Free calls and internet calls by Skype

Do you think you always need to gossip with your friends on the phone?
Do you think you usually have to disscuss homework with your classmates?

Don't worry if we know how to well use the internet free talk then we can save our money easily.

Talking with your friends oversea is also a pice of cake and the distance is getting closer and closer.

It's clear and convenient to talk through the Skype with several people at the same time.

You may need to have a micorphine or an earphone.

This is a free talk intenet calls offered by the Skype official website.
Englsih version:

http://www.skype.com/prices/?SID=1010
Chinese version:
http://download.longtermly.com/2007/12/15/skype-download/

pchome:
http://skype.pchome.com.tw/download.jsp

Following the directions on the website and free download then sign in first then you may enjoy yourself.

Good luck

My friends

Share經典櫃檯必備100個單字

超經典櫃檯必備100個單字:

Everyone need it!

1. 提桶bucket
2. 畚箕dustpan
3. 掃把broom
4. 拖把mop
5. 名片name card
6. 計算機calculator
7. 收據receipt
8. 印章stamp
9. 口紅膠glue stick
10. 強力膠 rubber cement
11. 膠水glue
12. 膠帶台tape dispenser
13. 粗膠帶thick tape
14. 細膠帶 thin tape
15. 透明膠帶tape
16. 橡皮筋 rubber band
17. 修正液 white out
18. 橡皮擦 rubber/eraser
19. 板擦eraser
20. 筆記本活頁夾notebook binder
21. 資料存檔本 clear holder
22. 檔案夾file folder
23. 文件夾 clip folder
24. 圖釘 thumbtack
25. 釘書針staple(s)
26. 訂書機stapler
27. 迴紋針paper clip
28. 生水/自來水 tap water
29. 咖啡 coffee
30. 紅茶包 black tea bag
31. 筷子 chopsticks
32. 湯匙 spoon
33. 紙杯 paper cup
34. 馬克杯 mug
35. 紙箱 paper box
36. 塑膠袋 plastic bag
37. 信封 envelope
38. 補充墨水 ink
39. 自動鉛筆 mechanical pencil
40. 蠟筆 crayon
41. 彩色鉛筆 colored pen
42. 螢光筆 highlighter
43. 麥克筆 marker
44. 面紙 tissue
45. 壁報紙 wall paper
46. A4白紙 A4 blank paper
47. 浮貼便條紙 post-it notes
48. 回收紙 recycled paper
49. 色紙 colored paper
50. 厚紙版 cardboard
51. 講義 handout
52. 樣本 sample
53. 贈書 free book
54. 字典 dictionary
55. 課本 textbook
56. 筆記本 notebook
57. 習作本 workbook
58. 聯絡本 correspondence book
59. 平裝書 paper backs
60. 精裝書 hard backs
61. 小冊子 booklet
62. 筆記本 notebook
63. 樓梯 stairs
64. 計時器 timer
65. 打卡 punch in / punch out
66. 碳粉 toner
67. 印表機 printer
68. 噴墨印表機 bubble jet printer
69. 滑鼠 mouse
70. 電腦 computer
71. 麥克風 microphone
72. 雷射唱盤 CD player
73. 收音機 radio
74. 公共電話 public telephone
75. 插頭 plug
76. 飲水機 drinking fountain
77. 影印機 Xerox(字首大寫；發音為z)
78. 傳真機 fax machine
79. 除濕機 dehumidifier
80. 抽屜 drawer
81. 辦公室 office
82. 教職員休息室 staff lounge
83. 廁所 bathroom
84. 櫃檯 counter
85. 置物架 locker
86. 雨傘架 umbrella stand
87. 書架 book shelf
88. 公佈欄 bulletin board
89. 優惠卷 coupon
90. 道具 prop
91. 海報 poster
92. 骰子 dice(複數)die(單數)
93. 吸盤球 sticky ball
94. 磁鐵 magnet
95. 字卡 word card
96. 圖卡 picture card
97. 閃示卡 flash card
98. 布偶puppet
99. 學費 tuition
100. 優惠 discount

101. 黑面琵鷺 black-faced spoonbill (挑戰台北101)
恭喜你破100囉~~~

相信有了這100個單字，你將所向無敵喔!!
加油!GO-GO-GO

How to speak English on the cellphone?

