Student Sample Projects Using Open-Ended Tools G Caim At the end of the lesson, the learner should be able to: eer ping web-based publishing tools; anal cent sample projects as digital authors; Gua saee aractes on the use of digital story telling; {gital story telin i tellin software; and "y 1g Output using story g publish digital stories using some storytelling apps plored in class guided by publication requirements or jaws. Em Simply knowing the principles of ICT Pedagogy integration is not enough to make learning efficient and meaningful. Moreover, an effective and efficient technology-supported lesson does not only end with having a well-designed learning plan. This means that there is a need to prepare all the leaning tools and materials articulated in the leaming plan and these must te ready for implementation. A plan not supported and implemented is a plan that is void. : 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. In doing the activities for this specific lesson, you will be able to come w with well-designed presentations and documents. By these documents, you Will be able to make the teaching and learning of language motivating and fulfilling.@rm As a would-be teacher who will facilitate the learning plan that yoy developed in Activity 1, you need to study some principles behind creating or developing documents and presentations using the productivity software applications or open-ended tools, Students as Digital Authors As the quality of authoring sofiware increases and as you are exposed to online learning, it is but proper for you as would-be facilitators of learning to explore and understand some principles and guidelines to help your future students author or write digitally. Moreover, you may also facilitate some online language courses for any distance learning or blended learning that require digital authoring. ‘A. Language Learning Via Web Publishing Language skills can be fully developed by allowing students to communicate through the internet. This may take place when the students or the class will be required to post a story or other products on a bulletin board or web page. There are two ways to contribute any authored documents to the World Wide Web. First, with the advent of ready-made websites that are meant to invite and encourage contributors to share their authored stories, research, commentaries, and the like, students may publish their work by submitting their products to these websites. Second, the students may create their own web pages because there are a lot of free apps for web page development or they may place them on their institution’s official website. To help you submit your authored products in an existing website, you may scarch for these sites that are designed to highlight students’ researches, narratives, stories, literary works, and other academic writings. The following are examples of existing websites that inspire students to submit their authored products. To be able to submit to these websites, it pays to explore their web sites and pay attention to their submission guidelines. a, The Diary Project http://www.diaryproject.com This digital authoring website encourages students to contribute their narrations or daily diaries with different themés required by the web site. Some of the themes or topics can be on school activities, relationships, family, managing stress and others. 102 | seme ermorewstine? re te Eaten Engi FpAs a would-be teacher who will facilitate ‘the learning plan that you developed in Activity 1, you need to study some principles behind creating or developing documents and presentations using the productivity software applications or open-ended tools. Students as Digital Authors As the quality of authoring software increases and as you are exposed to online learning, it is but proper for you as would-be facilitators of learning to explore and understand some principles and guidelines to help your future students author or write digitally. Moreover, you may also facilitate some online language courses for any distance learning or blended learning that require digital authoring. A. Language Learning Via Web Publishing Language skills can be fully developed by allowing students to communicate through the internet. This may take place when the students or the class will be required to post a story or other products on a bulletin board or web page. There are two ways to contribute any authored documents to the World Wide Web. First, with the advent of ready-made websites that are meant to invite and encourage contributors to share their authored stories, research, commentaries, and the like, students may publish their work by submitting their products to these websites. Second, the students may create their own web pages because there are a lot of free apps for web page development or they may place them on their institution’s official website. To help you submit your authored products in an existing website, you may scarch for ‘hese sites that are designed to highlight students’ researches, narratives, stories, literary works, and other academic writings. The following are examples of existing websites that inspire students to submit their authored products. To be able to submit to these websites, it pays to explore their web sites and pay attention to their submission guidelines. a. The Diary Project http://www. diaryproject.com This digital authoring website encourages students to contribute their narrations or daily diaries with different themes required by the web site. Some of the themes or topics can be on school activities, relationships, family, managing stress and others. 