks.
Launch of the Test Compiler within Macmillan English Campus
The Test Compiler offers both the convenience of pre-built testsand the flexibility of creating custom-made tests from a vastlibrary of resources.
Launch of the Macmillan Education YouTubechannel
Macmillan Education joins YouTube with its first officialchannel at www.youtube.com/macmillanelt.
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2009
work can be read by their peers and readers outside
their group serves as an incentive for the whole group.
Are there any pitfalls?
While the skills needed to set up and contribute to a
wiki are similar to using a word processing programme,
its pitfalls are similar too. All the wiki requires you to
do is type your text, save it, and it ll appear on the site.
Make sure both you and your learners are familiar with
editing and saving processes. As with any document,
it is important to save it regularly we all know how
frustrating it is to work on a document for some time
and then lose it due to technical difficulties.
All in all, using wikis for writing tasks can help turn
them into an interesting and motivating experience
that helps to develop your learners writing and social
skills alike. Why not try it out soon?
USING THE INTERNETWITH GRADED READERS
by Fiona Mauchline
Any kind of group project work is a good way of consolidating your
students progress after completing a Reader, and the internet
is the ideal tool to help them. For example, if the class has read
The Perfect Storm by Sebastian Junger (Intermediate level), they
could then use the internet to research, for instance, the film, any
on-location anecdotes from the filming, the authors biography,
mini-biographies of the main stars, the truth behind the weather
conditions depicted, any true cases of similar events, the setting
(Newfoundland) etc. Students can be encouraged to produce visuals
to illustrate their work. If the class has read Pride and Prejudice
by Jane Austen (also Intermediate level), they could research the
fashions of the period, social customs, the filming of the book, thelife of the author or what life was like for women in Great Britain at
that time. They could also be asked to update part of the story and
consider which aspects they would have to change. For further ideas
for dynamic projects, visit www.macmillanenglish.com/readers, where
you will find a wide range of ideas, such as inventing and describing
a villain or baddy for a James Bond book, or creating a Find the
Perfect Partner! web page related to the romantic Readers, plus
photocopiable worksheets and teachers notes.
Macmillian English Dictionary goes online
The first online edition of the award-winning Macmillan EnglishDictionary, already available in print and CD-ROM format, becomesfreely available for the first time at www.macmillandictionary.com.
Onestopenglish launches onestopblogs
Bringing together the best blogs in the ELT community,onestopblogs makes it easy to keep up with the latestnews and trends in English language teaching.
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Unfortunately , trouble-free internet lessons are rare but if you prepare well there is no reason
why you will not be able to cope with the possible pitfalls. Below are some common problems
experienced by ELT teachers using the internet for lessons together with suggested solutions:
Meme also
Internet meme
NOUN [COUNTABLE]
a concept oridea that spreads
very quickly viathe internet
(September 2010)
Video resources published into Campus
The first video exercises within Campus are launchedin 2009; since then they have grown in number toover 200.
Launch of Macmillan Test Maker
Designed for online testing, Macmillan Test Makerincludes a ready-to-use placement test as well asa bank of thousands of testing resources.
Many people will not read extended pieces
of text on screen.
It is physically more taxing to read on screen.
Make concessions to the medium by using
texts that are manageable chunks or
interspersed with pictures or activities.
Some students are not comfortable
with technology.
Consider doing some remedial teaching.
Everybody should be able to point and
click, copy, paste, highlight, recognize links,
recognize the back/forward buttons on the
browser. Give students clear instructions,
preferably written. Talk them through the steps
of the lesson (show them on screen) and make
sure the objectives are clear. Pairing a strong
student with a weak student is not always the
answer. The stronger will become frustrated
and the weaker may take on a passive role.
The internet is not working as quickly as it
should. The relevant page wont open...
It is a good idea to give students addresses on
screen so they only need to click. Physically
typing the address increases the chance of
making a mistake. Always have material to
fall back on. Computers and the internet are
temperamental beasts. Always check the sites/
computers before the lesson what was there
last week may not be there this week.
Students get lost, open the browser tentimes or end up reading something totally
different to the rest of the class.
Give specific addresses; take the student
directly to the relevant page. Although
information searches can be an important
part of the lesson, make sure that you have
an idea of what is available and be prepared
to provide addresses.
TEACHING
TECHNOLOGIESSUCCESSFUL INTERNET LESSONSIN THE EFL CLASSROOM
by Paul Drury
2009
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2010
A more course-integrated use of web tools
With more and more EAP teachers at our school bringing the
digital world into their classrooms, we decided to consider more
concretely the idea of pedagogy before technology.
