20 November 2018

Quizzing with AI

I look out through the window pane, through the rain, through the neon flashing lights,  at the sleeping city below me. I should be asleep as well, but....

There is still a test to write for tomorrow. Another cup of tea, another glance at the rain drenched urban night.  Fresh ideas for a test elude me. I stare impatiently at the blank screen, struggling against the tiredness which seeps though me. Flickering light from the outside reminds me that I must complete this task before tomorrow. Tomorrow.... 

Where is my test? What format shall I give it?

The rain continues and my screen remains blank.

For the record, none of the above is really factual - I neither live in a big urban centre nor do I leave assessments to be written at the end of the day. Nonetheless, I do remember times,  when, at the end of a busy day, I still had to write a test/quiz for that particular week. For that purpose I needed to set aside quiet time, revise what I had written, tweak, correct, consider the degree of learner achievement, the degree of challenge, purpose of the quiz, timing of the quiz and so forth. 

Does any of that sound familiar to you? And if so, have you ever wished that you could sit at the screen and somewhat magically, a quiz would write itself? Enter Quillionz

Quillionz is a tool to create quizzes with the aid of AI. 

As with most digital tools you need to sign up and then simply begin "designing" your test or quiz. 

For the sake of testing it out, I chose parts of a random text from Georgia O’Keeffe on the Art of Seeing and below I include images of the steps and the final result. 

There are 4 steps:

1 - Selecting content which pasted into the Quillionz interface (slide 1); you then have the choice of the pull down menu to indicate which field of study the test belongs to (i.e. science, history, humanities and so on); at the bottom of the screen you will have feedback on whether there are enough words to create the test and then the choice to proceed or not. After submitting the content, you are given the choice of key words taken from the content you provided.

2 - Once you have included a title to the content, Quillionz will indicate whether the content needs tweaking ; there will be a "content readiness meter" at the bottom of the page; there will also be suggestions on the right hand side, in regard to what needs or should be corrected; in this particular case, sentences were too lengthy and there were suggestions to replace pronouns.

3 - The "content readiness meter" of my content was only at 35%, and Quillionz proceeded by informing me with a pop up screen, that I needed at least 90% readiness. Nevertheless, as this was only a test, I continued.

4 - In the last image, you can see that  17 questions which were generated - this took a couple of minutes; 1 question was a short answer,  5 questions were based on a multiple choice format and the rest of the questions were recall questions. There is also the possibility of checking variations of some questions, should you want another type of question.

Finally, you can save the quiz to your dashboard and export the quiz:

I have yet to test Quillionz further and see up to which point it may or not be of practical use (for my teaching contexts).

Nevertheless, I do find it interesting how digital tools are developing and the introduction of AI into educators' practices, in this particular case, the practice of writing quizzes for learners.

What has your experience with AI and testing been like?

19 November 2018

The Environment, Recycling and Infographics

One doesn't need to travel far to become aware of how shifts in climate are affecting local residents and travelers around the world. From soaring temperatures to droughts and extreme weather phenomena, rarely a day goes by when environmental shifts don't hit the news. 

Discussing the environment is also not novel in many educational contexts. What I do find however, is when presented with the topic of the environment, students fall back on ready made answers almost, without actually thinking through possible solutions and outcomes. There will often be a reading text and reading comprehension questions, with perhaps, some light follow up activity. Little critical thinking is required and often, learner attitudes express boredom and ennui (they have heard it all before). 

Being able to think critically, without studying for an exam, is a need which is not new either. Achieving on exams, is precisely that - the skill to achieve on an exam. On the other hand, being able to "do', to think through problems and find possible solutions to the problems outside the classroom, is an imperative which needs to be practiced in classrooms - one that has become even more pertinent with the shifts that digital tools and the spread of the internet has enabled all learners today. 

Here on the left hand side, is a chart resulting from a business survey from 2015 (The skills agenda: Preparing students for the future ).  Problem solving, team-work, communication and creativity continue in the top league of the chart - results which one can find in many such surveys which are regularly published. 

One way to to avoid this simplistic regurgitating of environmental solutions and further cliches of how best to protect the environment, is to have learners in small groups and have them actually find solutions under determined themes.  Working in small groups, learners are indeed engaged in the 4 skills above mentioned, as they need to express their ideas, listen actively to their group members as well as contribute towards their group's discussion. In other words, effective team work will (hopefully) result in a more realistic and creative approach to problem solving. 

Below is an infographic as an example with how environmental topics may be presented under certain themes:

Without presenting this example initially,  to students, teachers may divide students into small groups with a particular theme (as in the example above) and have them then present their findings and possible solutions in an infographic - visuals create a stronger impact on audiences and by creating a visual artifact expressing solutions, keeps learners more actively focused on the task. These infographics can then be printed and posted on the classroom wall, or included in a class blog. The final activity could be a class discussion and reflection on what learners learnt, how they experienced the team work process and what in fact they will be doing for environmental protection in their day-to-day lives. 