102 Technolgy for Teaching and Learning 2 ferLangae Eacaten- Eg FpFor the St tudents: é thet ts: You are encouraged to read diary entries from yout und tl of entries in 24° orld to author a diary project. There are thousands include a wide ran, Bories posted on the Diary Project site. Topics about the entries ae oe issues. For those who want to read more diary project en fie in the website, or just want to read other function to find spec visit www.diaryproject.com. Use the search entry. Go to ita raf ic entries by title or keyword. Write your own own. It must be eta and click on Submit Entry to write your of ine sid een at the Diary Project is monitored by a team Project website 1f Tead all the material that is sent to The Diary diaryproject.coim. you would like to volunteer, email them at staff@ b. CyberKids http://www.eyberkids.com The missi nts ate Semel ite Cyberkids is to provide a voice for young people et. It accomplishes this b i i ode by Kids ees 1p is by. publishing original creative For the Students: Here are some points the CyberKids’ editors consider to decide what 10 publish: a) We especially like stories, articles and poems that are funny; b) Art and written submissions can be on any topic that is appropriate for our audience; ¢) Stories which include an original illustration or photo are more likely to be published than stories without pictures; 4) Originality is very important--make sure the work you submit is your own and not copied from someone else; and e) In addition to art and writing, we also like to publish games, puzzles, brain teasers, jokes, and multimedia creations by kids. ¢. Global Show-N-Tell http://www.telenaut.com/gst Wabisabi Learning (n.d.) was able to publishing tools for avid writer students w! to publish their works. present some lists of online ho are looking for an online publishing tool d. Atavist https:/atavist.com Atavist is a beautiful tool. It was founded in 2011 on the heels of what we once called the “death of longform.” As you can imagine, it’s highly visual. It’s a drag-and-drop editor for creating beautiful online publications. : : For the ‘Students: Students have total creative design pow here. They can submit assignments with visual flair. Get them doing power vio im pastinccmo lis | 68 sy ee et. " 0 support: Presentations and online joumalling with this tool. uk ae : ea te bigger writing projects. If they're feeling ambitious, they and sell work if they wish. e. Calameo https://en.calameo.com : If students are looking to do magazines, Galemes is oe “a to use, It’s an online, e-magazine publishing tool that let ye : multimedia and personal ‘branding to anything you create. \ ah oe click publishing, you can share it instantly. Websites, social media, and more all integrate with Calameo. 7 i For the Students: This is a great tool for learning’ about design and layout for magazines. It’s perfect for smaller writing Pe like a brochure or flyer design. Students writing for the school paper can link to custom publications. They can even promote their own series of e-magazine using Calameo. m Tikatok https://tikatok.com ' This is a creative publishing studio for young children. K-6 kids will love Tikatok. They can use it to publish digital and printed books of all kinds. Tikatok was designed specifically for the K-6 classroom. It’s media literacy-oriented and aligned with Common Core. Take a look at their subscriptions page for plans. For the Students: Kids can upload their photos and drawings for their creations. They can also take advantage of preloaded project templates for classroom lessons. Tikatok’s digital library contains lots of ideas to get kids inspired. =. Storybird https://storybird.com This online publishing tool brings your words and global artists’ work together in amazing storybooks. Be sure to check out the section for educators. Storybird i8 at work in hundreds of thousands of classrooms all over the world. It’s free for educators, now and forever. Take a look at what’s possible with this tool. For the Students: Students can create storybooks, long chapter books, and poetry books with Storybird. They also have a fundraising program for students to get into. THis is a great way to use creativity: for raising money for great causes. . h. Lulu http://www.lulu.com/us/en/create/ebooks LuLu was one of the first players that offered serious online 104 nse tei lent| Publishing fea still goi ieee established themselves in 2002 and they’re last few years. Byers Sealy expanded their interface over the ars, it ubliahing/ ie se ptting you need to know about doing online mote to leam-wan, 7° They offer tutorials, resources, guides, and For the a je publishing. stl LuLu is a great information database for self- eee yea Create all sorts of projects. These include print tov ent e books, and:calendars. Check out this article on Students are even using LuLu for publishing ‘a thesis. Flipsnack https://www.flipsnack.com a enone = “ flip book creator. It’s as simple as uploading Shareable erent tS Supports PNG and IPG