In this film, the pronunciation is all standard American English.
The speakers used clear and they emphasized every words when they talked on the phone.
If you are interested about listening then you may enjoy it and please leave your message to discuss with me. The film is cited from Youtube.

Link:
http://tw.youtube.com/watch?v=LIifh6aHsQM&NR=1

Topic:
Lesson 1: How to speak in American, Learn English, Savio

How to embed music and hide it?

How to embed music and hide it?
Please key in the following HTML
and then you can enjoy sharing your favorite music with others.
Some of the definitions are transcribed in Chinese. Then you may have better understanding of html embed music and hide it.

First,how to play music?






Second,analysis the HTML into pieces.
Third, for example,to enjoy canon on line.
線上欣賞卡農


播放音樂 E.G.,線上欣賞卡農

引用自1 http://hk.geocities.com/iou_anniesong/song_113.htm
引用自2 http://winby.idv.tw/midi.htm

AUTOSTART=”TRUE/FALSE”

是否自動播放音樂
TRUE要(yes)
FALSE不要(no)

LOOP=”TRUR/FALSE/次數”(三選一要/不要/整數次數)

LOOP=””TRUE”自動反覆(auto repeated)
LOOP=” 2”反覆2次(repeted twice)

HIDEN=”TRUE”完全隱藏控制版面

reference :
Blog 速型!超人氣36計 數位快遞著 金禾出版

mind map

mind map心智地圖

http://www.text2mindmap.com/
http://www.text2mindmap.com/
FREE MIND下載
http://freemind.sourceforge.net/wiki/index.php/Download

http://www.sinomindmap.com/

http://freemind.sourceforge.net/wiki/index.php/Main_Page
http://sourceforge.net/projects/freemind/

About phonics

About phonics
1.http://www.genkienglish.net/phonics.htm
2.Phonics from Reading A-Z
Online phonics lessons with printable decodable books & lessons
3.http://www.mes-english.com/phonics.php
I originally thought my
free phonics materials
were what people might be looking for. However, most people come for flash cards and I spent a lot of time getting those up and now hope to pay more attention to this section. There are
phonics posters, flash cards for introduction, coloring sheets, game cards, handouts
and more.

Grammar

1.Guide grammar and writing

http://grammar.ccc.commnet.edu/grammar/

2.有許多超連結
http://www2.ksu.edu.tw/ksutAE/EngCorner/grammar_writing-right.htm

3.文法與寫作指南
http://www.cybertranslator.idv.tw/grammar/grammar.htm
mind your grammar
http://www.cybertranslator.idv.tw/grammar/grammar.htm
有cooderancer

4.Self-Study Grammar Quizzes
http://a4esl.org/q/h/grammar.html

Learning vocabulary

Vocabulary exercise

http://www.englisch-hilfen.de/en/exercises_list/alle_words.htm

vocabulary puzzle

Puzzlemaker is a puzzle generation tool for teachers, students and parents. Create and print customized word search, criss-cross, math puzzles, and more using your own word lists.


http://puzzlemaker.school.discovery.com

Constructivist

1. http://en.wikipedia.org/wiki/Constructivism

Constructivist teaching strategies

[edit] Characteristics of Constructivist Teaching

One of the primary goals of using constructivist teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.

According to Audrey Gray, the characteristics of a constructivist classroom are as follows:

• the learners are actively involved
• the environment is democratic
• the activities are interactive and student-centered
• the teacher facilitates a process of learning in which students are encouraged to be responsible and autonomous

[edit] Examples of constructivist activities

Furthermore, in the constructivist classroom, students work primarily in groups and learning and knowledge are interactive and dynamic. There is a great focus and emphasis on social and communication skills, as well as collaboration and exchange of ideas ^[2]. This is contrary to the traditional classroom in which students work primarily alone, learning is achieved through repetition, and the subjects are strictly adhered to and are guided by a textbook. Some activities encouraged in constructivist classrooms are:

• Experimentation: students individually perform an experiment and then come together as a class to discuss the results.
• Research projects: students research a topic and can present their findings to the class.
• Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.
• Films. These provide visual context and thus bring another sense into the learning experience.
• Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.^[3]

[edit] Role of teachers

In the constructivist classroom, the teacher’s role is to prompt and facilitate discussion. Thus, the teacher’s main focus should be on guiding students by asking questions that will lead them to develop their own conclusions on the subject.

