Flipping the ESOL classroom

6 Feb


To a certain extent I agree with his ideas: setting grammar or reading for homework is not new in ESOL, especially with the communicative approach focus in class on practice and problem solving.  However, with e-learning becoming an important part of our teaching now, we need to create more white space and there are still far too many teachers presenting Powerpoints of grammar or how to write discursive essays or even vocabulary (often really boring dense text ones with a couple of ‘flash’ add ons: bells and whistles to make it look up to date!)  

These presentations have got to be moved into the homework area. By using screencasts we can even turn them into listening or find better presentations on youtube!  If students don’t keep up, for whatever reason, then you have peer teaching within class, and those conscientious students get extra English practice explaining.  Practice activities become more challenging and revision loops can be embedded into this new white space.  This is something teachers have been complaining about for years: not enough time to revise.

There are plenty of computer labs across campus for accessing moodle or students can access from home.

Screen cast for CoP Literacy 2011

30 Jan


e-futures Nov 2011 abstract of workshop

30 Jan

Screencasts have been around for several years now but this workshop will examine how two lecturers at Unitec have been using them. The workshop about screencasts would be in two parts: it would cover the literacy support to a range of ESOL learners or those new to IT/moodle, and how screencasts can also be used to give writing feedback/support for Bachelor level 7 ‘natives’  and the different use of screencasts for lectures.  It would also include the pitfalls for both departments’ use of screencasts.  My colleague from Architecture and I use quite different screencast sites: mine is free and less flexible and his costs the department but has a lot more possibilities for showing key strokes, editing and embedding the lecturer as they talk.  Other possible screencast sites will also be discussed.



Screencasts have been around for several years now but this workshop will examine how two lecturers at Unitec have been using them. The workshop about screencasts will be in two parts: First it will cover the literacy support to a range of ESOL learners or those new to computer technology, and second how screencasts can also be used to supplement learning for very computer literate level 7 degree students. It will also include the pitfalls for both departments’ use of this technology.  My colleague from Landscape Architecture and I use quite different software to create screencasts: mine is free and less flexible and his costs the department but has a lot more possibilities for showing key strokes, editing and embedding other media.  Other possible screen capture software will also be discussed.


This was presented with Zane Egginton and the link to the PREZI in Petcha Kutcha style is:

In house (Unitec Dept of Language Studies) presentation 27th July 2011

30 Jan

This was very similar to the Crown Institute of Studies presentation on ‘Flipping the Classroom’ at 3 workshops in May?

CAM TESOL 2012/2013 – abstract sent but attendance withdrawn

30 Jan

This is an email to show acceptance of abstract to CamTESOL 2013 and  Unitec may send me because I have sufficient outputs this year 2012.  I have to decide if I really want to go now. Even after giving so many sessions on screencasts for writing feedback/IT support, and other suggestions by Russel Stannard, I have found woeful ignorance and uptake by teachers so far.  There is still a need to spread the word until it becomes more ubiquitous.

Dear  Ms Yvonne Hynson


9th Annual CamTESOL Conference: 23-24 February 2013 – Acceptance of Abstract


Thank you for submitting abstract (s) for the 9th Annual CamTESOL Conference on English Language Teaching. We are pleased to inform you that your paper/workshop/poster session has been accepted to present at the 9th Annual CamTESOL Conference. Congratulations!


The Committee has not yet developed the timetable, as we need to ask you to:


  • Please REGISTER as soon as you can, and before 16 January 2013 to guarantee that you are coming to present your paper/workshop/poster session.  This will assist us to prepare the timetable.
  • If you do not register by 16 January 2013, we will assume that you will be unable to attend and your presentation will not be included in the conference program.


