Embedded Files
By Ayelen Lenge
Linoit is a free service that allows you to create a canvas of online multi-media sticky notes. In addition to basic text, the sticky notes you place on your canvas can contain videos, images, and file attachments.
Although you can use the app without signing up, I recommend you do so in order not to lose your content. You can sign up for free.
Tutorial on Linoit
Tutorial on Linoit
This process is very easy: you can either create an account or sign up using other services.
In my case, I signed up using Facebook, but you can choose the one you feel most comfortable with.
You will see a canvas full of sticky notes. The first thing we are going to do is to erase those sticky notes in order to have a clear canvas. To do this, you must click on the ‘tick’ icon, in the bottom left part of each note.
To create or delete a canvas, you need to go to your ‘main page’. On the top right part of your canvas you have the main menu. We are going to use it to create new content. You can access your main page by clicking on the house icon:
Once in your main page, go to “my canvases”. You can either create a new canvas (option 1) or delete an existing one (option 2) by clicking on the trashcan.
Now select the canvas you want to work on by clicking on its name. We are going to start adding material.
To upload a photo, you have to click on this icon:
Choose the photo you want to upload.
Then, select the size and the effect you want to give to that photo. I chose ‘frame’ so I could add a comment to it.
Once ready, click on “post”.
If you don’t like the results, you can edit it by clicking on the icon with a pencil. It’s the first option.
You can drag and drop the items on the canvas to move them. If you click on the top right part of the sticky-note, hold, and then move the mouse, you can flip it.
You can add a video by clicking on this icon:
You can also upload a file by clicking on the third icon (the one with a clip). Those who click on it will be able to download it.
To make a sticky note, you can click on the colored sticky notes (the icons on the top). If you click the fourth icon from below, you will create a note with a transparent background.
Keep posting media until you’re satisfied with your canvas!
Here you can see an example I've made for my students:
As regards the use of linoit:
As regards the use of linoit:
On the blog ‘Free Technology for Teachers’, Richard Brine posted an entry in which he recommends using Linoit for educational purposes. He stated he used the application to create collages of student-contributed information and to brainstorm ideas. However, he acknowledges more projects can be done with it.
Nur Huda Ismail, a secondary teacher, proposed using Linoit for collaborative learning. She suggested activities to do with teenagers and proposed using this app to share content with your students I an organized and visually friendly way.
References:
References:
Brine, R. (2010). Lino It - Collaborative, Multimedia Sticky Notes. Free technology for teachers. Retrieved from: https://www.freetech4teachers.com/2010/05/lino-it-online-collaborative-multimedia.html#.VJMdW41dVYU
Ismail, N. H. (2016). Linoit for Collaborative Learning. Retrieved from: https://es.slideshare.net/nurhudaismail/linoit-for-collaborative-learning
Using Linoit in a lesson plan:
Using Linoit in a lesson plan:
The following lesson uses Linoit and is planned following the “WWW (Warmer, Web, What next)” model suggested by Dudeney & Hockly (2007).
As regards the WWW organization, the first W stands for ‘warmer’. We use this part of the lesson to introduce the topic, generate interest, etc. The second W stands for ‘web’. We use this part of the lesson to have your students spend as much time as possible/needed working with computers. The last W stands for ‘what’s next’, and we use it to report on the previous stage and then proceed with more familiar activities.
• Level: intermediate.
• Students: 15/20 students approximately.
• Amount of time: 60 min.
• Resources: ideally 1 computer/tablet per student. A computer and a projector for the teacher. Internet access.
Note: since we do not have much time, students know beforehand what they are going to do, and most of the necessary preparations were done the previous class: students were shown a tutorial on how to use Linoit, could try it at home, and had selected the material they wanted to add to this project (based on suggestions, compulsory material -such as sentences using the tenses seen so far-, and their personal interests).
This class is a revision of the whole year content. Students can use all the language worked so far at their disposal in order to achieve the task: to create a canvas that best represents you.
Warmer: Discussion (15’).
Play on the projector your own Linoit canvas. (Students know they have to do their own, but weren’t able to see mine.) Now ask them some questions related to your poster and to what they are going to do. For example:
• Have you ever been to (in my case) Spain?
• Do you have a pet? Are you going to add a picture of him/her?
• Do you plan to include an image related to your hobby/hobbies? Is it an image taken from the internet or about/made by you?
• What’s your favorite place to go on holidays? Are you going to upload a picture in which you are on holiday?
• Do you plan to include a photo with your family, friends, or both (or none)?
• After seeing my canvas, are you going to do some changes in yours or not?
Draw their attention to a note not written by you; you can tell them one of your friends wrote it for you. It can be a simple “I love you. Xoxo” or “you’re my bestie/BFF”.
Web: creating a canvas on Linoit (25’).