While individual teachers were experimenting with a variety of web
tools and multimedia activities, we had yet to fully integrate these
into a whole course and assess the impact they could have on
student engagement and overall development. We chose an EAP
book and got straight to work, mapping web tools and activities
onto the language and skills areas in the book.
A bit of theory analogue and digitalWith our primary focus being on student engagement and
motivation, we adopted Kellers ARCS Model of Motivational
Design as a useful starting point. Keller states that motivation is
made up of four elements: attention, relevance, confidence and
satisfaction. With these in mind, we then thought about how
web-based tools might enable us to maximize each of these
elements. The fit seemed very promising indeed
Attention can be encouraged through a variety of instructions,
tasks and materials, so what better place than the web with
all its multimedia, multisensory madness?
Relevance relates to the need for more personalized learning
experiences where students can express their identities. The
social web of creating and sharing ideas and texts seemed
tailor-made.
Confidence stresses the importance of self-efficacy, where
students are given control and choices as to how they study.
It also takes into account the need to work with students
strengths and other, non-language skills. Students in charge
of designing their own web-based texts, using a whole range
of technical and creative skills, might be in a better position to
develop this kind of confidence.
Finally, satisfaction refers to a students sense of achievement,
for example from displaying their work. And if Mary Barr was
right when she said that the existence of a real audience online
and the professional appearance of texts could prove highly
motivating, then our proposed activities seem to bode well.
Macmillan Education and Macmillan English Campusjoin Facebook
Macmillan Education opens its social communities,exploring new ways of joining the ELT conversation.
Launch of Animal Explorers
Designed to use with interactive whiteboards, AnimalExplorers is the platform dedicated to young learners.
Motivation is made up of four elements:
attention, relevance, confidence and satisfaction.
FROM BOOK TO WEBTIME TO GET CREATICAL by Rui da Silva
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What is mobile learning?
Mobile learning (or mLearning) comprises any kind
of learning which is done on mobile and handheld
gadgets either in or out of class, or learning which
takes place on the go, as part of class time or
outside. Although mobile learning is often taken to
be synonymous with the use of mobile phones, it is
increasingly associated with other devices such as
tablet computers, portable games machines, mp3
players, ebook readers and other devices which allow
people to continue more traditional approaches to
learning as they move through their daily lives. As such
it fits comfortably into definitions of blended learning.
How do I get started?
An easy way in to mLearning is to assess which
gadgets you already have in class. As many schools
struggle to afford technology investments, the BY OD
(Bring Your Own Device) option is becoming moreattractive as a way of integrating technologies into the
learning process. Theres a very good chance that your
learners will already be carrying around the gadgets
you want to use so check what they have first.
Learners may be surprised to be asked to take out and
turn on their mobile phones in class (particularly if your
school has had a no mobile policy for some time), so
the first thing to do is to ensure they know why youre
asking them to do that. Take time to explore what their
gadgets can do and how they might use them in the
service of their learning.
Look at the different features of each phone and
brainstorm possible uses:
Video camera: video interviews, presentations
Digital camera: personalized picture
dictionary, slideshows
Audio recorder: audio interviews, pronunciation &
fluency practice
Note-taker: learning journals, etc
Starting off like this can give learners plenty of ideas
for using their phones. And, of course, these ideas
are infinitely more exciting if your school can provide
wireless access to these devices.
Have your students talk about what they do with their
phones the sort of use they make of them on a daily
basis, and the apps (applications) they use. As they do,
try to pick up on anything that might be useful in
their learning.
app
NOUN [COUNTABLE ]
INFORMAL
an application
program designedfor a particularpurpose on acomputer or
mobile phoneoperating system
(January 2011)
MOBILE LEARNING
AN INTRODUCTION TO
by Nicky Hockly and Gavin Dudeney
Onestopclil and onestopenglish become one site
All the resources are now available in one place.
Launch of Macmillan English Campus version 3.0
The English Campus introduces a brand-new, modularhomepage, with a fresh design.
2010
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2011
Class e-zine
TIPS FOR YOUR E-ZINE
Creating an e-zine can either
be done as a one-off activity
or, if the children respond
positively, they can produce
one more frequently, eg
every term.
If you have set up a class
email group, a copy of thee-zine can be sent as an
attachment to the group
or uploaded to the group
file for everyone to share.
Alternatively, the e-zine can
be linked to the home page
of the school or class website.
10th birthday of onestopenglish
Onestopenglish celebrates its 10th birthday with partiesaround the world - including IATEFL Brighton.
First Macmillan Online Conference
Free to attend, the conference brings together 4,000teachers and some of the best presenters and teachertrainers in ELT.
