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Editor's Notes

1. Ask audience
2. Context - Zayed University - male and female campus - AUH and DXB Female class with 21 sts Bridge Program - Academic English Click next slide
3. In the last 2 years, Zayed University has undertaken a transformation through mobile teaching and learning. Teachers and students in the bridge program and also first and second year courses in the university college are now using iPads as tools in teaching and learning. Click next slide
4. Study - Observations noted in self-reported journal - ongoing reflective practice which informed next classes or future learning design Me = more awareness and more formative reflection on teaching and learning with iPads Click next slide
5. Action research Thematic Content Analysis - highlight themes and trends from self-report journals Click next slide
6. This presentation will focus on creation with the iPad and the change in three key themes that arose in the analysis 1. learning products 2. academic writing 3. language learning Click next slide
7. Ask for two ways ONLY
8. Pre task - explores topic, interest generating, student driven language preparation Task cycle - students do - teacher facilitates - active language learning - prepare and plan to report to class Language focus - be aware of language - teacher driven reflective task - practice of new language!!!
9. Overall is in bold
10. Remember to link back to creation Creating easier on iPad - camera - editing - writing - researching - create products - export then import into next app Bringing the outside in - doing the work wherever - all tools there with them - creating on the go No stats - but longer attention on work - greater engagement with small activities within the long task - overall more enthusiasm for this work compared with traditional teaching of IELTS academic writing - creating a series of products - always capturing their attention
11. Remember to link back to creation The process of the activities in the long task - workflow where students constantly created the products Products - Brainstorming - vocabulary log - survey - Analysis video - writing task 1 Each fed into the next - language was recycled and accuracy was checked alongside fluency
12. Remember to link back to creation Pre task - task cycle - language focus (reflection) Each step sts recycled and gained greater fluency and accuracy in the learning design,
13. Often teachers see the process and the product as two separate learning strands - I have spoken to several teachers who seem them as distinct, like apples and oranges. but often the process can be the creation of a learning product in itself and the creation of a learning product can be a process. Within TBLL, the learning process as a whole was creating a learning product - the task and the many learning products made within - flashcards, survey, evernote vocab logs, video, transcript, task 1. But of course the end product is also a learning process, one that was underpinned by TBLL and second language pedagogy.