files. It renders ; ‘© Interactive creations that can also include multimedia. Flipsnack looks great across all online platforms and social media. For the Students: This is a simple way to create and share a publication that has a unique look and: feel. Flipsnack lets students upload 3 publications of 15 pages each on their free plan. Paid plans are quite reasonable and offer lots more features. j. Penzu https://penzu.com Online journalling is the focus of Penzu and it works well. Journalling is a great writing and self-reflective exercise. With a free online tool like Penzu, it becomes more appealing. The interface replicates an old leather-bound journal with lined paper. The basic formatting features are everything you need to get started. Upload photos to your journals, too. You can also Go Pro for even more features. For the Students: With Penzu Classroom, you can create class graded and managed. Students can also submit diary entries by email. They can even receive comments from their teacher right inside the journal. Create and send assignments to students with due data, grading scheme, and more. journals that can be If you decide to let your students’ works to be hosted by your Wisinrtions’’ oflictel website, fia cun also Ge. Today, there: arp, s lot of academic institutions whose website serves as their information dissemination center forvtheir customers and siakebblders, Barron &t al, (2002) state that there are two fundamental stages in creating a website or web pages. First, the .d all associated images, sounds, and so forth must be created in ia ne Seidl and tested. Second, the files must all be transferred to a host \e propel computer called @ web server. ss arama maetcon [405Barron et al. further state that' web page files must adhere 10 @ specific format or language, called Aypertext markup language (HTML). HTML uses tags to define how information is formatted on a screen. In creating a web page using HTML, students may find it intimidating but even elementary students can do it. For language learners, using HTML may gradually expand their horizons and enrich their vocabulary and communication skills. You may search for the steps in’ developing a web page by using HTML through the following: ‘ ie John Neuhaus (2006) Codecademy (2020) hitps:/iwww.codecademy.comlarticlesilocal-web-page hitps://internetingishard.com/ntml-and-css/ba- sic-web-pages! w3schools hittps://www.w3schools.com/htmishtm|_editors.asp InternetinglsHard (2017) B, Enhancing Language Skills through Digital Storytelling One of the most exciting ICT-based language tasks that can be done to develop all the four macro skills is to create digital stories. This language task meets the demands of today’s learners living in a rapidly changing world with opporttnities and challenges that are different from the ones many of the previous generations grew up with. Today’s learners are more demanding and are willing to discover new ways to apply, extend, and expand on existing knowledge (Kaminskiene & Khetsuriani, 2018.) Responding to these challenges, language classroom facilitators need to migrate to a more flexible and modernized delivery of the language curriculum. Doing so, leads to changes in the technological pedagogical role of the teacher and the learner, so the language competencies of today’s leamers will be developed beyond the use and aid of traditional writing tools. Contemporary language learning needs to create a new culture of teaching and learning that focuses on how to develop the ability of the students to listen, speak, read, and write in the digital age. In language education, storytelling is a common requirement that aims to share one’s stories, culture, knowledge, values, language, and others. Storytelling is not something new because it has been one of the oldest activities not only inside the classrooms but even in the communities. Storytelling has been considered to have great contribution to literacy development by improving leamers’ language, writing, reading or listening skills (Kaminskiene & Khetsuriani, 2018.) At present, storytelling is not just done face-to-face or through the aid of traditional technologies. This can already be done digitally. Hence, the word digital storytelling. 108] excep rnsNumerous research; a obleiigdindene ee proven that digital storytelling can bring Olivia and Bidarra (2017), th individuals. In a research conducted by helpful because they help devel affirmed that digital stories are very and perception of real world an, bexireat: individual experiences cited some’ researches conducted a leamers. Rong and Noor (2019) basic schools in Oya state, it was discovered ther deaat sonytling was able to improve kind iscovered that digital storytelling + sccithon, Meeaventit oe lergarten pupils’ achievement in moral serves ee ver, it was proven in Portugal that the use of digital literacy ined 1B secondary school students encouraged multimodal y in education. Additionally, in southern Taiwan, research showed that, project-based digital storytelling technique improved elementa school students’ learning motivati ae, tmnprO Nee ee Sell ea there lear 8,0 vation, problem-solving competence as ming achievement. Lenette et al. (2019) in their paper highlights the broader potential of digital storytelling particularly in mental health research in