David Jonassen identified three major roles for facilitators to support students in constructivist learning environments:

• Modeling
• Coaching
• Scaffolding^[4]

[edit] Constructivist Learning Environments (CLEs)

Jonassen has proposed a model for developing constructivist learning environments (CLEs) around a specific learning goal. This goal may take one of several forms, from least to most complex:

• Question or issue
• Case study
• Long-term Project
• Problem (multiple cases and projects integrated at the curriculum level)

Jonassen recommends making the learning goals engaging and relevant but not overly structured.

Learning is driven in CLEs by the problem to be solved; students learn content and theory in order to solve the problem. This is different from traditional objectivist teaching where the theory would be presented first and problems would be used afterwards to practice theory.

Depending on students' prior experiences, related cases and scaffolding may be necessary for support. Instructors also need to provide an authentic context for tasks, plus information resources, cognitive tools, and collaborative tools.^[4]

[edit] Constructivist assessment

Traditionally, assessment in the classrooms is based on testing. In this style, it is important for the student to produce the correct answers. However, in constructivist teaching, the process of gaining knowledge is viewed as being just as important as the product. Thus, assessment is based not only on tests, but also on observation of the student, the student’s work, and the student’s points of view ^[2]. Some assessment strategies include:

• Oral discussions. The teacher presents students with a “focus” question and allows an open discussion on the topic.
• KWL(H) Chart (What we know, What we want to know, What we have learned, How we know it). This technique can be used throughout the course of study for a particular topic, but is also a good assessment technique as it shows the teacher the progress of the student throughout the course of study.
• Mind Mapping. In this activity, students list and categorize the concepts and ideas relating to a topic.
• Hands-on activities. These encourage students to manipulate their environments or a particular learning tool. Teachers can use a checklist and observation to assess student success with the particular material.
• Pre-testing. This allows a teacher to determine what knowledge students bring to a new topic and thus will be helpful in directing the course of study.^[3]

[edit] An example of a Lesson Taught with a Constructivist background

A good example of a lesson being taught in a constructivist way, with the teacher mediating learning rather than directly teaching the class is shown by the example of Faraday's candle. There are various forms of this lesson, but all are developed from the Christmas lectures Faraday gave on the the functioning of candles. In open constructivist lessons using these lectures as a basis, students are encouraged to discover for themselves how candles work. They do this first by making simple observations, from which they later build ideas and hypotheses which they then go on to test. The teachers acts to encourage this learning. If successful students can use this lesson to understand the components of combustion—an important chemical topic.

[edit] Arguments against constructivist teaching techniques

Main article: Constructivism (learning theory)

A wide variety of authors from many fields have voiced the following arguments against constructivist based teaching instruction:

• A group of cognitive scientists has also questioned the central claims of constructivism, saying that they are either misleading or contradict known findings.^[5]

• One possible deterrent for this teaching method is that, due to the emphasis on group work, the ideas of the more active students may dominate the group’s conclusions.^[2]

• Zhu and Simon (1987) state that because the emphasis is not based on acquiring and practicing basic skills, students in constructivist classrooms tend to lag behind those in traditional classrooms in these areas.

While proponents of constructivism argue that constructivist students perform better than their peers when tested on higher-order reasoning, the critics of constructivism argue that this teaching technique forces students to "reinvent the wheel." Supporters counter that "Students do not reinvent the wheel but, rather, attempt to understand how it turns, how it functions."^[2] Proponents argue that students — especially elementary school-aged children — are naturally curious about the world, and giving them the tools to explore it in a guided manner will serve to give them a stronger understanding of it^[2].