10YEARS
A MULTIMEDIA ACTIVITYFOR THE PRIMARY CLASSROOM by Carol Read
Explain the idea of producing an electronic
class magazine. Ask the children to suggest
ideas of things to go in the magazine and write
a list on the board, eg class news, articles,
letters, poems, recipes, cartoons.
1 Write a list of everyones possible contributionson the board. Review this at the end and ask
the children if they think this looks a good
set of contents for their e-zine. Make any
changes or adjustments to the contents and
the childrens contributions depending on their
(and your) response.
4
Divide the class into pairs or groups.2
Ask each pair or group to think about what
they would specifically like to contribute to
the e-zine (this can be work they have
already done and/or new contributions).
Give the pairs or groups time to think about
this and then ask them to report back.
3
Level:all Age: 9-12
Organization:pairs / groups, whole class
Aims:to prepare, write and/or collate material for an electronic class magazine; to develop
creative thinking skills; to collaborate with others
Language focus: any, depending on the topic and/or material
Materials: essential: computers and software / optional: printout(s) of the class e-zine
Children work in their pairs or groups preparingtheir contributions to the magazine in draft form.
5
When they are ready, and after checking with you,
children work on computers formatting the text
and scanning in any photos or pictures, using the
software or publishing programme you choose.
6
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At the end, there will still be work to do
collating, ordering and combining everyones
contributions into the final e-zine form. Either
you can do this outside class time or you can
ask two or three children to help while the rest
of the class does other work.
7
When the e-zine is ready, save it in pdf and
print out one or more copies for the children
to see.
8
REFLECTION TIMEAs you use IT and multimedia activities with your primary classes,
you may like to think about the following questions and use
your responses to evaluate how things went and plan possible
improvements for next time:
Motivation:
Did the use of IT and multimedia applications affect the childrens
motivation? In what way(s)? Did this apply to all children or only some
of the children? If so, which children and why?
IT skills:
Did the children already have the basic IT skills needed to do the activity?
If not, how did you support them? Was this successful? Can you build on IT
skills the children practised as part of the activity in the future? If so, how?
Language skills:
What language skills did the children practise as part of the activity?
Did the use of IT and multimedia applications lead to meaningful andpurposeful language use?
Screen time:
What was the balance of screen time to other class work? Was this
balance appropriate to achieve the desired learning aims? Would you
make any changes next time?
Personal work:
Has the opportunity to use IT and
multimedia applications improved
the quality of childrens work and
the effort they put into it? Has it had
a direct impact on improving their
writing skills, do you think?
Your approach:
What impact, if any, has the use of
IT and multimedia applications had
on your own approach to teaching
and learning? How do you envisage
developing this in the future?
m-learning also
mobile learning
NOUN[UNCOUNTABLE]
learning methodsand materials that
involve the useof mobile phones
or handheldcomputers
(September 2012)
Launch of Onestopenglish Jobs
You can now find your dream job in ELT directly fromonestopenglish.
Launch of Sounds app
Based on the best-selling Sound Foundations byAdrian Underhill, Sounds helps you study and play withpronunciation wherever you are.
From 500 Activities for the Primary Classroom
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18
2012
Launch of Culture World
Available within the English Campus,Culture World brings learning to life with avariety of media-rich resources.
Launch of the onestopenglish app
Onestopenglish launches its first app, makingit available on the go, any time you need it.
Onestopenglish producesits first infographic
To see it in full visitwww.onestopenglish.com/teacher-infographic
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Whether youre a webinar novice or pro, its always worth checking out what the rest of the teacher
training community is doing to make their webinars a success. Ive outlined 12 steps you can take togive clear, informative and successful webinars for teacher training purposes.
Why give a webinar?
The reasons are endless but here are some that I
think are relevant to teacher training:
Webinars are easy to access, which means you
can invite teachers from all corners of the world to
attend and not have to worry about travel or costs.
If your teachers cant attend your webinar, they
can watch the recording later. In fact, teachers
that do attend can also use the recording for
revision purposes.
Having everyone in the same online room,
sharing the same whiteboard, makes it very easy
to collaborate and with most online classroom/
conferencing software you can save the
whiteboard and share it at the end of the session.
Even teachers are shy at times and being in an
online room means teachers can use the chat
function to express themselves comfortably.
If budget is an issue, there is a wide range of
software to choose from to give your webinar
free of charge.
Webinars have been around for a while now but
many participants still find webinars a novel way
of learning and enjoy the new experience.
If you are training teachers on digital there is no
better way to share information than screensharing.
Should online teacher training sessions
be different from face-to-face?
Yes because
Youre using a screen and its uncomfortable
to stare at screens for long periods of time.
