TRAINING MATERIAL

CHOOSE YOUR CHARACTER WEAR YOUR MASK

2018-2020/2021

Using web 2.0 tools based on specific pedagogical methodologies and techniques
in classroom
- Training material-

2018-1-UK01-KA229-048059
TRAINING MATERIAL

Using web 2.0 tools based on specific pedagogical methodologies and techniques

in classroom

This training material empowers European teachers with enhanced ways to use web 2.0 tools for
specific pedagogical methodologies and techniques in classroom (PBL, GBL, working individually and
in groups on a concrete product to be used in our own schools etc). To gain great knowledge on how to
use tools, strategies and practical tips of utilising web 2.0 perspectives into teaching.

It provides an introduction to web2.0 and social networking, as well as hands-on experience of how to
integrate these tools into their teaching, with practical tips and case studies. To use web2.0 tools in
practice and create lesson plans incorporating web applications in everyday activities based on lesson
objectives and student needs.

Web 2.0 tools are online software programs that allow users to do different things, such as to teach
curriculum content, store data, create/edit video, edit photos, and collaborate. Usually they are free and
used by teachers, students, and parents, both in and out of the classroom.

Nowadays, the use of Web 2.0 Tools to support instruction is vital

2018-1-UK01-KA229-048059
TRAINING MATERIAL

INNOVATIVE PRACTICES IN A DIGITAL ERA

SOCIAL NETWORKING AND MEDIA

* Wordpress Blog * Plixi

Wordpress Blog

42% of the web is built on WordPress. Start your website. Build a site. Start a blog. And so much more.

- It helps you to build simply, no coding skills needed, no high ICT competencies.
- It is free and open-sourced
- There are 2 choices:
1. WordPress.org- a free software to create and manage a website. The user has total control
over the website, and can learn how to use WordPress.org to start a blog.
2. WordPress.com - an online platform that will host your website. It’s very simple to use, quite
limited and the user has a limited control of his/her website.

On www.wordpress.com LOGO

1. Click on Products
2. Click on Blogs

2018-1-UK01-KA229-048059
TRAINING MATERIAL

 Click “Start your blog” button.

LET’S GET STARTED

First, create your WordPress.com account by filling in all the fields OR by simply using your
Google or Apple account to log in.

2018-1-UK01-KA229-048059
TRAINING MATERIAL
Click on the email field and enter your information.

Click on the username field and enter your information.

Click on the password field and enter your information.

Click on the blue “Create your account” button.

CHOOSE A DOMAIN

 Click #6: Click on the text field and enter the domain you want here.

 Click #7: Click on the free option if you don’t want a paid domain name. It will have the
extension ********.wordpress.com

2018-1-UK01-KA229-048059
TRAINING MATERIAL

CHOOSE A PLAN

Click on the desired plan. After that, your HOME PAGE will appear:

2018-1-UK01-KA229-048059
TRAINING MATERIAL

Try all tabs! See what you can do with them. Click on POSTS (at your left)- ADD NEW

Gutenberg, THE WIZARD/ editor tool, will make you a tour to learn about all the functions. Enter a
title, enter some text, and then click on the blue “Publish” button in the upper right corner. The sidebar
will change slightly and offer you some other options to check into. If you are happy with everything,
click on the blue “Publish” button once more.

2018-1-UK01-KA229-048059
TRAINING MATERIAL
The post is now ready, but since we only just started this blog, we still need to activate it on the
WordPress cloud by clicking on the reddish “Launch site” button in the upper right corner. They will
ask you once more about the domain and plan now. Just confirm by selecting the free options here.
Click “start with a free site” just like before to carry on. This is it. We are back to the WordPress
dashboard, and you get the confirmation that we are launched and live.

Here it is a NEW POST example, originally published as part of Blogging University:

“You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you
haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell
us why you’re here.

Why do this?

 Because it gives new readers context. What are you about? Why should they read your blog?

 Because it will help you focus your own ideas about your blog and what you’d like to do with it.

2018-1-UK01-KA229-048059
TRAINING MATERIAL

The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto
for the future or a simple outline of your the types of things you hope to publish.

