常用的英文教學軟體與資源

CAI(Computer Aided Instruction）電腦輔助教學，現在的英文老師可以在網路上找到許多的教學資源和輔助工具。很多工具是『不說不知道，知道了嚇一跳。』善用的話對自己在教學上能有很大的助益。

以下介紹常用的英文教學軟體與資源

CAI(Computer Aided Instruction) 電腦輔助教學，網路有許多免費的資源可供應用。不怕沒有可用資源，只怕找不到。看到不錯的網站就加上來。

製作數位繪本 http://storybird.com/

將音檔切割或轉成wav或mp3：GoldWave Digital Audio Editor：http://www.goldwave.com/

製作各種題型的網頁練習 Hot Potato
http://web.uvic.ca/hrd/halfbaked/

批改作文的工具 Markin
http://www.cict.co.uk/software/markin/

英文詞彙知識庫（包含同義反義近義上下位詞）
http://wordnet.princeton.edu/

英國國家語料庫 BNC
http://www.natcorp.ox.ac.uk/

英文詞表

大考中心高中英文參考詞彙表（鄭恆雄教授主編約6千詞分成6級）
www.ceec.edu.tw/Research/paper_doc/ce37/1.pdf

General Service List (2000 words) by
http://jbauman.com/gsl.html

university word list (808 words) by Xue and Nation
http://jbauman.com/UWL.html

Academic word list (507 head word) by Averil Coxhead
http://www.vuw.ac.nz/lals/research/awl/

閱讀與聽力資源

BBC Learning English 6分鐘學英文 http://www.bbc.co.uk/worldservice/learningenglish/

Interesting Things for ESL Students 用很多東西，現很多英語小遊戲
 http://www.manythings.org

English Trailers用電影預告片學英文 http://www.english-trailers.com

VOA Special Englishhttp://www.voanews.com/specialenglish/

English Teaching Forumhttp://exchanges.state.gov/education/engteaching/eal-foru.htm

CNN 聽力練習http://literacynet.org/cnnsf/archives.html

托福聽力練習http :// www.esl-lab.com/i ndex.htm

口說練習http://www.speak2me.cn/

親子學英文 http://www.starfall.com

唱歌學英文 http://www.tritishcouncil.org/kid-songs.htm

環保學英文 http://www.tritishcouncil.org

圖片引用 http://paraibaparadise.com/come-to-jp/living-in-joao-pessoa/work-and-education-2/teaching-english-learning-portuguese/teaching-english/

Journal of Virtual World Research

Official website :http://jvwresearch.org/

學術研究的世界大多時候讓人感覺沉悶，但其實還是有很多有趣的研究正在進行。比方說這個期刊，主要是針對虛擬世界（virtual world）上的人事物進行討論，如線上遊戲、Second Life、魔獸世界等內發生的事物，都在討論的範圍內。

我們可以相信，研究者在虛擬世界所做出的真實研究嗎？

不同的研究者帶著不同的研究問題進入這個虛擬世界，他們得到了甚麼不同於真實世界的發現？

有興趣的人，不彷自己進去看看吧。

another related website:learning in a virtual world

關於遊戲研究的網站

DiGRA is the association for academics and professionals who research digital games and associated phenomena. It encourages high-quality research on games, and promotes collaboration and dissemination of work by its members.

ARVEL SIG Applied Research in Virtual Environments for Learning

schome - the education system for the learning age.

• SIG report: evidence of games, simulations and virtual worlds changing practice  

研究網路現況的網站

The Pew Research Center is a nonpartisan fact tank that provides information on the issues, attitudes and trends shaping America and the world.

Toward a Dialogic Theory of Learning :Bakhtin's Contribution to Understanding Learning in Settings of Collaboration

討論 Bakhtin的對話理論用在，CSCL(computer support for collaborative learning)電腦輔助合作學習上的討論。

人在與他人的互動中獲得學習，而這個"互動"最常見的例子就是口語與書面的表達。

舉例來說，如果我透過這個blog（computer）工具（或者可稱為環境或平台），與他人進行互動，在這個互動過程中獲得我以往並不知道的事物，這樣也是一種知識的習得。當然，如果與這個"他人"對某種議題進行複雜或是深度討論，這樣在這個過程中（collaborative learning），兩個人都可以在對話(dialogicality)中學習到新的知識。

