Topic – “Coca-Cola Is Testing a Paper Bottle” (Humphries, 2021)
Reflection and thoughts
This activity is designed around a 10-minute listening and comprehension exercise with the use of YouTube and Quizlet. The need of this activity reflects on the expectation of modern-day teaching practices to improve on delivery and learning outcomes for both the learner and the educator.
- The learning outcomes being addressed by the learning activity.
Engages the learner to be active with technology and encouraging connectivity
Prepares the learner for the future by using and integrating technology at an early stage
Learners benefit from using a variety of representational media, as well as understand complex recorded or spoken information on the topic studied.
Improves collaboration and helps the teacher connect with the learner. (“Top 5 Benefits of Technology in the Classroom.” n.d.)
Ascertain the learner’s level of proficiency (“Guide to Teaching with Technology,” n.d.)
- The learners’ needs, who are they and what do you expect of them.
Improve English proficiency across genres of reading writing, listening, and speaking and apply that knowledge to everyday and professional situations.
Understand English recorded across media platforms and apply that understanding in daily life.
Gain confidence and inclusiveness by familiarising themselves with new related and existing technology
Plan – Learners utilise a flash card activity via Quizlet to understand and reinforce complex vocabulary prior to listening to the audio video via YouTube. After the video learners continue with a quiz delivered by Quizlet.
- How this technology creates an experience for learners that is interactive, meets their needs, and addresses learning outcomes.
Both YouTube and Quizlet are designed around education in mind. While YouTube can be used for other media purposes it can also be used as an educational tool. It addresses reinforcement, revision, creative and interactive learning. Quizlet also addresses these criteria but include further interactive uses, reinforcement, and assessment (Application) in line the relevant activity creation in ESL teaching. Keeping these points in mind the activity changes the behaviour of the learner, connecting learners with technology and building on existing knowledge when using the technology. Considering these applications together with the activity addresses the learning outcomes outlined in this blog.
- The learning theories you have used to apply your knowledge.
Learning theories drawn upon are connectivism, constructivism, experiential learning.
References
(n.d.). “Guide to Teaching with Technology, .” Retrieved April 04, 2021, 2021, from https://ecampusontario.pressbooks.pub/teachingtech/chapter/chapter-5-learning-outcomes/.
Humphries, M. (2021). “Coca-Cola Is Testing a Paper Bottle.” from https://au.pcmag.com/news/85621/coca-cola-is-testing-a-paper-bottle.
University, W. (n.d.). “Top 5 Benefits of Technology in the Classroom.” Retrieved April 01, 2021, 2021, from https://www.waldenu.edu/programs/education/resource/top-five-benefits-of-technology-in-the-classroom
Hi Andrew,
I have not heard of Quizlet previously, and I think this is a fantastic tool for ESL learners. I speak from experience, as in the past, I have utilised paper flashcards to improve my second language vocabulary. I lived in Germany and studied the language intermittently for eight years. I found flashcards helpful both as a beginner and as a more advanced speaker. Paper flashcards worked well for me; however, I am sure digital flashcards are even more beneficial. I actually found a research paper by Hung (2015), that confirmed language students who study using digital flashcards outperform those who use a traditional wordlist (p. 108). Your activity also incorporates a quiz which will deepen their learning even further.
I think the structure is sound, and using multiple platforms within the one activity is also effective. Introducing your learners to YouTube as a language learning tool in combination with Quizlet is an excellent way of showing them how useful technology can be in their learning. You mentioned experiential learning theory (ELT) was one of the theories you considered in creating this activity. I feel this theory is highly relevant to language learning as it encourages active participation and practice. As McCarthy (2016) states, ELT is highly involved, interactive and promotes active participation amongst the cohort (p. 96). Any opportunity to experiment and practice in a safe environment is essential in mastering a new language.
If I could offer some advice, it would be to make your learning outcomes more defined and clear to understand. According to Popenici and Millar (2015), “learning outcomes are statements of desired results of learning that are expressed in words that make it clear how measurement can be achieved.” (p. 2). I found it challenging to understand your outcomes and recommend they be written with more clarity and in plain English. Learning outcomes should be measurable and describe what the students can do after completion of the activity. Having more structured outcomes will help in the development of the learning activity.
Overall, I feel both technology choices are highly suitable for the cohort and the activity is well thought out.
Well done!
Warm regards,
Michael Herd
References
Hung, H. T. (2015). Intentional vocabulary learning using digital flashcards. English Language Teaching, 8(10), 107-112. https://files.eric.ed.gov/fulltext/EJ1079086.pdf
McCarthy, M. (2016). Experiential learning theory: From theory to practice. Journal of Business & Economics Research (JBER), 14(3), 91-100. https://doi.org/10.19030/jber.v8i5.725
Popenici, S., & Millar, V. (2015). Writing learning outcomes. A practical guide for academics. University of Melbourne, Australia. http://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0007/2296861/MCSHE-Learning-Outcomes-Guide-web-Nov2015.pdf