To help you get started, here are a few questions:

 Why are you blogging publicly, rather than keeping a personal journal?

 What topics do you think you’ll write about?

 Who would you love to connect with via your blog?

 If you blog successfully throughout the next year, what would you hope to have accomplished?

You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve
as we learn, grow, and interact with one another — but it’s good to know where and why you started,
and articulating your goals may just give you a few other post ideas.

Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author
of a book on writing we love, says that you need to give yourself permission to write a “crappy first
draft”. Anne makes a great point — just start writing, and worry about editing it later.

When you’re ready to publish, give your post three to five tags that describe your blog’s focus —
writing, photography, fiction, parenting, food, cars, movies, and sports, whatever. These tags will help
others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so
other new bloggers can find you, too.”

2018-1-UK01-KA229-048059
TRAINING MATERIAL

PLIXI APP is a service for sharing pictures around people, places and
events and creating collective memories. Plixi allows users to instantly share their photos to popular
social networks through mobile devices and on the web. Plixi specializes in providing an innovative
open API, and mobile SDKs, to the developer community of Twitter, Facebook, LinkedIn, Foursquare
and more. Plixy platform empowers third-party application developers to quickly add media sharing
capabilities and other unique features to their applications without incurring the resources to build,
innovate and manage a media sharing infrastructure. Proving the power and scalability of the platform
the company’s website is architected using the same open API offered to third-party developers.

Features :

 Upload photos via mobile phone and the web to Plixi

 Share through Twitter, Facebook and many others

 Favorite the photos you like

10

2018-1-UK01-KA229-048059
TRAINING MATERIAL
 See who views your photos; favorites your photos, comments on your photos

 Track how many people looked at a photo

 Automatically geo-tag photos sent from a GPS enabled phone

 Use an integrated URL shortening service, http://pic.gd

 Filter photos by Twitter or Facebook friends

 Self-moderate comments

 Search tagged photos throughout the site

 Subscribe to RSS feeds by user or tags

Basically Tweetphoto aims to create a better way to share collective memories around life experiences
at places and events in a way that feels natural and engaging to users through Plixi. A few years ago, the
app was acquired by E-Commerce Site Lockerz.

SOCIAL NETWORKING TOOLS

Second Life (presentation of the Welcome Island and real life scenarios of using the game )

Facebook (Most popular social networking tool)

Wordle: Generating “word clouds”

Second Life is a popular virtual space for meeting friends, and sharing
knowledge. If you have Second Life installed on your computer, teleport in and start exploring

Second Life Quickstart - English - Second Life Community

11

2018-1-UK01-KA229-048059
TRAINING MATERIAL

You must install a standalone program, the Second Life Viewer, to enjoy the rich 3D content in Second
Life. The installation process is quick and easy, but your computer must meet the System
Requirements. Second Life will not run on systems that fail to meet these requirements. Here it is a
tutorial How To Get Started in Second Life - New User Tutorial - YouTube

12

2018-1-UK01-KA229-048059
TRAINING MATERIAL

Register. Install Second Life.

Choose your starting avatar and provide your account information

Choose your username carefully!

Once chosen, you can't change it. Although you can designate a "display name," your username will still
be visible, and others may use it to refer to you. Create a strong password. Make sure to use a
memorable security question in case you forget your password!

To enjoy the rich 3D content in Second Life, you must download and install the Second Life Viewer, an
application that runs on Windows and Mac OS. Most web browsers will download the installer
automatically; if that does not happen, just click Download & Install Second Life. You may need to run
the installer program manually after downloading. Start the Second Life Viewer and then log in to
Second Life by entering the username and password you selected when you registered.

13

2018-1-UK01-KA229-048059
TRAINING MATERIAL

The first time you log in, you will be in an area known as Learning Island, set up especially for new
users. Follow the signs and simple instructions to learn the basic skills you'll need.
The following sections describe the most important parts of the Viewer and how to get the most out of
your experience. To help you get going, I'll give you a quick introduction to the Second Life Viewer, the
program you use to experience Second Life.

