Lab 2 (reflection)

I have to say that I have really bad bad bad experiences in schmooze. Though I had introduced this website before, not until explored deeper during the lab time, did I really get to know what schmooze is.
I really try my best to solve this mission which is like a game of treasure hunting. Unfortunately, I do not accomplish this task, because I do not know how to manipulate this hunting successfully. That is, it seems that I can never understand what to do next! This is really upset. I do follow the instructions that given to me; however, it just doesn’t wok! It’s really annoying to find that I can not move at all. I mean, no matter which direction I key in (N, S, E, W), I JUST CANNOT MOVE! Ohh~ I cannot help but complaining that this is a really unfriendly platform. Because it can only work when we key in the exact words that meet its need. This is not flexible at all. Oh, it’s really difficult for me to imagine there is one class has to deal with this unfriendly game for a whole semester.
Well, I think I have to clam down a little bit. Maybe I am too harsh to this game. But I am really depressed when I know that I actually do not accomplish any task after three hours passed by.
Ok, after complaining, I think I still have to share what I did during the lab time. First, I would like to talk about my experience in MOOrrey's bar. It takes me a long time to figure out how to order something. And the following is what I have experienced:
Iona (Bartender)
Bar (MOOrrey's)
---------------
The bar is long and high. It is made of stainless steel at one end and transforms seamlessly into polished oak at the other, traveling through marble and stone on its way there.
Iona, the bartender, stands behind the bar, idly throwing a cocktail shaker from one hand to the other while she waits for you to decide what to order. She specialises in cocktails and can make almost any in existence (as well as few of her own devising). If you know of something she hasn't come across before, she'll try to oblige by making it for you. (Common non-alcoholic soft-drinks are served by Manuel, the waiter. Just ask him about the menu...) Behind Iona, there's a large, mirrored surface along the wall, with chrome shelves covered in bottles filled with various types of drink. A
selection of cocktail umbrellas, cherries, cocktail sticks, gherkins, olives and onions lines the area in front of her. Of course, you can get Belgian beer too, as well as being able to choose from a fine selection of wines and fruit juices.
drinks Iona - Gives you a list of what Iona serves.
order from Iona - Makes Iona mix and give you a drink.
ask Iona about - Ask Iona questions.
stacy [Guest] comes along from the main room and walks in Iona's
direction. You wonder what it might order.
Haven't heard about that. Can I add it to the menu? [Enter `yes' or`no']
The bartender prepares a drink...
and hands it over to cherrielo [Guest].


And next is what I have encountered in MOOrrey's Dancefloor:
Dancefloor (MOOrrey's)
----------------------
This is MOOrrey's dancefloor, similar to most dancefloors anywhere in
the world. Just that here you can virtually meet people from all
dancefloors from all over this planet. Of course there are spinning strobes and other
special effects, of course it is rather hot, in spite of the very efficient
air conditioning. But dancefloors are supposed to make you feel the heat
of the night, aren't they? So have fun!
PS: Type HELP HERE to find out how to dance with somebody.
You see Youssou (DJ) here.
Obvious exits: MOOrrey's and Bar
Youssou (DJ) starts to play missing tou by me.


I went to the cafeteria, but I did not really have interaction with any waiter. Oh, I just couldn’t find them:
Cafeteria
---------
You see a large cafeteria that can seat up to 50 people. One large
table goes down the middle of the room, where you see people eating. Ed, the
cook, is serving food. Type 'out' to exit the cafeteria.
You see a pile of trays, a menu, and Ed here.
Obvious exits: out
cherrielo [Guest] has arrived.


Last but not least, I have to say that I did go to library. Besides, I did successfully find “Public Book” and found a poem I like. Nevertheless, I do not know how to add a poem. Oh, I promise I couldn’t find any instruction that would help me to add a poem:
cherrielo [Guest] is looking at the If I can stop one heart from
breaking in
the Public Book.
If I can stop one heart from breaking,
I shall not live in vain;
If I can ease one life the aching,
Or cool one pain,
Or help one fainting robin
Unto his nest again,
I shall not live in vain.

Hope that you enjoyed looking at Public Book.


All these above are my experiences in schmooze’s treasure hunting. To be honest, I feel quite disappointed about both myself and this platform. I thought I can achieve these goals that Mei-Ya set for us, but failed. And also, I do think that if this game can be more flexible in reading the words we key in, I believe it will become much more interesting and attracting.

Reflection on Group/Teacher On-line Meeting

Today teacher mei-ya and our group had a on-line meeting. And we share our experience of joining conferences. Since I’ve shared my experience in the class, I did not talk lot. Most of the time, I just listen to my group members’ experiences and give them some feedback.
Abby had a really good time in her conference, which was talking about webhead. I think this is a really interesting and new topic for me, so I check the meaning of webhead from Wikipedia : A webhead in the world of language learning and computer-mediated communication (CMC) as it applies to education is also a member of a community of practice (and its satellite groups) that started in 1998 with a community of language learning students called Writing for Webheads. Once the most vocal participants in the student group tended to become teachers, a session under the auspices of Teachers of English to Speakers of Other Languages.
Vercy and Christina also share their experiences. Though they did not really have a good time there because they did not think they involved in that topic enough, they still learn some precious knowledge about PBL and IBL. Ha~ to sum up, we all learn something for the meetings, whether experiences or new knowledge!!!