Current Details of Your Presentation


The Program Committee may make/has made some adjustments to each abstract to best accommodate the range of abstracts that have been accepted. Bearing in mind these changes, your current presentation details are as follows:


Title:                              Writing Feedback with screencasts

Author(s):                      Ms Yvonne Hynson;   ;  

Style:                            30 Minute Paper

Stream:                        Independent Learning

A/V Requirements:        Laptop LCD       

                                    Speakers, Internet connection


Points to Consider


The Program Committee requests you to consider the following points:


1.             Some abstracts (including titles) may be edited for the program so that they reflect a standardised length and format of presentation


2.             If you would like your paper to be considered for the Language Education in Asia publication, we request that you submit an electronic copy of your paper (Microsoft Word or Rich Text Format) to Mr. John Middlecamp, the Assistant Editor-in-Chief of Language Education in Asia at language.education.in.asia@gmail.com.  The deadline for paper submission is Friday, 8 March 2013, two weeks after the conference. The guidelines for submissions, including information on referencing, formatting, and suitability are available from the Language Education in Asia webpage at http://www.camtesol.org/index.php/publication  


3.             For both papers and workshops, we request you to leave a designated period of time for questions and audience interaction at the end.  You would appreciate that the audience will include many Cambodians who are attending a conference for the first time.  Audience interaction will help ensure understanding of your message.  Some sessions will have a chairperson, and you can inform the chair of your chosen format before the session, so that the chair can assist you in timing during the session.


4.             The theme of the conference is Language and Empowerment. Papers and workshops that reflect this theme and directly address the audience will help ensure the cohesiveness of the conference.


5.             Photocopy facilities will NOT be available at the conference venue.  A local institution will be hosting this conference.  Please bring handouts with you.  We recommend a minimum of 50 copies.





Registration details are now on the website, so you can register when convenient.  All presenters must register before 16 January, 2013 or they will not be timetabled.


Register for the conference at: http://www.camtesol.org/index.php/2013-conference/registration


There will be a choice of six educational site visits available on the Friday morning prior to the conference.  Since they will be conducted concurrently, only one option is available.  More information on educational site visits can be found on the conference website.


On the Friday afternoon there will be a Regional ELT Leadership Forum. This forum is for current and aspiring leaders and managers in ELT.  It is a stand-alone and ticketed event. More information on this forum is available on the conference website at: http://www.camtesol.org/index.php/2013-conference/regional-elt-leadership-forum


Your Arrival in Phnom Penh


If you plan on joining one of the educational site visits, we suggest you arrive in Phnom Penh on or by Thursday 21 February.  Site visits are on Friday morning and none of the currently scheduled international flights arrive in time for you to reach the point of departure for the site visits in time. 


Presenters will also be invited to a “Presenters’ Warm Up” (Welcome) function

on the Friday evening, prior to the conference.  We will send you a separate invitation to this event shortly before the conference.




Please feel free to contact us at any time if you have questions.  We aim to provide as much information as is necessary on the website, so please refer to the website first.  We will continue to communicate with you in the lead-up to the conference.  This communication may be in the form of a bulk e-mail to presenters or to international participants or to all participants.  For this reason, we ask you to list our e-mail address as a non-spam address to reduce the possibility of relevant information being blocked by spam filters.




Best wishes and we look forward to seeing you in February,



This is an email to show acceptance of abstract to CamTESOL 2012 but unfortunately there were insufficient funds and I have not got my article published yet in TEwT so that Unitec could send me.  I had to withdraw.  Below this email are emails of explanation from Ailsa Deverick and Chris King.

Dear CamTESOL Presenter,

Buneang Vinh <buneang.vinh@idp.com>


This mail is being sent following the submission of your abstract, it’s acceptance by the Program Committee and a Letter of Acceptance being sent to you to present at the 8th Annual CamTESOL  Conference to be held on 25-26 February 2012.

 We are now starting to timetable the conference. If you do intend me to present, can we please request that you register and pay for your attendance by Friday 27 January at the latest. You can process your registration by visiting the CamTESOL website at:  http://www.camtesol.org/index.php/2012-conference/registration

 If you are unable to present your paper at this year’s CamTESOL, can we please request that you inform prior to Friday 27 January so that we can remove your paper from the timetable.