14

2018-1-UK01-KA229-048059
TRAINING MATERIAL

Some of the first things you'll want to learn how to do include:

 Walking

 Flying

 Changing your view

 Text chatting

 Changing your avatar

 Interacting with objects

 Finding out more about nearby people

 Controlling inworld media

Once you become familiar with walking, flying, and the other basic functions, you may want to try:

 Using voice chat

 Making friends
 Seeing nearby people and friends
 Using profiles

This is the user’s guide English - Knowledge Base - Second Life Community

15

2018-1-UK01-KA229-048059
TRAINING MATERIAL

Advantages of Using Real Life Scenarios In eLearning

Real life scenarios can add much needed flavor to otherwise vanilla eLearning. Out are the old school
text based scenarios; in are graphic novels and comic strip panels using real employee and workplace
photography. In this article I will share with you 5 advantages of using very real life scenarios in
eLearning.

1. Keeps learners at the center.

Learner centric eLearning is where it’s at these days. In the past, information was “pushed” at
learners, but now the key is to allow learners to “pull” the information as required. Real life
scenarios are an excellent vehicle, since content can be aligned within a scenario so learners can
access it as needed. For example, a chapter of a real-life scenario using characters of various
roles has been presented. Icons then appear for different role groups, and learners select the one
they identify with to access information that directly relates to them.

2. Knowledge retention amplified.

Learning is made memorable by embedding “affective context”, a learning model that promotes
knowledge retention by adding emotion and relative importance. And you guessed it, meaningful
scenarios are one of the best ways to do just that. This model acknowledges that learning is not
simply a process of information transfer and content that lacks context is not as easily retained.

3. Engaged, excited learners.

Be honest now, how many times do you zone out in a conversation or meeting when the
discussion doesn’t relate to you? It’s the same for your learners; they are engaged when content
directly relates to them. Make content important by creating experiential situations through using
a blend of affective elements including contextual framing, anecdotal narrative, personal
impacts, and self-reflection. These elements help connect learners with the material, which in
turn ensures it is remembered.

4. Immediate application of knowledge.

Real life scenarios allow you to put your learners in the picture. Creating immersive, relatable

16

2018-1-UK01-KA229-048059
TRAINING MATERIAL
scenarios enables learners to apply skills and knowledge easily and directly in their daily roles
and tasks. Because at the end of the day, training is all about performance improvement, right?

5. Gives learners the power.

The king of scenarios is the multi-branching scenario (MBS) that provides learners with decision
points leading to unique outcomes. Multi-branching scenario really gives learners a taste of
reality by allowing them to control a situation much like they would on the job. Each decision
point usually offers a best, neutral and worst course of action. If learners choose an unfavorable
option, they have the chance to rectify the situation as they would in the real world. Multi-
branching scenario is a powerful learning medium.

eLearning Scenarios That Offer Real World Benefits

The most powerful, interactive, engaging, and effective eLearning scenarios are those that give your
learners the skills and knowledge they need outside of the virtual classroom. These eLearning scenarios
make them aware of the real world applications and benefits of the subject matter, so that they know
how to put the knowledge to good use when it matters most, which is in their real lives. Here are a few
ideas on how to create eLearning scenarios that offer real world benefits to every member of your
audience.

1. Turn your eLearning scenario into a lively, interactive discussion.

Rather than just telling a story or asking your learners to choose from a variety of different paths
of a branching scenario, why not turn it into a lively and interactive discussion. Place two or
more characters on the screen and have them each play a part, and then ask your learners
questions regarding the conversation, or have them make observations about the characters. For
example, if you are creating an eLearning course for management, you can develop an eLearning
scenario that features three different conversations, one of which includes the ideal methods
of proper communication skills that a manager should demonstrate while speaking with an
employee.

17

2018-1-UK01-KA229-048059
TRAINING MATERIAL

2. Pair your eLearning scenario with case studies.

Create eLearning scenarios that are centered around case studies or character bios. For example,
you can develop an interactive sales scenario that asks learners to choose from three
different characters based upon a brief bio that includes their interests, budget, and purchasing
needs. By doing this you create a sense of immersion and interactivity that simply wouldn't be
there if you had just included a lengthy text case study. You can even give your learners the
chance to click on different objects or characters in order to learn more about them, so that they
can make an informed decision based upon the knowledge they have gathered.