First Interview

Interview

※Interviewee: Pamela
※2007/4/16, 3:00 pm, in Pamela’s office, Language Center, NCU.
※After about 15 minutes chatting, the interview begins.
※About the interview: It lasts about 46 minutes; basically, Pamela and I talk a lot. Though she thinks some of my questions cannot really touch the core that I want to know (that is, she thinks those questions are too broad, without a clear focus), she still tries hard to answer my questions. During the interview, Pamela uses some words (maybe I should say some specific terms) which I do not know. It’s really nice of her to slow down and explain those words for me. But to be honest, both of us do not feel content with our interview. Pamela thinks she should say more about the courses in US. As for me, I do not think I’m a good interviewer because I do not lead my interviewee to say something that she really wants to express. And also, I do not interact pretty well with Pamela during the interview. Though I try to give her some responses, sometimes my responses are not totally relate to what she is saying. These are what I should improve!

※What’s next? What I want to do now is to make the transcript of the interview, and, try to find some main topics that I want to focus on. Besides, I think I have to find more information about what the topics I choose for discussing further. But actually, I am quite afraid that it would be hard for me to find much information. No matter what, I will try my best. If necessary, I think it will be great If Pamela and I can have second interview. Ha, so, to be brief, what I have to do now is to make the transcript first! Oh! That’s a big work to transcript a 46-minutes interview!

The Preparation for Field Project

Language Teaching Methodology
---The preparation for Field Project

Field Project Proposal
---An in-depth interview

★Interviewee:
Pamela, an English teacher in Language Center, NCU.
M.Ed. in TESOL, State University of New York at Buffalo, USA

★The way of the interview:
I am not sure it’s an hours-long interview or several short-time interviews. It depends on interviewee’s decision.

★Tentative questions for the interview:
1. Why do you want to study TESOL? And when did you make your decision?
2. What’s your motivation of studying in the United States? And why did you choose America?
3. Before you go abroad, what kind of preparation did you make(like the exams for GRE, TOEFL, etc.)? How did you select your school?
4. How is the school? And how are those courses? Do you really enjoy the courses? Could you name some courses that you like? And why do you like them?
5. Is it possible for you to name some teachers or some courses that influence you the most?
6. Among all you acquired in the United States (knowledge, culture, …..), what’s the most precious part for you?
7. Could you share some interesting or meaningful life experiences (events) that you encountered in the United States?
8. What kind of teaching method do you prefer in your teaching?
9. Is it hard for you to apply what you learned in the United States to Taiwan’s teaching / learning environment? (Because we know that Taiwan is exam-orientated)
10. For students in Taiwan (especially for students in colleges), what kind of problem do you think is the biggest when they are learning English? And is there any teaching method can solve this problem?
11. Do you think the learning resources for TESOL are rich enough in Taiwan?
12. Do you recommend the students who are interested in TESOL study abroad?

★(Tentative) How to present this field project?
I will record the whole interview but I will not transcribe all the conversations because I do not want my field project is just an interview transcription. That is, I will use my own words to describe the interview, and quote some Pamela’s words. But I will still put the emphasis on what Pamela actually says.

Authentic Experience

Authentic Experience
An Online Presentation in Tapped In


Title: Teachers in Training

Start Time: Apr 13, 2007, 9:00 AM, Taiwan [GMT +08:00]
Duration: 1 hour
Leader: Dianne L. Allen
◆The summary of the presentation:
In this presentation, we discussed the topic about how to help the students who are really not interest in learning and interacting with others. And also, one of teachers mentioned that she did not know how to do things well (she is a new teacher in that school), and she did not who could she turn to for help. Besides, we tried to know how to be a teacher in another state (in America). What’s more, we also talked about some education policies and learning program in America.
◆The Experience of join this presentation:
From the title, I thought it’s a meeting which can train teachers to be more successful in their teaching. However, when I got into that room, I found that people were asking some questions they had encountered in teaching. Before long, I understood that the “training” here not specifically referred to tell you the way of teaching; instead, it provided a platform for teachers (or teachers-to-be) to share their problems. That is, you can know others’ opinion about your problem.
Frankly speaking, I did not have a good time during this meeting. I think the main reason to account for this is that I am still a student, not a teacher now. So, it’s quite hard for me to give them established advice. And since most of them are teachers in America, they have the same issues to talk about which are difficult to understand if you are not in that teaching environment. What’s more, my English typing is not fast enough to catch up with them. I think that’s partly because that I think too much before typing. I mean, I was trying to not to say something in formal to show my sincerity in this presentation. But after this meeting, I think my “sincerity” is not really necessary because it would make me become totally n silent “observer” in that presentation. That’s really upset.
Though my first Tapped In experience is frustrating, I understand this is the stage I have to overcome. Just as Mei-Ya says, things will definitely getting better if I am a regular visitor of Tapped In, and try to make more friends. And I really hope that I can meet some friendly friends there and learn lot from presentations.

