UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Lesson 2

STUDENT SAMPLE PROJECTS USING

OPEN-ENDED TOOLS
Prepared by:

LYKA JOY D. ANTHONY

INSTRUCTOR - I

TECHNOLOGY FOR TEACHING AND LEARNING 2 A.Y. 2021 - 2022

 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

This module aims to ensure that after you were able to clearly
identify the coverage of your learning plan and after clearly identifying
the documents, materials, and presentations that you need to prepare,
you will be tasked to develop student sample presentations and
teacher presentations to support the implementation of your learning
plan.

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Learning Objectives
At the end of the lesson, the learner should be able to:
a. explore existing web-based publishing tools;
b. create student sample projects as digital authors;
c. analyze some articles on the use of digital story telling;
d. create a digital story telling output using story telling software; and
e. publish digital stories using some storytelling apps explored in class
guided by publications requirements or laws.

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Students as Digital Authors

A. Language Learning Via Web Publishing
1. The Diary Project http://www.diaryproject.com
2. Cyberkids http://www.cyberkids.com
3. Global show-N-Tell http://www.telenaut.com/gst
4. Atavist http://atavist.com
5. Calameo http://en.calameo.com
6. Tikatok http://tikatok.com
7. Storybird http://storybird.com
8. Lulu http://www.lulu.com/us/en/create/ebooks
9. Flipsnack http://www.flipsnack.com
10. Penzu http://penzu.com

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

B. Enhancing Language Skills through Digital Storytelling

1. Steller https://steller.com
2. Adobe Spark Page https://spark.adobe.com
3. Wevideo https://www.wevideo.com
4. Popplet https://popplet.com
5. Storybird https://storyboard.com
6. Bookcreator https://bookcreator.com

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

C. Enhancing Language Skills through E-

mail Activities
1. Pen-Pal Activities
a. Belouga https://belouga.org
b. Epals https://www.epals.com/#/connections
c. Empatico https://empatico.org
2. Peer-to-Peer Tutoring
3. Ask an expert https://www.askanexpert.com
4. Round Robin Stories

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Publication Requirements in the Light of the

Digital Age
• Ensure that your students will be fully guided to observe several
guidelines in publishing their products.
• It must be noted that the development of high-quality digital learning
products and materials involves a complex combination of subject
matter expertise, instructional design knowledge and technical skills-
graphic design, photography, audio, video, computer programming,
etc (Wilde, 2004).

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Publication Requirements in the Light of the

Digital Age
A. Copyright Laws
B. Anti-Bullying Act of 2013
C. Republic Act 101751

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

A. Copyright Laws
- Protects works of authorship.
According to Findlaw (2020), the Copyright Act states that works of
authorship include the following types of works:
1. Literary works
Novels, nonfictions prose, poetry, newspaper articles and
newspapers, magazines, computer software, software documentation
and manuals, training manuals, manuals, catalogs, brochures, ads
(text), and compilation such as business directories.
2. Musical works
Songs, advertising jingles, and instrumentals

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Types of works
3. Dramatic works
Plays, operas and skits
4. Pantomimes and choreographic works
Ballet, modern dance, jazz dance, and mime works
5. Pictorial, graphic and sculptural works
Photographs, posters, maps, paintings, drawings, graphic art, display
ads, cartoon strips and cartoon characters, stuffed animals, statues,
paintings, works of fine art.

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Types of Works
6. Motion pictures and other audiovisual works
Movies, documentaries, travelogues, training films, and videos,
televisions shows, television ads, and interactive multimedia works.
7. Sound recordings
recordings of music, sound, or words.
8. Architectural works
Building designs, whether in the form of architectural plans,
drawings, or the constructed building itself.

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Findlaw (2020) further states that Copyright Law is important for

multimedia developers and publishers for two reasons:

a. Original multimedia works are protected by copyright. The

Copyright Act’s exclusive rights provisions gives developers and
publishers the right to control unauthorized exploitation of their
works.
b. Multimedia works are created by combining “content”- music,
text, graphics, illustrations, photographs, software- that is protected
under copyright law.

