This document provides information about using Moodle and creating projects for language learning. It discusses several sample projects that students can complete, such as creating videos about themselves, making flashcards or chants for irregular verbs, writing spooky stories or recipes. It explains how to set up the projects in Moodle and evaluate them, including using tools like forums, workshops, and peer/self-assessment. Students' work will be compiled into an online portfolio for the teacher to provide feedback and grades.

2. Let’s get digital!
Mònica Castanyer Mora
Montse Paradeda Camós

3. • What’s Moodle?
• Our Moodle.
• Projects using Moodle.
• How to create the projects?
• How to evaluate them.

4. What’s Moodle?

5. Why projects?

6. Many advantages  ……
Autonomous learning
Learning outcomes
All four skills are integrated
Authentic tasks
Interpersonal skills are
developed
A break from routine

7. Moodle @ Projects?

8. Moodle @ Projects!!
positive
feedback -mp3
Motivating -ppt
-avi
Portfolio of
each
student
Easy to
manipulate
Evaluation Different
tools resources

9. Our Moodle
http://moodle.escolagem.cat

10. Our projects
• Me, myself and I
• Irregular verbs.
• Spooky story.
• A recipe book.
• Be an actor / Extreme weather.
• A trip to London.
• The echo.
• Answering machine.
• Avatar.

11. How do we start…
• We present the project.
• We show examples from previous
years.
• We present the new tools to use.
• Create the groups.
• Timing.
• Assessment criteria.
• Final oral

12. ME, MYSELF AND I (1)
GROUPS: 3/4 students.
TASK: Record daily routines.
GRAMMAR: ¨Simple present¨ (affirmative and negative
sentences) and time.
TOOL: Audiovisual files.

13. ME, MYSELF AND I (2)
GROUPS: Individual.
TASK: Personal description. Likes and dislikes. Hobbies.
GRAMMAR: ¨Simple present¨, adjectives.
TOOL: Glogster (digital poster)

14. Step by step…
1. Write the script.
2. Record and save the file.
3. www.glogster.com and sign up.
4. Create a new Glog.
5. Insert text.

15. 6. Upload the video.
7. Save and publish to embed the code.

16. IRREGULAR VERBS
Flashcards
Go-went-gone
Fly-flew –flown
Bite-bit-bitten
Chants
Cost-cost-cost
See-saw-seen
Bet-bet-bet
Eat-ate-eaten
Bingo

17. IRREGULAR VERBS
GROUPS: 2 students.
TASK: Create a clip with photos or pictures to illustrate some
irregular verbs.
GRAMMAR: Irregular verbs.
TOOL: Windows movie maker.

19. Step by step…
1. Students choose ten irregular verbs.
2. They either look for images or take
photos of themselves.
3. Windows Movie Maker. A new
project.

20. 5. Upload images.
6. Drag the images to the timeline.

21. 7. You can add music.
8. Save as a film in your computer.

22. SPOOKY STORIES
GROUPS: Groups of 3 students.
TASK: Write a spooky story using a wiki with given sounds.
GRAMMAR: The simple past and the past continuous.
TOOL: A wiki.

23. Step by step…
1. Download or record different sounds.
2. Join them using WMM or any other
programme.
3. Upload the sequences.
4. Create a wiki.

24. THE RECIPE BOOK
GROUPS: The whole class.
TASK: Write a recipe book.
GRAMMAR: Imperative and food vocabulary.
TOOL: www.mixbook.com / chat in Moodle.
The Recipe Book

25. Step by step…
1. We use a chat in Moodle.
2. The students write down their proposals.
3. Once the teacher accepts them, she/he gives
the pages they will edit.

26. 4. They send their recipe to the ¨workshop¨ in
Moodle.
5. The teacher creates a book for each class.
6. Students log in www.mixbook.com

27. 7. The students select a background, upload
the photos and add the text.
8. ¨Save and publish¨ to embed the code in
Moodle.