A Website in Ch 7(CALL Essentials)

Ch7 Content-Based Instruction


“MuseumLink's Museum of Museums”
Ha, this not a tongue twister. It's the website I am going to introduce to you!
We all know that some news websites such as CNN, BBC, USA TODAY, are considered “news” content-based website. And “MuseumLink's is a “museum” content-based website which provides almost every museum’s website. This is really special!
Students can understand the content necessary to have a successful journey to museums.


*First contact: when I see this website at the first sight, I think its homepage is not complicated as I thought! Its homepage has clear classification of all information you may want to know, so you will not get lost among those museums.

*try to explore: before long, I find out the museums which are introduced in this website mainly focus on America and Canada. Because there are two specific and links for the two countries. Because I just visited Toronto, Canada, last summer, I click the link at the once. Then I am so delighted to know that I've already visited some museums on that list. I've been to The Art Gallery of Ontario, I still remember I went there on Wednesday because after 5pm on Saturdays are free! You know, the most important thing for a backpacker is to cut down your budget!
(oh, it's the pic I took in AGO! notice the wall!!)

It's a pity that I did not really visit ROM, because The Royal Ontario Museum was under-construction (for establishing a new appearance!). So, I just passed by ROM for several times; instead of going in there. Actually I also paid a visit to another museum in Toronto which is not on this website's list. That is Beta Shoe Museum. It has a rich collection of every kind of shoes, from the ancient to modern. I also had a good time there. It seems that Beta Shoe museum has no website, because I really cannot find it. Oh, if you find its website, please let me know!
Then, I click “international museum links.” Since there is no “Taiwan” on the list, I have no choice but see China’s part, only one museum which I do not know at all. Then, I try to see “England” part because I've been to London two years ago (do you still remember the bombs which are placed in London by terrorists? That's right! I was there when London was attacked by terrorists. Well, that's another long story; maybe I can share with you later. Among the museums on the long list of England, I am so glad that I've been to The British Museum, The National Gallery, The Victoria & Albert Museum. Doubtless, I have sweet memories about these three museums.

(see!! it's the bookplate I made in V&A museum! Do you see my name on it? )

*I think (my brief conclusion): though not all museums in the word are introduced in the website, I still recommend that everyone should see this website. Even though you have little interests in “museums”, you can also take this website as a window on the world! I mean, it's a good chance for you to know more about every country's culture and heritage! I am not sure whether this is an excellent contend-based website or not, but I,m really fond of this website not only because it makes me think of those great memories but also lets me know there is another culture-friendly website!

A Website in Ch 4(CALL Essentials)

Ch4---Communication and Collaboration

The goal of chapter 4 is “communication and collaboration.” Though there are good websites I can introduce to you in this chapter, such as Tapped In, I still want to recommend “Monster Exchange.” And I would like to briefly analyze it for you.

※Goals: Encourage the development of reading and writing skills while integrating Internet technology into the classroom curriculum.

※Presentation: Classrooms from a variety of schools worldwide are paired together; the students in each classroom are split into groups, each of which designs an original picture of a monster. The students must then write a description of the monster. The partnered classes then exchange their descriptions via e-mail and the Internet. These students are then challenged to use reading comprehension skills to read the descriptions and translate them into a monster picture. The true challenge involves creating a redrawn picture as close to the original picture as possible without looking at the original and using only the written description of the monster. The written descriptions, original monster pictures, and redrawn monster pictures are scanned and uploaded to the Internet using the browser-based Monster Gallery Builder. The Monster Gallery Builder is entirely form-based and does not require the teacher or student to know any HTML code. The Monster Galleries are then published, and feedback is provided via e-mail.

※Appropriateness: I do think the website is really helpful! Not only learners but also teachers/parents are provided clear and useful guidelines in manipulating the website. And every link is quite specific related to what learners may want to know.

※Outcomes: Learners can practice the ability of writing and reading by figuring out what others’ monsters are and creating their own “monsters.” In other words, learners can learn from this drawing and get to know others’ drawings.

※Evaluation: Basically, there is no formal and strict evaluation in the website. But we can know how much students learn from checking the correctness of their monsters. I mean, we can judge students’ learning by their understanding of others’ descriptions and monsters which are created by them.

※Notes: In the link of “kids’ stuff”, there is another great link named . You can find six interesting websites for English learning. Be sure to visit them when you finish discovering how amazing “Monster Exchange” is!