 Should you require any further information, please do not hesitate to contact me and we hope we may be able to welcome you to the 8th Annual CamTESOL Conference.

Yours sincerely,

Bun Eang Vinh

Hi Yvonne

As Chris says, in order to get Faculty funding (and to fit in with their criteria) there needs to be a refereed output attached to a Conference presentation. However as it’s so close to the beginning of the coming year this request will probably need to be made for next year’s conference

PD funding to an international conference is no longer possible with the new travel policy (stated below) as purse strings are being pulled tighter and also, approval normally needs to be made before abstracts are sent in

So…think about CAMTESOL 2013? Could you please put in a request with full costs and benefits to the Dept, to the address on the Ning that I sent all staff last week?


Chris King 29/11/2011 9:51 a.m. >>>
Hi Yvonne,

With the conference in February we may be cutting it quite fine (my apologies if you’d already indicated that you would like to attend this conference; this is the first I’ve heard of it).

My initial impressions are that this will now be more difficult to fund under the new international travel guidelines, as I’m not sure Cambodia counts as Pacific Rim. Also to be funded to an international conference from the Faculty Conference Fund you will need to have an associated refereed journal article either in print or nearing submission. Unfortunately we can no longer fund international travel for teacher development, even if you are giving a presentation; a refereed output is also required.

New conference funding/travel policy is:

“Funding … to an international conference can be approved only if a paper is being presented and an associated refereed output has been accepted for publication, or is nearing submission. Conference related outputs will be tracked and in instances where outputs are not forthcoming, future applications may be declined.

Faculty travel guidelines also state that researchers are expected to demonstrate preference for conferences in the Australasia and Pacific Rim and to provide substantial justification for attendance/travel to countries further afield.”

Please let me know if you are planning (or have already started) on a journal article related to this presentation and think that your presentation/attendance would fall under the policy above please get back to Ailsa and me (as soon as possible!)


2012 to CoP Dept of Language Studies

22 Jan

Posts and reflective practice.

1.  This was to show teachers before the PD session where to go for training and all the other uses Russell has found for screen casts.

http://www.teachertrainingvideos.com/jingInReality/index.html JING and all it’s uses (Russell Stannard) Get inspired!

2.   Good mindmaps here.The photo I added about how NOT to get distracted was from here. A useful site for teachers to get resources from.

3.  Look what the future holds for textbooks on ipad!   Posted by Yvonne Hynson on January 20, 2012 at 10:12am


This was a lot of reading I did around the new apps released by Apple for education. The reviews on Twitter by James Clay were also very useful and in Articles I have read….

4.  The Oxford Dictionary prom app looks very useful, Brit pron and $36:99 for ipod or ipad. 

Status posted by Yvonne Hynson Thursday  This is to be added to the Student Zone.  promo:http://oupeltglobalblog.com/2012/01/03/introducing-the-oxford-advanced-learners-dictionary-app/

Independent Learning Association Conference 2012

16 Jan

Reference Number 2790870

This was submitted but I have yet to hear if it was accepted.


Using Screen casts for Writing Feedback

Yvonne Hynson, Unitec NZ


Screen casts (videos of your computer screen) have been highlighted in recent years by Russell Stannard but in New Zealand they have not been used much in ESOL.  Since 2009 I have taught teachers how to use them to scaffold all kinds of content and skills and how to integrate with other e-learning tools without realizing Russell had been promoting them since 2006.


However, using screen casts to give feedback on students’ writing has been the most successful way I have used in 25 years of teaching. Over a 15-week course students showed considerable autonomous development in their written language skills, redrafting as many as four times whereas past students only redrafted once. Students find them engaging; it has encouraged some of them to learn to type or type better and motivated others to concentrate on their writing accuracy. All of them like the listening practice.  Some have even started sharing them with their family and they are learning together. 