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

B. Anti-Bullying Act of 2013

Republic Act No. 10627 otherwise known as the

Anti-Bullying Act of 2013 of the Philippines directs all
elementary and secondary schools to adopt policies to
address the existence of bullying in their respective
institutions.

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Bullying
refers to any severe or repeated use by one or more students of a
written, verbal or electronic expressions, or a physical act or gesture, or
any combination thereof, directed at another student that has the
effect of actually causing or placing the letter in reasonable fear of
physical or emotional harm or damage to his property; creating a
hostile environment at school for the other student; infringing the
rights of the other student at school; or materially and substantially
disrupting the education process or orderly operation of a school.

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C. Republic Act of 101751

-This is known as Cybercrime Prevention Act of 2012

-declaring the policy that the states recognizes the vital role of
information and communications industries such as content
production, telecommunications, broadcasting electronic commerce
and data processing, in the nations overall social and economic
development.

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Activity No.1 Experience

Step 1: Considering the task (e.g. project-based learning output, research output and
the like) you required your students to do in your learning plan, it will be good to let
them experience writing their thoughts and ideas about the task you gave them through
a group blog. Hence, think of a very good title for a blog that your future students will
do to allow them to share their thoughts about their requirements in your class.

Step 2: After thinking of what the blog title is, develop storyboard for the blog and
prepare for the rubric that will be used to evaluate it. Please remember that you are
acting here as your future student (for your learning plan) not as the teacher. Hence the
blog that you will develop is a student sample of a blog that you will present to your
students for them to pattern or learn from. You may use the following guidelines or
come up with your own which is the same guidelines you will give your students to
follow after showing them your student sample.

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Instructions:
1. Please read these guidelines carefully and write on your
group blog all information included in the guidelines by
using communicative language with video, photos and
pictures during the development of your project.
2. Your blog will be reviewed according to the criteria applied
and give one week as of the announcement for those who
have to revise it.
3. You can also include in the blog your reflection after doing
your project.

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Blog Assessment Criteria:

1. Project: General Information of the developed project (15%)

The blog will report about the general information of the language
project required to be accomplished in the learning plan (refer to your
required project in your learning plan. It must have the following
information:
a. Title of the Project
b. Targeted Language Competencies of the Project
c. The Aim of the Project
d. Beneficiaries of the Project

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 UNIT 3: USING OPEN-ENDED TOOLS IN FACILITATING LANGUAGE LEARNING

Blog Assessment Criteria:

2. Pedagogical and Technological Contents (15%)
3. Project Plan (20%)
4. Project Development (20%)
5. Aesthetics (15%)
Consider the following qualities:
a. User-friendliness: readable, navigable and usable
b. Reading Enjoyment: content is a king, writing on a blog should not sound stiff and
cold, because it should primarily be written with a personal touch
c. Useful Information
d. Overall Experience: great content, designs, usability and interesting
6. Reflections (15%)

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Step 3: After having a clear plan on the contents of your student sample
blog, develop this using any of the productivity tools discussed in class
or you may choose to use an application familiar to you.

Step 4: Present your student sample blog in the TTL 2 class for peer
evaluation using the criteria you developed.

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Activity No. 2

Read the Copyright Documents of Intel Teach from the following

websites:
a. Copyright Guidelines and Resources
https://educate.intel.com/download/Kto12/elements/lead_html/resou
rces/13_Copyright_Guidelines_Resources.pdf
b. Copyright Chaos, an Educator’s Guide to Copyright Law and “Fair
Use”
https://www.scribd.com/presentation/109980665/Copyright-Chaos

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1. What does copyright law say about a work, e.g. photo,

diagram, chart, or whole journal article, which does not
have the  copyright symbol? How will you include these
in your project presentation?
2. Are patchwriting and rephrasing a good remedy to avoid
obtaining copyright permission to an existing work? Why?
3. What does copyright law say about a generally copyright
protected work such as chart, graph, diagram, figure,
drawing, photograph or map? Can this be copied without
permission? Why?

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4. How is copyright infringement related to plagiarism?

Explain.

5. Are the Filipinos covered by the Copyright Laws of

other countries? Why?

TECHNOLOGY FOR TEACHING AND LEARNING 2 A.Y. 2021 - 2022