3. Make detailed processes simple and streamlined.

If you've ever dealt with subject matters or tasks that involve a great deal of complexity, then
you know how challenging it can be to explain every step of the process or each concept in a
way that is easily comprehended and absorbed by your learners. However, you can make more
detailed processes simple and straightforward by creating interactive eLearning scenarios. For
example, you can develop an eLearning scenario that requires learners to utilize certain objects
in a specific order or to click on a particular step in a process in order to master a task.

4. Build the pressure to mimic real world conditions.

Create a sense of urgency and pressure by timing the eLearning scenario. Asking your learners to
complete the eLearning scenario within a certain time frame will mimic real life situations. After
all, they don't have an ample amount of time to make decisions on-the-job or in the real world.
So, creating an eLearning scenario that encourages them to make choices under pressure will
better equip them to face these challenges once they step outside of the virtual classroom setting.
Just make sure that you don't build too much pressure, as you want your eLearning scenario to
give them the opportunity to quickly reflect and analyze every choice or path before making an
informed decision.

5. Make your eLearning scenario follow a real-world clock.

eLearning scenarios don't necessarily have to be completed all in one learning session or module.
While most of them can be completed in a matter of minutes, you can also design more involved

18

2018-1-UK01-KA229-048059
TRAINING MATERIAL

eLearning scenarios where learners progress through over an extended period of time. You can
create an interactive scenario that takes two weeks to complete, and the learner is required to
complete a portion of it each day. For example, if you want to teach them about the basics of
trading stocks, you can develop a scenario that involves buying and selling stocks, and then have
them track how they purchased stock fares over time by using the actual stock market reports.
Or, if you are trying to develop your learner's customer service skills, have them monitor a
simulated “calling center” for some minutes each day over a month-long period, so that they can
see how their decisions directly impact customer satisfaction ratings. In real life they will be
handling certain tasks and responsibilities for longer periods of time, and these simulations will
prepare them for the road that lies ahead.

6. Ask learners to create their own eLearning scenarios.

This particular idea is beneficial on a number of different levels. First of all, it increases
knowledge comprehension and knowledge retention, thanks to the fact that learners have to
apply the information they have learned and put it into their own words. Secondly, they are also
encouraged to work as a group. Thus, they build their collaboration and communication skills. It
also gives them the opportunity to use tech tools and take full advantage of their creativity.
Simply give them an idea or challenge that they must turn into an effective eLearning scenario. It
can be as easy or complex as their skills will allow, however the point is to be able to show that
they have an in depth understanding of the concepts or steps involved.

Use these tips to create eLearning scenarios that offer real world benefits to your learners by actively
participating in the eLearning experience you've worked so hard to create.

19

2018-1-UK01-KA229-048059
TRAINING MATERIAL

LESSON PLAN EXAMPLE

Curriculum Area Foreign Language

Subject Area: Latin 101

Subject Area
Grade: College Freshman
Grade level
Trainee Audience: Distance Learning Freshman Students attending Erudite
Audience
University (EU)
Topic
Topic: An Immersive Virtual Latin Language Experience

Lesson Title Week 6: Trajan - A Latin Language Virtual Vignette

For learning foreign languages, many believe that immersive environments are
more effective than traditional brick and mortar, or online, learning
environments. Subsequently, many students travel to enhance their foreign
language learning opportunities. Obviously, this is not an option for Latin
language students. To mitigate this problem, this course is presented in a 3D
Rationale for
virtual environment to provide Latin language students with a virtual immersive
Lesson
learning experience.

Furthermore, this lesson enhances students’ opportunities to hone their Latin

language skills by presenting the material in the context of the culturally and
historically significant reign of the Roman emperor Trajan. Trajan was one of five
consecutive Roman rulers who ruled during the high point of Roman civilization.