Sessions should be shorter than the average
face-to-face session.
Youre not physically in the same room andunless everyone is using a camera you cant
see peoples facial expressions. You may need
to incorporate some checks to make sure
participants are focused and clear about what
they are expected to understand or do.
There are times when audio and/or internet
connection may fail on you. Its good to have a
plan for this sort of event.
Unlike face-to-face sessions, webinars dont
have to be live.
No because
The aim of your teacher training session is the
same as a face-to-face session.
Now, we arrive at the 12 steps to take before,
during and after a webinar. These are suggestions
based on my experiences giving teacher training
sessions and watching other webinars ...
Sounds wins an ELTon Award
The Sounds app becomes the first ever app to winan ELTon.
Launch of the IELTS Skills apps
Students can practise all the four skills they need to dowell at IELTS.
WEBINAR SUCCESS12 STEPS TO
by Sarah Milligan
WHATS OUT THERE?
Before you research online
rooms, its good to check
what kind of tasks youll
be doing and what types
of multi-media you will
need to use during your
webinars. Here are some
online classroom/conference
software providers you may
like to investigate using:
Blackboard Collaborate
Skype
DimDim
Adobe Connect
Join a meeing
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12 STEPSBefore During
1What type of session is it?
You have to be clear on what the aim of your webinar is beforeyou start planning it. What level of knowledge do you want your
teachers to leave the session with? Is it a presentation, workshop,
training session, drop-in session, a meeting or something else?
6Manage your participants!
If youre giving a webinar with a large number of participants, i tsworth thinking through how youre going to manage them. Here
are some suggestions based on my own experiences of
giving webinars:
Post a set of rules on the whiteboard so participants know
whats going on from the moment they log in.
Most decent online rooms allow you to give and take away
certain tools for participants to use during the session. For
example, you may want to only allow two microphones to be
enabled. This prevents a deluge of audio responses all at once.
You will get questions about the online classroom software
throughout the session; have an extra person on hand toanswer questions in the chat box.
2Get the message across
Use every way possible to advertise the session. We use Eventbrite
which is a free way for participants to sign up to events and allows
you to track who has signed up as well as send reminders. On top of
this, we use emails, newsletters, our websites, blogs and social media.
7Materials
Online presentations need to be even more visual than in a
face-to-face presentation because youre not in the room with
your participants. Dont make the whiteboard an e-book to solely
be read by you and the participant, you are there to present and
explain and the material you use is there to assist you. Make
your material professional and where possible use branding.
Screensharing is the best way of explaining a new website or
platform. If you wish for your participants to continue theirtraining after the webinar, share worksheets with them either
during or after the session.
3Prepare and remind your participants
Advertising your webinar once is not enough. I recommend you send
reminders a week before, a day before and a few minutes before
your webinar. On top of this, it makes sense to send your teachers
clear instructions on how they access the online room. If possible,
ask them to check they can log in a few days before the session.
8Go slow
Speak slower than normal when presenting and when
screensharing move slowly between web pages to make sure the
participants screens can catch up with yours.
4Practice run for guest speakers
Similarly, if you have a guest speaker for your webinar, give them
the chance to do a practice run with the same computer and
software they will use on the actual day of the webinar. This can putthe guest speakers mind at ease as well as highlight any potential
issues which can be resolved before the day of the webinar.
5Have sound sound
Sound is as important as internet connection for webinars. Check
your sound with someone else before your give the webinar.
Macmillan Practice Online gets a new look
The Macmillan Practice Online platform getsa fresh look, more functionality and freeteacher access.
Launch of the Young Learner portal
Designed especially for teachers of young learners,the portal offers free resources and fun tools forthe classroom.
2012
TO WEBINAR SUCCESS
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2013
Macmillan English Dictionary goes online-only
The Macmillan Dictionary moves from print toonline only, going with you where you go.
Macmillan English Campus turns 10
Macmillan Education celebrates 10 yearsof digital expertise.
THINGS I LEARNT FROM RUNNING AN
ONLINE CONFERENCEWITH THOUSANDS OF TEACHERS
by Caroline Skydemore
The Macmillan Online Conference reached 12,000 teachers in five
continents. It was without a doubt the highlight of 2013 for me and
running it one of the steepest learning curves Ive ever faced.
It turns out that no matter how old a teacher may be, when placed
in a classroom situation they revert to student mentality scribbling
and scrawling all over the whiteboard from behind the relative
anonymity of an online persona.
No matter how many times a direction is repeated, there will always
be some who need it repeated just one more time
And no matter how tested your patience may be, or how frayed
your temper at the end of the day, that desire to share, nurture and
educate is always present, ever more vibrant, always pushing you to
make sure the next day is an even greater success than the last.