28. ORAL PROJECTS

29. Advantages
•The students can repeat the oral tasks as many
times as they want for self-improvement.
• Teachers can listen to the clips more than once
so assessment is more objective.
•Oral projects allow students to get more practice
on their oral skills.
•Mistakes can be contrasted with the students.

30. THE ECHO
GROUPS: Individual.
TASK: Listen and reproduce a transcript given.
TOOL: Audacity.

31. Step by step…
1. Teachers give the students a script and an
audio clip as a model.

32. 2. Students record and upload their oral production.

33. BE AN ACTOR
GROUPS: Pairs or groups of three.
TASK: Dub a scene.
GRAMMAR: Informal language.
TOOL: http://screenr.com

34. EXTREME WEATHER
GROUPS: In pairs
TASK: Write a piece of news and read it.
GRAMMAR: The past.
TOOL: http://screenr.com

36. A TRIP TO LONDON
GROUPS: In group.
TASK: Create a sightseeing tour. Record an itinerary.
GRAMMAR: Passives.
TOOL: www.woices.com

37. Step by step…
1. Plan your itinerary. (look for information
and images)
2. Choose a spot on the map.

38. 3. Create an echo , give it a name , add the
image and upload it.
4. Repeat the process with the rest of the
places to visit.

39. ONLINE ASSESSMENT

40. • What’s evaluation?
• Types of evaluation.
• How do we assess?
• Activities in Moodle.
• Student’s porfolio.

41. What’s evaluation?
• Continuous process .
• Improve the learning process
• Evaluation tools

42. Types
Diagnostic
Formative
Sumative

43. Diagnostic evaluation
• Function: Ensures that all learners are
sufficiently challenged and identifies student
interests.
• When: At the beginning of the school year or
before a theme of instruction.
• Instruments: Objetive tools.

44. Formative evaluation
Information on the learning process.
• Function: keep students and educators informed
of students' progress towards learning objectives.
• When: At any moment in the learning process.
• Instruments: Observations/Question and answer
sessions /Quizzes.

45. Summative evaluation
Learning achievements over a period of time.
• Function: to summarize student progress and to
report progress relative to curriculum objectives to
students, parents, and educators.
• When: At the end of a unit of study.
• Instruments: End of term exams/Unit tests/Projects

46. How do we assess?
tests
oral response
observation by checklist
class discussion
co evaluation
homework

47. Self-evaluation
Self-assessment makes the students active
participants in their education
Peer evaluation
It enables students to give each other valuable
feedback so they learn from and support each
other.

48. Online to complete the student’s
assessment learning profile.

49. Activities

50. Student’s role Teacher’s role

51. Student’s profile

52. Me, myself and I
Feedback
1. (video) Students correct two. They check that
their mates have done what the teacher asked in
their daily routines videos. Coevaluation.
2. (poster) They assess one poster by giving some
feedback.

53. The irregular verbs
Comment
The students send their clips and the teacher
adds a comment.
Choice:
Students choose the most original project.

54. Spooky story
Forum :
After having read the stories out loud in class,
students take part in a forum.
1.They suggest a grade for their own work, after
seeing others’ work.
2.They comment on a particular good point from
another wiki.
3. They suggest improvements to their own work.

55. The wheel of fortune
Choice:
Students choose the most original project.

56. The recipe The
Recipe
Book
1. Workshop:
The teacher decides:
• the number of recipes each students will assess.
• the start and the end of the submissions.
• the beginning and ending of the assessments.
• creates the self-assessment and the grading form.

57. Oral projects
Students send the audio file as a task.
Grade and comment:
The teacher gives a mark and adds a comment
about the intonation and pronunciation. The student
who wants to improve his/her mark can record it
again following the teacher’s notes.

58. Thanks for coming.
Hope to see your projects soon!
Mònica Castanyer monprojects@gmail.com
Montse Paradeda http://twitter.com/monprojects