Co-Creation and Role-Play

Learning
§ Co-Creation allows students to benefit from a social networking activity. This
Archetype
exercise will reinforce learning by providing students with opportunities:

20

2018-1-UK01-KA229-048059
TRAINING MATERIAL
 To impart information to their peers

 To benefit from the knowledge of their team members

 To recall vocabulary and practice the pronunciation of

Latin phrases, which were presented in three earlier classes

§ Role-Playing in the Second Life 3D synchronous environment is less

intimidating, for many students, than face-to-face role playing. In addition, when
students’ avatars don togas and interact in a virtual environment reminiscent of
ancient Rome, they become fully engaged with the activity and subsequently the
Latin language becomes more meaningful to them.

The student will:

§ Accurately translate at least 25 phrases from English to Latin text in a

collaborative creative storyboard activity

§ Demonstrate appropriate use of Latin phrases in a historic and cultural context

in a collaborative production of a short vignette

Learning § Accurately pronounce at least five Latin phrases in his or her group’s
Objectives machinima

§ Accurately answer questions about relevant historic and cultural contexts

§ Express relevant opinions about the historic, cultural, and language aspects of
the exercises on the class blog

§ Contribute his or her opinions about the historic, cultural, or language aspects of
the exercises to the class discussions

SL Location) Roma: http://slurl.com/secondlife/Roma/232/40/22/?title=ROMA

Instructional Students will:

Procedure

21

2018-1-UK01-KA229-048059
TRAINING MATERIAL
1. Transport to the Roma amphitheater class site where they receive a brief
introduction that includes:

§ A brief whiteboard presentation about the emperor Trajan 52-117 C.E.

§ An instructor- led discussion about the Roman culture and history during this
era

2. Organize themselves in to four groups of five students (at least one student in
each group should have video editing capabilities)

3. Receive welcoming note cards with assignment details that include:

§ Lesson objectives (see learning objectives)

§ Basic concepts for several vignettes, each designed to promote recall of Latin
phrases and to reinforce the Trajan presentation

§ Assigned workshop locations for each group - to avoid voice chat confusion

4. Disperse to explore the Roma site to discover potential locations for the
assignment.

5. Complete the assignment by collaboratively:

§ Selecting one of the vignettes

§ Write a five scene script for machinima using at least 25 distinct Latin phrases
(from a list of 100 phrases from 3 previous class lessons)

i. First, in English

ii. Second, in Latin

iii. Each scene must have at least five distinct Latin phrases

§ Use interactive whiteboards to create storyboards for each scene, which include:

i. A background image of the Roma location

22

2018-1-UK01-KA229-048059
TRAINING MATERIAL
ii. A text-based English-Latin translation

§ Producing machinima of the vignette including:

i. VoIP

ii. Latin translation version of the script

iii. Relevant settings in the Roma environment

iv. Each scene should be at least 45 seconds in duration, but should not exceed
one minute.

v. The total project should be no longer than 5 minutes

vi. Credits, which identify the actors and the director - camera operator (each
member will direct, operate the camera, and capture the video for one scene)

While in Second Life each student will complete a five-question multiple choice
quiz. Students may access the quiz by “touching” the golden obelisk in the Roma
classroom in Second Life. Results will automatically be transferred to the Sloodle
learning management system

§ (Q) Why was Trajan so popular? (A) He released unjustly imprisoned

individuals and returned confiscated private property

§ (Q) Of the Five Good Emperors of the Roman Empire, what number was
Trajan? (A) He was the second

§ (Q) During Trajan’s reign, did the territory controlled by the Roman
Empire expand, contract, or remain the same? (A) It expanded

§ (Q) Historically, Trajan is best known as a: (A) military commander

§ (Q) The Roman Senate eventually bestowed upon Trajan

the honorific of optimus, which means: (A) the best

Each student will:

23

2018-1-UK01-KA229-048059
TRAINING MATERIAL
§ View the other three group machinimas

§ Post a short reflection on the class blog about his or machinima creation
experience

§ Post his or her interpretation of at least one of the other machinimas

Each group will:

§ Provide the instructor’s avatar with a copy of the whiteboard/storyboard

assignment

§ Post the machinima assignment, as directed, on http://youtube.com

§ Post the time of their scheduled Roma visit on the Google class calendar. Due to
server limitations only one group may access the Roma site at one time.