Mayer (2004)^[6] developed an literature review spanning fifty years and concluded "The research in this brief review shows that the formula constructivism = hands-on activity is a formula for educational disaster." His argument is that active learning is often suggested by those subscribing to this philosophy. In developing this instruction these educators produce materials that require learning to be behaviorally active and not be "cognitively active."^[6] That is, although they are engaged in activity, they may not be learning (Sweller, 1988). Mayer recommends using guided discovery, a mix of direct instruction and hands-on activity, rather than pure discovery: "In many ways, guided discovery appears to offer the best method for promoting constructivist learning."^[6]

Kirchner et al (2006) agree with the basic premise of constructivism, that learners construct knowledge, but are concerned with the instructional design recommendations of this theoretical framework. "The constructivist description of learning is accurate, but the instructional consequences suggested by constructivists do not necessarily follow." (Kirschner, Sweller, and Clark, 2006, p. 78). Specifically, they say instructors often design unguided instruction that that relies on the learner to "discover or construct essential information for themselves" (Kirchner et al, 2006, p75).

For this reason they state that it "is easy to agree with Mayer’s (2004)^[6] recommendation that we “move educational reform efforts from the fuzzy and nonproductive world of ideology—which sometimes hides under the various banners of constructivism—to the sharp and productive world of theory- based research on how people learn” (p. 18). Finally Kirschner, Sweller, and Clark (2006) cite Mayer^[6] to conclude fifty years of empirical results do not support unguided instruction.

Social constructionism

From Wikipedia, the free encyclopedia

(Redirected from Social Constructivism (Learning Theory))

Jump to: navigation, search

Social constructionism or social constructivism is a sociological theory of knowledge that considers how social phenomena develop in particular social contexts. Within constructionist thought, a social construction (social construct) is a concept or practice which may appear to be natural and obvious to those who accept it, but in reality is an invention or artifact of a particular culture or society. Social constructs are generally understood to be the by-products (often unintended or unconscious) of countless human choices rather than laws resulting from divine will or nature. This is not usually taken to imply a radical anti-determinism, however. Social constructionism is usually opposed to essentialism, which defines specific phenomena instead in terms of transhistorical essences independent of conscious beings that determine the categorical structure of reality.^{[citation needed]}

A major focus of social constructionism is to uncover the ways in which individuals and groups participate in the creation of their perceived social reality. It involves looking at the ways social phenomena are created, institutionalized, and made into tradition by humans. Socially constructed reality is seen as an ongoing, dynamic process; reality is reproduced by people acting on their interpretations and their knowledge of it.

Constructionism became prominent in the U.S. with Peter L. Berger and Thomas Luckmann's 1966 book, The Social Construction of Reality. Berger and Luckmann argue that all knowledge, including the most basic, taken-for-granted common sense knowledge of everyday reality, is derived from and maintained by social interactions. When people interact, they do so with the understanding that their respective perceptions of reality are related, and as they act upon this understanding their common knowledge of reality becomes reinforced. Since this common sense knowledge is negotiated by people, human typifications, significations and institutions come to be presented as part of an objective reality. It is in this sense that it can be said that reality is socially constructed. The specific mechanisms underlying Berger and Luckmann's notion of social construction are discussed further in social construction.

Contents [hide] 1 Precursors 2 Social constructionism in sociology and cultural studies 2.1 Social constructionism and postmodernism 3 Degrees of social construction 3.1 Weak social constructionism 3.2 Strong social constructionism 4 The anatomy of a social constructionist analysis 4.1 Environmental Leftist social constructionism 5 References 6 Further reading 7 See also 8 External links

What is Wi-Fi and Second life?