collaboration with refugee participants. Their research concludes that digital storytelling is a valuable and ethical research tool to engage in collaborative research. This was proven by their research that recounts how digital storytelling was used in a mixed- methods study on settlement, to document the journeys of women who entered Australia through the Woman at Risk program. McDrury and ‘Alterio (2000) claim that digital storytelling, as one of the ICT based pedagogical tool, provides student-centered learning strategies based on Tearners’ engagement, reflection, project-based leaming, and the effective integration of technology into instruction. ‘As an innovative and interactive approach to language skills acquisition, storytelling is seen as a very responsive variation of the traditional methods because it brings more meaningful and essential earners” engagement into the language ss asquision process AS T by Gils (2005), the employment of digital storytelling as a are jeal Ty enables teachers to elucidate certain complex topics in vernannet and create real life oF problem-solving situations where pedagogi a simplet d learners get actively involved. ‘The following are some of the existing storytelling tools listed and described by Knapen (2018). 1. Steller |S This is a free storytelling application developed by Mombo Labs, which lets you create photo and video stories with an emphasis Mee 3- Using Open Ende! To in Facing Langage Leaning 407. kK ‘Lesson 2 Stent Sample Projects Using Open-Ended Toots‘on design. - the next web. Steller focuses on telling a story through pictures and text. The simple, yet structured layout options allow even a beginner to produce a professional standard of work. 2. Adobe Spark Page https://spark.adobe.com * Adobe Spark Page is a free online web page builder. No coding or design skills ‘needed. Create your own beautiful web story using videos, pictures and text. The templates and layout options available are very modern, and are designed to present your work in an elegant and engaging way, focusing on visual content. 3. WeVideo https://www.wevideo.com This has the goal of bringing its educational creative toolbox to a broader global audience of students and educators. WeVideo wants to make video editing available for everyone. They make it possible for friends, families, teachers, students and businesses small and large to create incredible videos that motivate and inspire. “WeVideo has deep roots in education and believes that creativity is driven by what is inside’ the hearts and minds of people, not by complicated technology”. 4. Popplet 2 http/popplet.com Popplet, an iPad and web app, is a tool to capture and organize your ideas. Students can for example use Popplet for leaming. Used as a mind-map, it helps students think and lear visually. Students can capture facts, thoughts, and images to structure their stories. 5. Storybird iy, B https://storybird.com Storybird not only gives you the simple tools to create books in 108 | sneer pot hat‘ lets i books, picture books and 2ot discover an endless library of free mee, as well. Storybird lets anyone make aa ite mentions that they are @ storytelling as For them, it’s more about anyone can tell their stories, as crazy visual stories in seconds, community, rather the creating a creative world as they get. 6, Bookcreator Book Creator i ‘ tor is creativity. Create is an open-ended book creation app that unleashes the reins. Cues teaching resources, or have your students take stories, digital al: images, audio and video to ‘create interactive . folios, research journals, poetry books, science reports, and nstruction manuals. : p. Pas : C. Enhancing Language Skills through E-mail Activities Email activities are very good activities to develop language skills. Through some e-mail activities that can be facilitated by a teacher, the students are given the opportunity to practice and demonstrate their reading and writing skills. It may also enhance further their research and ICT skills. Barron et al. (2002) were able to present the following email activities that can be fully maximized to develop the various language skills of students: 1. Pen-Pal Activities This is the most common form of e-mail projects called electronic pen pals or e-pals. Students can practice their written communication skills and can become aware of other cultures and practice foreign language ‘kills. This can be done through the following: a. Belouga scious https://belouga.ors 3016, Belouga was started with the mission tural communicat to eae ig_a global ecosystem connecting classes he world s and teachers can connect, om one another by identifying similarities aces through everyday communication that tion to create a better yhere student: yd -usry Opened aon stan Lange ears 409 _cason 2 - Ser Sane Projects Using Oper Ended onsb. Epals © RRB) susxwaceplscomlonnetions It enriches K-12 learning in the classroom to create real ! world, culturally- enriching learning experiences for students, With ePals classroom matching, teachers can connect their classes with other clagses around the world who are interested in collaborating on a special project together. , c. Empatico mpa ico. hips: er It empowers teachers and students to explore the world through experiences that spark curiosity, kindness, and empathy. 