The class will, during the next class meeting:

§ Watch all four machinimas

§ Discuss the machinimas

As specified in the rubric in the course syllabus, the evaluation for this lesson
includes:

§ The group whiteboard/storyboard assignment

§ The group machinima - overall

Evaluation
Strategies § Individual student’s pronunciation and grammar of Latin in the machinima

§ Individual student contributions to the class blog

§ Individual student contributions to class discussions

§ Quiz results automatically recorded in the Sloodle learning management system

24

2018-1-UK01-KA229-048059
TRAINING MATERIAL
After working in Second Life for several weeks, the students will be familiar with
the Second Life interface. However, due to sporadic technical limitations, the
instructor will:

§ Record the class session as a machinima and post the machinima

on http://youtube.com and will also distribute the file to each student via email

§ Have a Graduate Assistant available to present the whiteboard presentation, lead

the class discussion, explain the assignments, and answer questions

Second Life servers are equipped to handle a finite number of avatars

Adaptations simultaneously in each location. Therefore, Roma has agreed to reserve 30
minutes each week for EU Latin 101 class meetings. However, the groups may
only access the facility one at a time according to the schedule which is posted in
the Google class calendar.

Students who do not complete the assignments during class time may access the
school computer lab or work at home. All components must be completed by the
following week before class.

Students who have questions or need assistance may contact the instructor in
person during class, and during scheduled office hours, or by phone, or email.

Group projects often create conflict. Typically, groups will resolve disagreements
internally. Nonetheless, the instructor will intervene, if the problem is escalating,
persistent, or if the root problem violates school policy.
Anticipated
difficulties Technical problems

Since this will be most students’ first attempt at creating a machinima, related
technical problems and questions are anticipated.

25

2018-1-UK01-KA229-048059
TRAINING MATERIAL

OZOBOT FOR INCLUSION

–Multicultural education activity-

Goal: Developed friendship among pupils by coding Ozobots.

Materials: Papers A3 format, markers (black, red, green, blue), Ozobot robot, color-code sheet

Time: 50 minutes

Age: All

Number of pupils: All

Activity

Step 1- 5 minutes: Explain to the students how to use color-code (on

black path add selected code for speed, direction, cool moves…)

Step 2- 5 minutes: Students need to make a common decision about

what they will code. It must be related to the project (tolerance,
empathy, friendship, diversity, love…)

Step 3-20 minutes: Students are coding their work.

Preparation: Yes
Step 4- 10 minutes: Students are presenting their works and explaining
 divide students into mixed
why they choose that subject for coding in one sentence. They need to
groups
tell this sentence in all languages from all team members.
 give students materials, one
Step 5- 5 minute: From all coded works students will make an exhibition
Ozobot and color-code in
on the display board.
each group

26

2018-1-UK01-KA229-048059
TRAINING MATERIAL

Facebook

Facebook is a free, widely used social networking tool that allows anyone to craft an online profile and
use it to connect with others (Rouse, 2014)

When used for educational purposes, Facebook brings a positive change in teachers' opinions. Results
also indicate that Facebook virtual environment helps teachers to do many activities with online classes,
which is not possible to do in schools. Teachers are convinced that this environment helps students not
only to improve their team work, but also to improve their learning skills.

Based on the findings, recommendations are made about using Facebook in education.

Applications:

 Facebook Virtual Classroom Environment ,groups and Facebook pages

 Facebook Photo -to create photo albums, share photos and make comments.
 Learning materials have been added to the environment with the help of Facebook Wall
 Chat

A relevant Lesson Plan example is provided by British Council (Microsoft Word - Facebook and social
networking lesson plan.doc (teachingenglish.org.uk)

27

2018-1-UK01-KA229-048059
TRAINING MATERIAL

28

2018-1-UK01-KA229-048059
TRAINING MATERIAL

29

2018-1-UK01-KA229-048059
TRAINING MATERIAL

30

2018-1-UK01-KA229-048059
TRAINING MATERIAL

DISCLAIMER

The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the National
Agency and Commission cannot be held responsible for any use which may be made of the
information contained therein

31

2018-1-UK01-KA229-048059