Wi-Fi
A Wi-Fi enabled device such as a PC, game console, cell phone, MP3 player or PDA can connect to the Internet when within range of a wireless network connected to the Internet. The coverage of one or more interconnected access points — called a hotspot — can comprise an area as small as a single room with wireless-opaque walls or as large as many square miles covered by overlapping access points. Wi-Fi technology has served to set up mesh networks, for example, in London.[1] Both architectures can operate in community networks.[citation needed]
In addition to restricted use in homes and offices, Wi-Fi can make access publicly available at Wi-Fi hotspots provided either free of charge or to subscribers to various providers. Organizations and businesses such as airports, hotels and restaurants often provide free hotspots to attract or assist clients. Enthusiasts or authorities who wish to provide services or even to promote business in a given area sometimes provide free Wi-Fi access. Metropolitan-wide Wi-Fi (Muni-Fi) already has more than 300 projects in process.[2]
Wi-Fi also allows connectivity in peer-to-peer (wireless ad-hoc network) mode, which enables devices to connect directly with each other. This connectivity mode can prove useful in consumer electronics and gaming applications.
When wireless networking technology first entered the market many problems ensued for consumers who could not rely on products from different vendors working together. The Wi-Fi Alliance began as a community to solve this issue — aiming to address the needs of the end-user and to allow the technology to mature. The Alliance created the branding Wi-Fi CERTIFIED to reassure consumers that products will interoperate with other products displaying the same branding.
Many consumer devices use Wi-Fi. Amongst others, personal computers can network to each other and connect to the Internet, mobile computers can connect to the Internet from any Wi-Fi hotspot, and digital cameras can transfer images wirelessly.
Routers which incorporate a DSL-modem or a cable-modem and a Wi-Fi access point, often set up in homes and other premises, provide Internet-access and internetworking to all devices connected (wirelessly or by cable) to them. One can also connect Wi-Fi devices in ad-hoc mode for client-to-client connections without a router.
As of 2007 Wi-Fi technology had spread widely within business and industrial sites. In business environments, just like other environments, increasing the number of Wi-Fi access-points provides redundancy, support for fast roaming and increased overall network-capacity by using more channels or by defining smaller cells. Wi-Fi enables wireless voice-applications (VoWLAN or WVOIP). Over the years, Wi-Fi implementations have moved toward "thin" access-points, with more of the network intelligence housed in a centralized network appliance, relegating individual access-points to the role of mere "dumb" radios. Outdoor applications may utilize true mesh topologies. As of 2007 Wi-Fi installations can provide a secure computer networking gateway, firewall, DHCP server, intrusion detection system, and other functions.
Second life
http://secondlife.com/
Second Life® is a 3-D virtual world created by its Residents. Since opening to the public in 2003, it has grown explosively and today is inhabited by millions of Residents from around the globe.
From the moment you enter the World you'll discover a vast digital continent, teeming with people, entertainment, experiences and opportunity. Once you've explored a bit, perhaps you'll find a perfect parcel of land to build your house or business.
You'll also be surrounded by the Creations of your fellow Residents. Because Residents retain intellectual property rights in their digital creations, they can buy, sell and trade with other Residents.
The Marketplace currently supports millions of US dollars in monthly transactions. This commerce is handled with the inworld unit of trade, the Linden™ dollar, which can be converted to US dollars at several thriving online Linden dollar exchanges.
Welcome to the Second Life world. We look forward to seeing you inworld.
---------------------------------------------------------------------------------
From wiki
Second Life (abbreviated as SL) is an Internet-based virtual world launched in 2003, developed by Linden Research, Inc (commonly referred to as Linden Lab), which came to international attention via mainstream news media in late 2006 and early 2007.[4][5] A downloadable client program called the Second Life Viewer enables its users, called "Residents", to interact with each other through motional avatars, providing an advanced level of a social network service combined with general aspects of a metaverse. Residents can explore, meet other Residents, socialize, participate in individual and group activities, have virtual sex, and create and trade items (virtual property) and services from one another.Second Life is one of several virtual worlds that have been inspired by the cyberpunk literary movement, and particularly by Neal Stephenson's novel Snow Crash. The stated goal of Linden Lab is to create a world like the Metaverse described by Stephenson, a user-defined world in which people can interact, play, do business, and otherwise communicate.[6] Second Life's virtual currency is the Linden Dollar (Linden, or L$) and is exchangeable for real world currencies in a resident to resident marketplace facilitated by Linden Lab.[7] There is no fee for registering an account or participating in Second Life,

The pros of the imaging language program

Discuss
http://www.imaginelearning.com/ProgramDemo.aspx

After watching the film about the soft ware program, I think the materials in the program is broad and deep to help a second language learner to preceive more target language.

There are some points I think about the advantages of this program,
1. Rich input of English language and repetation of the vocabulary can help learner combine the word form and sound .
2. Meaningful visual pictures and audio input at the same time and learn it without translation.
3. Building the sight word ability .
4. Time management training.(To answer the questions in limited time as they play game.)
5. Saving the resources and reducing the teachers' teaching aids.
6. Cross-culture learning by media input (to see other country's children)
7. Phonological analysis provided by the computer data base.
8. Authentic text combine with real situation demostration.