2. Peer-to-Peer Tutoring Another form of electronic communication is peer-to-peer tutoring or mentoring. By using e-mail communication, students will be provided with opportunities to practice their mentoring skills apart from enhancing their language skills. Ask an Expert 3. Email is a very powerful tool for students to use to engage the experts in the field especially if the experts are far from their institution. They can engage the Ask An Expert Website at http://www. askanexpert.com. 4. Round Robin Stories In a round-robin approach, a participating class starts a story with one.paragraph. The story starter is sent to a predetermined class (class ‘one sends its story class two, and so on). Students work in small groups to add a new paragraph to the story. Publication Requirements in the Light of the Digital Age While there is a ubiquity of productivity tools for students to maximize, it is your responsibility as the facilitator of the learning process ta 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 ‘eon Tx andi? 110 | seme uesgesign, Photography, audi , aah the engagements of following: ‘A.Copyright Laws — 8 Of all of eet Proeramnming, oo. (Wilde, 2004). is, it is very important to be mindful of the O Ara Punoy Not - or BR ¢293 Copyright Law important for eee works of authorship. Hence, it is very laws and copyright a a students to learn more about copyrights cts to ensure that there will be no copyright infringements that wi sa will A - publishing materials sae or oie, fed ee for multimedia devel According to Fi : ; ig to FindLaw (2020), the Copyright Act states that works of authorship include the following types of works: Literary works, articles ae Novels, nonfiction prose, poetry, newspaper ‘goniiber ied magazine articles and magazines, iraiteny arnt are, software documentation and manuals, compilations Maik a catalogs, brochures, ads (text), and Musical soiks oe usiness directories ; gs, advertising jingles, and instrumentals, Dramatic works. Plays, operas, and skits. : Pantomimes and choreographic works. Ballets, modem dance, jazz dance, and mime works. Pictorial, graphic, and sculptural works. Photographs, posters, maps, paintings, drawings, “graphic art, display ads, cartoon strips and cartoon characters, stuffed animals, statues, paintings, and works of fine art. Motion pictures and other audiovisual works Movies, documentaries, travelogues, training films and videos, television shows, television ads, and interactive multimedia works. Sound recordings. Recordings of music, sounds, or words. ‘Architectural works. Building designs, whether in the form of architectural plans, drawings, or the constructed building itself. FindLaw (2020) further states that Copyright Law is important pers and publishers for two reasons: Original multimedia works. protected by vopyright. The Copyright Act’s exclusive rights provision gives developers and publishers the right fo control unauthorized exploitation of their works: dia works are created by combining “content” - vo. text, graphics, illustrations: photographs, software mat is protected under copyright law. Developers and publishers must avoid infringing copyrights owned by others. b. Multime | ae Using pe Ended Tei FaitatgLaguege Leaning Lason 2 Student Sample Pres Using Open Ended Tots12| The detailed information about Copyright Laws can be searched from the World Wide Web. Some of these can be read in Appendix A. » 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. Bullying refers to any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of the other student at school; or, materially and substantially disrupting the education process or the orderly operation of a school. 2 One of the most common problems encountered today by internet users is bullying online which we: call cyberbullying. Consequently, it is important for teachers to be very judicious and alert in advising students as they publish their. requirements online or as they communicate or collaborate through the World Wide Web. 9 Republic Act 101751 This is known as Cybercrime Prevention Act of 2012 declaring a policy that states that the State recognizes the vital role of information and communications industries such as content production, telecommunications, broadcasting electronic commerce, and data processing, in the nation’s overall social and economnic development. The State also recognizes the importance of providing an environment conducive to the development, acceleration, and rational application and exploifation of information and communications technology (ICT) to attain free, easy, and intelligible access to exchange and/ or delivery of information; and the need to protect and safeguard the integrity of computer, computer and communications systems, networks, and databases, and the confidentiality, integrity, and availability of information and data stored therein, from all forms of misuse, abuse, and illegal access by making punishable under the law such conduct or conducts. In this light, the State shall adopt sufficient powers to effectively prevent and combat such offenses by facilitating their detection, investigation, and prosecution at both the domestic and international levels, and by providing arrangements for fast and reliable international cooperation. “Techneogy for Teching nd Leariog 2 ‘er LangugeEduton- Ens Fp