This approach engages visual, aural and kinesthetic ways of learning, allows the student to learn when they want, at their own pace, share and learn from each other, gives personalized feedback from the teacher, has the ability to present tone and provides an alternative to often illegible teacher’s handwriting feedback. This paper will also show pitfalls with examples of screen casts from ESOL adult learners.


There were funding cuts from Tertiary Education Commission this year so individual literacy support for refugees, and others who were assessed as needing help, did not eventuate. Screen casts became an effective way to replace the delivery of these one to one weekly tutorials, for my students at least.  These adults, who are unable to transfer literacy skills from their first language, are now passing their final writing assessments.



Using Screen casts for Writing Feedback

Yvonne Hynson, Unitec NZ

Using screen casts for writing feedback engages visual, aural and kinesthetic ways of learning.  They encourage autonomous behaviour yet give personalized feedback from the teacher, present tone and provide an alternative to (often) illegible teacher’s handwriting. They are also an effective way to replace face to face tutorials.





Submission code YHY2128   (first 3 letters of your name followed by 4 numbers)

Primary presentation sub theme use of screencasts for writing feedback

Secondary presentation sub-theme e-literacy?

Sector  Autonomy and learning environment

Sector 2nd choice  autonomy and assessment

Equipment – internet access, datashow



50 word biography

New Zealander and ESOL lecturer / e-coordinator for Department of Language Studies, Unitec.  Author of ESOL textbooks ‘Weather…Or Not’ – New Zealand culture series and ‘Throw Away Your Dictionary!’ –workbook of strategies for guessing unknown words in context.  I am a keen ecologist, musician and webmistress: http://www.englishteacher.co.nz 

Russel Stannard’s articles on feedback to students with screencasts

11 Jan


This was his latest article to the Guardian but after tweeting I had been using screen casts for writing feedback he tweeted his original 2006 article.  Here it is:


First screen cast sites I checked out

9 Jan

1. Mashable has other sites but not many reviews or the useful questions to think about how you want to use screen casts.


2. This site looks potentially useful for adapting existing Powerpoint presentations to make them more interactive.  I have not mastered the use of it yet but it comes highly recommended by Russell Stannard.


3.  A site which has been using vodcasts for ‘Flipping the Classroom’ concept of learning.


4. a) Screen casts with maths.  An interesting blog which outlines steps quite succinctly.


b) Screen casts with chemistry.  Interesting comments about a more ‘blended’ approach to vodcasts just for homework.


5. Adobe Captivate is used by our Library staff and some departments but it is not currently being used by the Department of Language Studies Unitec due to the expense.  However, I can see a time in the future when lectures for higher levels may need it and the cost would be justified.


6.  Just Screenr.  The linking with Twitter is problematic for low level ESOL learners so it was not used in conjunction with moodle or by me.


7.  This site/blog is comprehensive and includes apps suitable for PC or APPLE computers.


8. This article prompted the thought that screen casts could be one step better for writing feedback.


9. This is another network which focuses on the use of etechnology but which also looks at screen casts.


10. This site was one incorporated into PREZI by Zane and myself in 4 conference presentations in 2011.  At the time we were more focussed on practical use in our respective fields (ESOL and Landscape Architecture) but realised that attendees would have different uses and needs so it was included as a reference:


11. This blog and video adds to Flipping the Classroom and I used what it is and what it is not in workshops on ‘Flipping the Classroom’ to ESOL teachers in Auckland 2011.


12.  My screencasts from ‘Flipping the Classroom’ workshops 2011 which were made with screencast-o-matic.  These were made available on my website along with the original Powerpoint.



Sites suggested by Jarek Krajka from Teaching English with Technology journal

8 Jan

1. A good site for comparison of screen cast apps.  This is in a more informative form than the table from wikipedia.