As I mentioned before, students already know how to use Linoit, and have the material they’ve selected at hand (either in a flashdrive or, even better, on a cloud). Tell them they have 20 minutes to create a canvas that best represents them; they can use the teacher's canvas as an example and they must include, at least:
4 different tenses seen along the year.
2 different entries related to their hobbies.
1 photo of them (not necessarily alone).
15 sticky notes (AKA different entries; photos/comments/videos/etc).
Make sure they do not have any difficulties; help them if they do not remember how to add something or if they want to download something they now want to add but didn’t think about it before. The last 5 minutes will be used to add a note on a friend’s canvas (only if they want to) and save the project. To do this they have to stand up and go to their friend’s computer. Although this may be quite messy, it will only last 5 minutes and students generally have a lot of fun doing this sort of things. Encourage them to write something short, to write in as many friend’s canvas as possible, and to sign their notes.
What’s next: Survey* (game) (20’).
*This isn’t going to be a well-carried-out survey. It will be done as a FSW (Find Someone Who) activity.
Have photocopies prepared for your students (so as not to waste time copying) with a FSW activity, like this one:
Find Someone Who...
Find Someone Who...
- Included a picture with their pets.
- Included a picture with their family.
- Included a picture with their friend/s.
- Included a picture related to their hobbies.
- Included something the teacher didn't include.
*I left some space between the sentences so students have space to write their classmates’ names.
In my case, my students are used to play Find Someone Who. They should know beforehand how to play the game (or devote some time to teach how to play it).
Before they stand up, write the questions they have to ask on the board with their help (E.G: Did you include a picture with your pet/s?). Devote half of the time to let students play the game, and the other half to see who got more answers and display the numbers ‘the winners’ got. If you have some minutes left, you can ask them what they think of the results. Were they unexpected?
Although there isn’t time left in this lesson, it would be ideal to continue working with our students’ projects in further classes.
Now that I have presented my WWW lesson plan, I’m going to analyze it making use of 3 theoretical frameworks: SAMR and BLOOM’S DIGITAL TAXONOMY.
The SAMR Model is a framework created by Dr. Ruben Puentedura in 1980, and its aim is to encourage the use of technology in general. Hockly (2013) suggested using the SAMR Model specifically for mLearning (learning that is personalized, situated (portable), and connected (instant connectivity) through the use of a mobile device) within the context of English language teaching (ELT). This model provides a framework for instructional designers to evaluate mLearning activities in order to determine how well they meet the goal of transforming learning through the use of a mobile device. It categorizes four different degrees of classroom technology integration. The acronym "SAMR" stands for Substitution, Augmentation, Modification, and Redefinition.
The ‘substitution’ and ‘augmentation’ stages are easily reached. As I mentioned before, students can make a canvas –or poster- about themselves without using technology. However, this way is faster and offers the possibility to include multimedia, something impossible to add on a cardboard poster.
The last two stages of the SAMR model can be easily achieved by including another task, such as posting their canvas on the school blog and comment on their classmates’ works. This activity cannot be done without the use of technology.
Bloom’s Digital Taxonomy (2008) was developed by Andrew Churches as an extension of the original Bloom’s Taxonomy and creates a hierarchy of learning activities in a digital environment. Bloom’s Taxonomy was developed as a framework to classify statements of what educators expect their students to learn through the process of instruction.
In the following image you can see the levels featured within Bloom’s Revised Taxonomy. Each level is accompanied by a description of its relevance and examples of digital tools that connect with this taxonomy framework.
Throughout the class, students cover all the levels featured in the image:
• Since they can use all the language at their disposal, they first have to remember it.
• They understand the task and how to use the tool they need to carry it out (Linoit)
• They edit their canvas and upload their material.
• They analyze their work and others’ by making a (false) survey.
• They evaluated the content they wanted to use based on the task and what the teacher showed them.
• They created their own content.
References:
References:
• Hockly, N., & Dudeney, G. (2007) Chapter 3 “Using websites”. In How to Teach English with Technology. Essex: Pearson.
• Ripani, F. (2016). Competencias de Educación Digital. Ministerio de Educación y Deportes. Retrieved in October 2020 from http://www.bnm.me.gov.ar/giga1/documentos/EL005452.pdf
• Ripani, F. (2016). Orientaciones Pedagógicas. Ministerio de Educación y Deportes. Retrieved in October 2020 from http://www.bnm.me.gov.ar/giga1/documentos/EL005853.pdf
• Mkoehler. (2012). TPACK Explained. Retrieved July 2, 2018, from http://www.tpack.org/ SAMR Model https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
• Sneed (2016) Integrating Technology with Bloom’s Taxonomy. Retrieved in October 2020 from https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/
• TeachThought Staff (2017). Bloom’s Digital Taxonomy Verbs For 21st Century Students (2016). Retrieved in October 2020 from https://www.teachthought.com/critical-thinking/blooms-digital-taxonomy-verbs-21st-century-students/
To see my personal learning environment, which contains more lesson plans and tutorials done by me, you can follow this link to my blog.
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