Mikhail Bakhtin 巴赫亭，Bakhtin 主要的著作可分為六大主題，主題各異。其中三個基本概念橫跨在各主題之間。

1."紛異性" (разновидность ) 強調事物的多層面性、多義性、多變化性，能產生的創造和動力。
2."對話性" (диалогизм) 人認知與求真的過程，是經過自我意識的直悟省思和外在世界感受間之相互差距下而產生。這個差距是自我的意識藉由語言話語的紛異性不停地與他人意識或是外在世界觀呈三角關係相互拉距，互相批判否決，故曰對話。
3."非完全化傾向" (незавершённость/) :當事物完全化後，成為完整無缺的整體，不容添增補減，它將成為死氣沉沉的僵硬體。為了謀求思維主體上絕對的自由，人們經由對話手段，允以事物紛異性的態度，讓它不斷地演變成長。因此最重要的便是拒絕成規化，否定狹隘的定義傾向性，達到思想的非完全化。(meaning for Bakhtin is always constructed locally and is situationally determined),

其他名詞

Neo-Piagetian Theorists：接受Piaget的部分理論 認知發展階段 強調認知發展的科學或邏輯層面，採用與Piaget相同的作業，保留部分的平衡概念。後形式思考(postformal thinking)：個人能夠確認思想的開展和演進；可操弄各種決策選擇以及對問題的多元答案。

Transactionalism:互動的觀念起源於Dewey與Bentley(1949)。互動意味著『環境、個人和行為模式的交互作用。』

Reference

http://tw.myblog.yahoo.com/cq-tata/article?mid=4&prev=6&next=1
圖片來源：http://russianway.rchgi.spb.ru/bakhtin.html　

Stanford on iTunes -itunes.stanford.edu

Download courses, faculty lectures, interviews, music and sports.
Play on your iPod, Mac or PC, or burn a CD.
Stay Connected anytime anywhere.
Experience a wealth of learning from Stanford.

所有與 Stanford 相關的資料，包含課程，科系介紹，校內演講，學生活動的podcast都開放免費下載。呼，賺很大，賺不用錢。

或許，未來的學習型態真的會有很大的改變吧。

Learning as a social activity: Learning 2.0?

關於Knowledge 2.0 – tensions and challenges for education.這篇論文的一些討論。

web2.0 （圖上）出現後，原本在web 1.0上的數位學習思維也跟著改變。因此提出了所謂Learning 2.0 （圖左）的說法。

論文中舉了一個由原本web1.0轉型為web.20學習網站的例子。Connexions(a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute)

作者在論文中的觀點web2.0 和 web1.0最大的不同是web 2.0 強調使用者參與的部份，帶來許多新的教育面的可能性。（Goals of web 2.0 are participation, communication, knowledge construction and sharing of practices as ends in themselves. Participation is the point!）

作者也提出一些這個想法實際運作上會發生的問題。

"Bonderup Dohn says:Relationship between technology and human needs and activities is a dialectical one – resulting in contradictions and tensions.Harnessing web 2.0 for educational goals will change these internal purposesThere is a tension between educational goals that focus on the individual and their development and the dynamic, open –ended and distributed characteristics of web 2.0 interactions."

這些問題在實際教學運作上得確是問題，web 2.0原本指的就是技術而已。要套在教育上本來就是需要調整作法，而衝突換個角度想其實也是屬於教育的一部分，就是看帶領者如何引導學習者思考。作者在文中也提到。

"Putting it bluntly – too bluntly, perhaps – participation in Web 2.0-practices is for the sake of qualifying the participation in them, whereas participation in educational practices is for the sake of qualifying to get out of them."
其實從技術觀點看Learning 2.0 會單純的多，就是當ICT tools 的所能提供的功能越多，使用者能受惠的可能性就越高（affordance),在這個角度下web 2.0就很明顯只是Learning2.0的一部分（如左圖）。該思索的應該是，人們如何在這樣的環境下讓學習效能最大化。

從這個角度再回到web 2.0 的討論上，以知識習得（knowledge acquisition）為目的來看學習的過程，就不難發現為什麼作者用web1.0 到 2.0來對比人的學習過程。從個人知識建構（Piaget）到社會建構（Vygotski）的過程。網路所能提供的支持（scaffolding）也是目前所有的ICT tools中最大的。

Piagetian-inspired construction of mental representations and schematas (Piaget, 1950), to Vygotskian inspire dinternalization of socially mediated knowledge (Vygotsky, 1978).

可能給予的幫助最大，可能發生的危險也越多，ICT tools 永遠的雙刀兩刃命題。

Microsoft 幾個和web2.0 相關的網站:
Photosynth: http://labs.live.com/photosynth/
WorldWide Telescope: http://www.worldwidetelescope.org/
Tafiti: http://tafiti.mslivelabs.com/
PopFly: http://www.popfly.com

相關資料
What is Web 2.0?
Form web 1.0 to 2.0
Results and analysis of the Web 2.0 services survey undertaken by the SPIRE project

oxford 所做關於web 2.0的專案報告
Vocabulary:epistemology (知識論)

Reference:

Learning 2.0 meets Web 2.0:http://blogs.technet.com/rgode/archive/2008/05/21/learning-2-0-meets-web-2-0.aspx
http://jerry_cheng.blogs.com/view_points/2006/06/on_affordance.htmlhttp://www.sirsidynix.com/Resources/Pdfs/Company/Abram/OLA_Learning_2.0_2008.pdf

Self Learning「English」 自我學習 英文資源

pic from http://www.walkourtalk.com/

HOW DO YOU LEARN ENGLISH? 作者整理了網路的學習資源，以及一些中文書單，內容十分詳盡。


Centre for Independent Language Learning
這個網站的目的就是在協助"Independent Language Learning"的概念並給予相關的資源輔助，進入網站後可以How Can I Learn English on the Internet?這篇文章，看一下作者的想法和作法。

英文文法

Grammar Girl（作者中文翻譯書籍：文法女王：無痛升級學習法 蜜妮安．福格蒂）
http://grammar.quickanddirtytips.com/

Daily Writing Tip
Whether you are an attorney, manager, student or blogger, writing skills are essential for your success.

Oral Presentation Skills
This link takes you to a web site designed to help students plan and deliver academic presentations. The materials include lots of video examples of students giving presentations. Have a look at this site and use the relevant sections to help you prepare for the assessment task in the last week of the course and any presentations you have to give on your own courses.

Michigan Corpus of Academic Spoken English

This link takes you to the MICASE concordance search. This allows you to see how words are used in various contexts - in this case, spoken academic contexts. Read the information and then search carry out a concordance search for various reporting verbs you are interested in. For example, compare the uses of *say/said* and *claim/claimed* . Which are most commonly used? Are there any differences in the grammatical structures in which these verbs occur? Post your findings in your group's discussion board on the Blackboard site.

Academic presentations (UEFAP speaking)
This is another web site with information and advice on preparing and giving academic presentations. Open the link and go to 'Presentations'. Have a look at the information and exercises on the language of presentations and using notes.

Learning with ICT in Higher Education-Observation

課堂一開始的活動是（約10 mins），每個人兩張紙條（便利貼），一張寫學生如何學習、第二張寫哪些 ICT 工具能協助學習。

然後將所有紙條分類貼在牆上，所有人一起看大家的意見。

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結束前的活動是3 groups:

1.Technological tools as mediational means
2.Relationship between formal and informal practices
3.The design of learning spaces

然後分組討論加報告

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Reference
http://www.soton.ac.uk/isoton/
pic from http://daphneshao.net/rmitblog/?p=75

Teachers.tv

一個實用的線上學習網站資源和內容都非常豐富

錄製的品質也很好，似乎是一件公司負責主要錄製的，
可惜內容無法使用嵌入放在一般的網頁上。

這個模式很適合擴大應用啊，畢竟好的ICT內容實在不多。

What do we mean by learning? classroom learn 2 papaer

http://ortals.wordpress.com/

A holistic approach to understanding teaching and learning with ICT

"Computer-based technologies can be powerful pedagogical tools-not just rich souces of information, but extensions of human cppabilities and context for social interactions. Bransford et al. 2000 , p. 218"

It is clear that we can form this paper

On the technology side, the continuing trend is for computers to get more powerful (became more cheaper now), for software to do more—and do it better,meanwhile,Laptop became more available along with an increase in wireless connectivity and for students , they can access to more information and get benifit from ICT environment.

On the teaching side, the challenge is incorporate ICT securely and effectvely in student's pratctice and to develop their pedagogic repertoire. For more and more of teaching situations, using ICT is an smart way of teacher's working day, and has become an integral part of how teachers teach.(ie in this paper: video,graphic calculators,e-mail,iCT suite-Microsoft office software Excel, Powerpoint , Web 2.0- blog)

e-portfolio

e-portfolio 嗯，就從這裡開始吧。

form Patrick



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published in Educational Technology: an Encyclopedia to be published by
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October 2007)
Barrett H.C. (2002) “Pedagogical Issues in Electronic Portfolio
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http://electronicportfolios.org/portfolios.html#pubs (accessed 19
September 2007)
Barrett, H.C. (2006) “Using Electronic Portfolios for Classroom
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