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Resource Number 15

URL http://www.glogster.com Keywords digital storytelling, writing, creative, multi-media posters, web quest

Glogster
Category V Digital storytelling Rationale

The traditional text-oriented teaching/learning cannot offer a global vision of the learner's needs. As educational landscape is constantly growing, also the incentives need to be multifarious and creative. Glogster format offers possibility of engaging students actively in composing texts and searching for additional material, fosters teamwork and collaboration with classmates and develops student's ability to reflect critically on their own L2 experience which are the core necessities for making progress in L2. The rational for using this tool, and simultaneously its greatest benefits, are: To improve students writing skills. To show creativity. To express their personality. To encourage research by helping students invest in issues and engaging them in dynamic, interactive processes of learning. To reinforce connections between teacher student lesson content and improves communication. To lowers students constraints and inconformity related with productive skill. It is a proved fact that some students prefer to share their digistories rather then reading them loud. To promote classroom discussion, community awareness, global awareness, and a connection between what students do in the classroom and the wider community. This tool utilizes audiovisual aspects to support a learner's digital text-based product and allows a professional result that a learner can feel proud of displaying, even if their writing skills are limited. Its enjoyable format also helps enhance students motivation to learn languages by using an active learning tool. Description In today's digitized world, visual storytelling is an important classroom tool popular as well for its affordability and accessibility. Glogster is a tool that offers creating posters to express information. Glogs are in fact multi-media posters that can include text, images, video or links to additional web resources that relate to the topic. For the classroom usage the possibilities are boundless. Teachers can create glogs for their students to use and students can make their own to present their school work, present themselves and their project creatively. Teachers or students themselves can link to websites that contain valuable information. Videos and graphics can be embedded right into the glog so the information is neatly in one place. They can express an event in history, information about culture events, or L2 related concepts and many more. Each contribution in the glog needs to be structured in order to provide valuable information, but should present them creatively and allow self-expression. For teachers it is a valuable and versatile tool that can be integrated in diverse areas including not only languages but as well other curricular field (science, history, art, music...). Other advantage relies in improvement of student-teacher relationships by allowing both to explore Web 2.0 and learning concepts together. Use of Glogster in the classroom for producing personalised and original text-based results keep teachers and students up to date with modern technology in a very amusing way.

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The project Autonomous Personal Learning Networks for Language Teachers has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Resources required No special equipment to use this tool is needed. Obligatory resources Desktop computer or laptop Internet browser and connection Optional resources Printer if required Cost Free Setup and Configuration Registration is required. An account has to be found choosing Username and Password. After logging in you can start using the platform easily. Results can be embedded in a blog or wiki or other web page, or either shared by email.

Styling The website is very simple and user-friendly. Its an easy, clean way to present information. In the glog, you can change the background, add graphics, add music and videos, and create text. You can use graphics from the programme, or to upload your own pictures. You can also upload images and video from your computer, or link right from the web. Each graphic, video, or text can also be easily edited by clicking on it. They can be rotated, resized, and moved- or the font and colour can be changed. You can also create hyperlinks with the graphics. Navigation and operation Navigation is intuitive and as a mature tool is normally reliable and consistent. The main window is clearly-organized and the icons visibly marked. By clicking on Enter here! you can start choosing the outline of the comic and filling in. No special IT skills are required. This ease lowers barriers caused by unfamiliar e-environment and concentrate on the result. Once you have finished, you click on save and the glog will be saved to your profile. You will also receive a link so you can embed it in a blog or wiki or other web page, or share it in an email.

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The project Autonomous Personal Learning Networks for Language Teachers has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Implementation methodology The entire process of digital storytelling consists of three phases: (1) pre-production, (2) production, and (3) post-production. Teaching/Learning ideas: Reflect on a particular life experience. Express opinion on certain topic. Illustrate a language problem. Gather vocabulary illustrating with examples. Talk about family, present hobbies, likes and dislikes. Draw attention to a local or national events, cultural life, social trends. Deal with a topic or problem given which might be personal or wider social. The results can be printed or emailed, and/or placed in the classroom. Another possibility is to select the best comic between all the students and place them on the school websites or school magazine. Example of implementation Type of lesson: General English course Level: B2 of CEFR Lesson Title: Travelling in the past: Age of Discovery Age group: Young adults (aged 18 - 21) Number of students involved: 18 Duration: 90 min. Introduction: T presents the content and aim of today lesson to use the glogster format to reflect on travelling in the past. Lead-in: T asks SS about travelling in the past, their ideas, differences, constraints, etc. Modelling: T presents to SS the new resource showing it on a projector screen connected to a PC with Internet access. As an example, T shows SS how to set an account and create a glogster. T produces a sample multimedia poster using the widest range of options for designing the glog to give them a clear idea of how to work with the application. Task: In the lesson, or as homework, SS are to create a glogster poster introducing some aspect of travelling in history, including photographs, videos and solid topic-related information based on research of websites. The task can be carried out either individually or in groups. Lesson flow: SS following Ts instructions to produce a glogster poster based on the outcome of the previous researching stage. They choose object, videos, audios and text which they would like to use in their piece of work. After this, they email their results to Ts email address. Output: T receives to his email account SSs glogs and comments on them in the next lesson. Follow up: As a final step, the result can be shared by email, embedded to a website or blog or seen directly in the screen. In the classroom blog, results can be compared and commented using e.g. Audioboo programme (audioboo.fm) which can be embedded to blogs.

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The project Autonomous Personal Learning Networks for Language Teachers has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Useful tips . Students can browse for videos in the platform You Tube.

This Factsheet is licensed under the Creative Commons Attribution-NonCommercial-Share Alike 2.0 License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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The project Autonomous Personal Learning Networks for Language Teachers has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.