Sketches from Tomin on Vimeo.

16 November 2018

Backchannels for Participation

There are different ways of "giving" voice to learners and participants on a learning course. Giving voice is a simplistic way of expressing what I mean because learners do have their own voice - it's usually a question whether their voices may be heard or not and what role their voice may (or not) have on a course. 

So perhaps, what I mean is giving learners (and course participants) a space for them to express their views during a lesson or  presentation (at the moment for the purpose of this blog post)- which is commonly known as a backchannel. Backchannelling is also another way to keep learners focused and engaged (hopefully), while giving them an opportunity to ask questions, share comments and carry out a digital conversation. Yes, there is the risk of perhaps some inappropriate language, but it is a learning opportunity for students to understand how the use of language is relevant in digital communication (and another reminder of their digital footstep). It's also a great way for quieter learners to participate and have their voice heard in the learning process.

Twitter is a popular choice,  but perhaps may not be the best option for many classrooms. Padlet is definitely a simple way of creating a backchannel board, (and includes a backchannel feature)  and  there is also Answer Garden. Here below are some other suggestions to try out (Please note that not all freemium):

Made with Padlet

What others would you recommend?

Further Suggestions:

Using Google Drive - Infographic

Photo by Andrew Pons on Unsplash

Despite the many digital tools available, there is one that I often find myself returning to for both personal use and to share documents with learners. 

And that is Google Drive.

Whether you teach F2F or online, GDrive is definitely a resource which can be used in a range of teaching/learning contexts. This infographic below contains tips and suggestions on how best to make use of your GDrive.

(You can either click on here to see the infographic in more detail, or simply on the link/s below):

8 November 2018

An Interactive Board for Collaboration

Regardless of how one perceives collaboration and cooperation, asking students to work in pairs or in small groups on mini projects or classroom tasks, is quite common practice. Often, however, learners will have to continue working together outside the classroom and resort to digital tools to communication and complete their tasks. 

Boardthing is an interesting tool to use for teams and small groups. 

Boardthing includes sticky notes, a whiteboard, markers, and index cards, and with its drag and drop features, is really simple to use. 

Team work and cooperation are not always simple, straight forward processes.

Guiding students with tools which may help them collaborate, take ownership of their projects together, a space where they  can share their visions and ideas, is a step towards preparing them for life outside the classroom.  When using a visual board which allows them to share and connect ideas, to brainstorm and communicate, they are developing team work skills which are necessary for their futures.

And, who knows what creative outcomes may occur in a visual, interactive whiteboard?

4 November 2018

Connecting Visuals and Language for Learning

How often do you find ELT students still confusing the same words, repeating the same lexis and wondering how to break those linguistic habits?

As language teachers will know, adding visuals for learning always helps. Here is an example:

GrammarCheck  has a range of infographics which may be used in lessons, from Plagiarism Mistakes & How to Avoid Them (Infographic) to 20 Clutter Words & Phrases We Use Too Often (Infographic) to10 Common Phrases & What You Can Use Instead (Infographic). There are infographics on essays and writing as well as British and American Differences . After analyzing a specific topic, students could create their own infographic with the guidelines and linguistic recommendations that they found most useful. 

How to help learners remember all these recommendations and linguistic rules?

Nicky Case has published a wonderful set of examples and explanations for remembering - How to remember anything forever-ish 

In Nicky Case's  •THINGS YOU CAN PLAY• , you can find further resources, such as How Do We Learn? A Zine - each discovery in •THINGS YOU CAN PLAY• will surely inspire you for lessons and approaches in the classroom. 

Further Suggestions:

(Image from Pixabay)

Proverbs & Quotations with Visuals

As anyone on Social Media will know, their feeds will often contain motivational quotations and accompanying images. And, as anyone who has learnt another language will also know, learning a language is more than learning vocabulary and grammar - there is whole cultural world pertaining to that language to learn and understand. 

Introducing proverbs - with images, is one way to fill that gap, especially for those who teach multi-lingual classes. 

15 wise sayings you've probably never heard of, turned into cute illustrations. is exactly that - 15 proverbs with an image for each, from different parts of the world. Activities could begin with an image or proverb; or by asking learners to match the proverb with the image, then share proverbs and sayings from their own countries (for example, using Padlet is a great way for a class to share their chosen proverbs). 

As for quotations, not all quotations appearing on Social Media feeds are accurate. Quote Investigator is a great place to find out whether or not a quotation is in fact authentic and how it may have been misconstrued (or not). 

As for including visuals in teaching and learning, let me leave you with this guide by David Roberts: