Step 4: Classroom Implementation

You have found a promising OER thanks to your search. Now it is time for you to determine how to integrate the OER into your existing practices. What changes will you need to make? Once you have thought this through, implement the OER as part of a few lessons. Explain to the group how you chose to integrate the OER into your curriculum (1-2 paragraphs).

(Deadline November 2, 2012)

2 thoughts on “Step 4: Classroom Implementation

  1. I skyped and emailed with the teacher leading the experiment in the school. I prepared instructions for the activities. These instructions contained more information on how to get ready to do the exercise using VIEW than particular pedagogical instructions, thought it contained both types. Learners were also provided with instructions on how to install VIEW (the tool chosen to run the experiment). The documents and a more detailed description can be accessed here:

    Teachers were not specially trained for the event, but during the Skype session I had with Anna, I went through the different buttons and functionalities of VIEW (which is in fact pretty simple and straightforward).

    To my knowledge, teachers did not have to change their course plans, since we intentionally chose to work on topics that they already had in mind to work on during that week. In fact, some other topics were discarded because they did not fit in the curriculum, or because VIEW did not make them available (would need to be enhanced).

  2. Working along with Martí Quixal, he introduced me to the VIEW tool and I decided to try it out with two different groups of A-level students and the help of a colleague of mine, Miren Navascués. As we had been working on the use of the gerund and infinitive in English for the last lessons, we decided to integrate the tool into our normal class routine and prepared a set of activities based both on grammar and content about a specific text (“10 reasons why school was actually a pretty good deal”). For the grammar-based activities students had to use VIEW. In the first task they were asked to reflect upon what they had learnt about the use of the gerund and infinitive using the Colorize button, and in the second one they had to decide what verb form to use after using the Multiple choice button. There were two other tasks to work on to develop the students’ speaking and writing skills, for which we did not use the VIEW tool.
    Prior to the session with VIEW, the IT department installed the VIEW add-on tool in the students’ laptops.
    The actual session with VIEW ran pretty smoothly, and students seemed to understand really quickly how it worked.