The material I choose is http://www.wellesley.edu/Chinese/Chinese_Fables/title/title_page.html
Quality of Content:
1. Does the software present valid (correct) concepts, models, and skills?
The software present correct concepts, but the models are too boring and dumb, and the skills required from level 3 Mandarin Chinese are too hard.
2. Does the software present educationally significant concepts, models, and skills for the discipline?
Yes, this software present educationally significant concepts, it is good to learn proverbs. But the models are only characters and audio listening and some online exercises. If there are more video , it will be easier. And the skills are much above level 3 Mandarin Chinese, so it is too difficult for high school students.
Potential Effectiveness as a Teaching-Learning Tool:
1. What stage(s) in the learning process/cycle could the materials be used?
1. Explanation or description of the topic/stating the problem
Since this topic is more about Chinese culture and the amount of vocabulary requirement is high, so it is more designed for college students and university students.
2. Demonstration of the curriculum/exploration of the problem
This topic is too difficult, so if I use it in my level 3 Mandarin Chinese class, the students will be attracted by the picture first, but then we will feel they cannot understand the audio speaking in oral Chinese. It still needs me to design my own ppt to explain it.
3. Practice using the curriculum/analysis of the outcomes from solving the problem
So the only way to solve it is to use it as an introduction, since there are more English introductions here, then I will use my own ppt to teach the proverbs.
4. Applying the curriculum to "new" problems/application of the outcomes to other problems
There are more things I could use from this material anyway. Especially when the students want to know the significance of learning the proverbs.
2. What is(are) the learning objective(s)? What should students be able to do after successfully learning with the materials?
The learning objectives include three aspects. First, they understand the general meaning of this proverb they learn that day. Second, they can understand the oral Chinese after learning this proverb. Third, they can retell this story in oral Chinese, and use it in daily life. So these are what the students should be able to do after successfully learning with the materials.
3. What are the characteristics of the target learner(s)
The characteristics of the target learners should :1) at least be level 3 Mandarin Chinese learners, 2) who have very good listening skills , 3) have large amount of vocabulary, 4) who are minor major in Mandarin Chinese and feel interested in Chinese culture
4. Does the interactive/media-rich presentation of material improve faculty and students' abilities to teach and learn the materials?
For college students, it help very well, and for the students , it is also good. They can use it to practice listening skills and do exercises out of class.
5. Can the use of the software be readily integrated into current curriculum and pedagogy within the discipline?
No, for my level 3 students, this is too difficult, so I cannot use this software.
6. Can the software be used in a variety of ways to achieve teaching and learning goals?
Yes, it can be used in a variety of ways, such as if we want to do a project about Chinese proverbs, maybe I will show them these proverbs, then let them to choose according to their interests at first, and then design their own projects. This can also be used to teach those who love Chinese culture, and teacher can use oral English to explain the pictures and stories.
7. Are the teaching-learning goals easy to identify?
No, the teaching-learning goals are not identifiable there. They don’t write their goals there, so different persons will have different understandings about their goals.
8. Can good learning assignments for using the software application be written easily?
Not really, but depends. As I have mentioned the target learners are not for high school students. So if they use it for college students and above, then good learning assignments are already there now, and also for the culture lovers, there will be easily to write the learning assignments.
Ease of Use:
1. Are the labels, buttons, menus, text, and general layout of the computer interface consistent and visually distinct?
Definitely, very distinct. And everything there is very neat and organized.
2. Does the user get trapped in the material?
Yes, a little bit get trapped. There are some buttons didn’t give clear instructions. So I have to try several times to figure it out.
3. Can the user get lost easily in the material?
For me, no, since I am a native speaker, but for second language learners, possibly will get lost.
4. Does the module provide feedback about the system status and the user's responses?
No, I don’t notice they have this now.It seems like they have already published this software to use.
5. Does the module provide appropriate flexibility in its use?
No, there is not flexibility.Everything is already set up.
6. Does the learning material require a lot of documentation, technical support, and/or instruction for most students to successfully use the software?
I think so. Since there are many new words, and deep understanding about the meaning behind culture, so for most students they need instruction and documentations to help.
7. Does the material present information in ways that are familiar for students?
Yes, I think they present information in ways are familiar for students. They present by pictures, words, multiple choices, listening audio materials, etc..
8. Does the material present information in ways that would be attractive to students?
No, it will at first attract students for a little while, but because the content is too dumb and boring, so unless there are some quizzes and requirements in course to let the students do this exercise, otherwise they will feel boring.
Labels: CEP811, Evaluating, Melort Resources, Miaomiao Cui