Running an online conference with thousands of teachers taught
me that whether were aware of it or not, there is an inner teacher
hiding in all of us!
After (or at the end)
9Interaction and tasks
If your webinar is a training session, presenting the content will
not be enough. Generally, people need to be exposed to the
subject you are training them on several times, have guided
practice and then the chance to try whatever the skill is out in
their own time. Below is the order of events I would usually use
when training teachers on a new digital product.
1. Introduce topic.
2. Demonstrate content of training session.
3. Provide chance for participants to ask questions and/or be
asked questions.
4. Give tasks to participants.
5. Time for feedback. Share further tasksheets.
10Share details and hand-outs
This is the time to share worksheets, further reading and any
website/platform access the participants may need. If you
have recorded the session, send the link. Leave your contact
details for those who will have questions after the session.
11Feedback
Share an online questionnaire so you can gather feedback
about your webinar and make improvements for the nextone. It can be illuminating to hear how participants felt
during a webinar.
12End on time
No one likes going over time and ending a little bit earlier will put
you in favour with your teachers.
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Inspired to discover more about using technology in the classroom? Interested in developing your
digital teaching skills and techniques? Heres a list of resources and websites where you can find
plenty more information, tips and ideas.
Find us on Facebookwww.facebook.com/macmillanenglishcampus Find us on Google Plusgplus.to/macmillanenglishcampusFollow us on Twittertwitter.com/macmillancampus
22
Websites
www.onestopenglish.com
The number one resource and community site
for English language teachers includes a variety
of resources to help you bring technology into the
classroom: from lesson plans and worksheets tomaterials for your own professional development.
www.blendedmec.com
The Macmillan English Campus blog is dedicated
to sharing ideas on using online resources and
technology with your students. A team of regular
authors and guest bloggers post regular articles, with
their teaching tips and experiences around blended
learning and teaching.
www.youtube.com/macmillanelt
On your official YouTube channel youll find videos of
interviews with our authors, as well as tips and ideas
to help you answer any digital doubts and questions
you might have and were always adding more!
www.macmillaneducationapps.com
Discover the latest apps to help you and your
students and join the conversation in our apps blog.
Books
Pete Sharma, Blended Learning
The ideal companion for any teacher interested in
the use of technology in the language classroom,
Blended Learningprovides a practical overview of
the technology currently available and ideas forusing it in the classroom to enhance and support
students learning.
Pete Sharma, 400 Ideas for
Interactive Whiteboards
400 Ideas for Interactive Whiteboardsprovides awealth of resources to help teachers integrate the
digital board into their classrooms, from using
regular programs and software to creating
specifically-tailored materials.
Carol Read,500 Activities for thePrimary Classroom
This indispensable collection of practical activities for
teaching English to primary-aged children includes an
extensive section with IT and multimedia activities.
Webinars
Watch live talks from some of the biggest names in
English language teaching right in your web browser,
then put your questions directly to the presenters. All
webinars are free to join - all you require is an internet
connection and a computer. To find out more and sign
up: www.macmillanenglish.com/webinars .
Keep in touch with the Macmillan English Campus team:
www.macmillanenglishcampus.com
FURTHER READING
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Curated by: Jenny Lovel, Giulia Merlo, Joanna Trzmielewska
Designed by: Erica Walduck
Lindsay ClandfieldAuthor, Teacher and Trainer
Paul Drury
International Primary Publisher atMacmillan Education
Fiona MauchlineEFL Writer, Trainer, Teacher
Pete Sharma
Director of Training at Pete SharmaAssociates and Pre-sessional / in-sessionallecturer, EAP, at the University of Warwick
Bela TothHeadteacher and Head of Online
Department at Katedra Language School
Gavin DudeneyDirector of Technology at and Owner of
The Consultants-E
Sarah MilliganTraining Manager at Macmillan English
Campus
Rui da SilvaSenior Advanced Practitioner in LearningTechnologies at Study Group
Nicky HocklyDirector of Pedagogy at The Consultants-E
Nik PeacheyLearning Technology Consultant, Trainer
and Writer
Caroline SkydemoreDigital Marketing Executive at Macmillan
Education
Astrid KrakeHead of the Language Centre at the
University of Bamberg
Carol ReadIndependent Primary/Secondary EducationProfessional
Jeremy SmithPublishing Manager at MacmillanEnglish Campus
All copyright Macmillan Eduction 2013
THE ARTICLES AND TIPS HAVE BEEN WRITTEN BY ...
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Macmillan Education has representatives,
offices and distributors in 120 countries.
To find your local representative, please visitwww.macmillaneducation.com.