Podcast

From Wikipedia, the free encyclopedia

(Redirected from Podcasting)

Jump to: navigation, search

A podcast is a collection of digital media files which are distributed over the Internet, often using syndication feeds, for playback on portable media players and personal computers. The term podcast, like "broadcast", can refer either to the series of content itself or to the method by which it is syndicated; the latter is also termed podcasting. The host or author of a podcast is often called a podcaster.

The term is a portmanteau of the words "iPod" and "broadcast",^[1] the Apple iPod being the brand of portable media player for which the first podcasting scripts were developed (see history of podcasting). These scripts allowed podcasts to be automatically transferred to a mobile device after they are downloaded.^[2]

Though podcasters' web sites may also offer direct download or streaming of their content, a podcast is distinguished from other digital media formats by its ability to be syndicated, subscribed to, and downloaded automatically when new content is added, using an aggregator or feed reader capable of reading feed formats such as RSS or Atom.

From BBC website linking as following:

http://www.bbc.co.uk/radio/help/faq/how_to_subscribe.shtml

Help / Podcasts / Getting Started

How do I subscribe to a podcast?

You will need an internet connection; and a piece of podcast software or an RSS feed reader (see Related Links).

How you subscribe will vary depending on which software you have chosen. Three pieces of software popular with BBC users are iTunes, Juice and Doppler.

You can also subscribe using a web-based “feed reader” such as My Yahoo or Google Reader. These work in a similar way to the podcast software but are online rather than application-based and you need to have an account - they're usually free and easy to set-up but you will need an email address.

To subscribe the first thing you need to do is add the "feed" of the podcast to your software (or online reader). The feed is where the software will go to each time it wants to check for a new episode.

You can find the feed for any BBC podcast in the orange subscribe box. The feed will start with "http://downloads.bbc.co.uk/..."

BBC Subscribe box

You will need to copy this feed address and paste it into your podcast software. How you do this will depend on your software, but you should look out for buttons or links that say "Add" or "Subscribe".

One-click subscription

Alternatively, some software and readers provide one-click subscription. At the moment, the BBC provide quick links for iTunes, My Yahoo and Google Reader - just click the relevant one-click subscription button.

The software will do the rest.

Related Links

• How do I unsubscribe from a podcast?
• What software do I need to subscribe to a podcast?
• Feed readers - also known as aggregators (on wikipedia)

The BBC is not responsible for the content of external websites.

If this does not answer your question sufficiently you may find more help on the pages linked to from the right hand side.

If you still cannot find an answer to your question please click here to contact us

My voki

This is my Voki. And it is very nice to have my own image to introduce myself and talk in the blog to greet with you. It is easy to have one on your blog. If you want just enter the following link -Get a Voki now! then your dream will come true as mine. Just do it now!
And the following is the demo of YOUTUBE the linking webside is from here : http://www.youtube.com/watch?v=7ZDT6VoSpiE

How to down load Yahoo! Mini-Pen?

The tools of Yahoo! Mini Pen dictionary and fire fox browser are very useful when I was reading and writing my English report and other homeworks.

Thanks my Professor a lot.

This course CALL is really useful not only in teaching English but also in learning English.

I can learn and teach how to use the tools in English. By the way,

How to down load the tool-( Yahoo! Mini-Pen dictionary)?
It is a cute red pen which can under line the words you want to look up.
It's faster and save your time in looking up dictionary.
we can also learn the correct pronunciation, too.

The Down load procedures,
1. Key in Google search for Yahoo! Mini-Pen.
2.Down load to your PC or NB.
3.To practice your English now.

Then I believe that we will become a smart English reader and learner in both spelling and defining words.

The goal of taking CALL class

Goal of CALL class.
1. to have a clear concept of CALL.
2. to really use of computer to facilitate in English teaching.
3. to share my idea with each other.
4. to have much feedback from the Blog.

My goal for the future.
1.to build a space on my own.
2.to save my teaching experience and the good memories in the Blog.
3.to have a professional Blog in teaching area.

Happy New Semester

Enjoy life, enjoy now.