Layers

Actually, I begin to prefer layers to tables. Layers are easy to edit width, and more importantly, it is easy to change position in a page. You can insert images, text, and media in a layer and move them into different positions. However, it is a little bit difficult to keep the page in such a nice order as in tables. Here is a small tip in using layers.

If you want to move an image in a layer, always remember to click on the corner of the layer until a square shape appear and drag the mouse on the square shape to move the image. If you drag in the image, you unintentionally take the image out of the layer.

I am often annoyed when typing the text in a layer as it seems the space between lines is wider. My current solution: I don't use "Enter" key, instead I adjust the layer. However, it takes much time. I may find another way.

How to design a rubric

I have just read an interesting chapter in a book of Jonassen et al. " Learning to Solve Problems with Technology"(2003). The chapter is about how to design authentic rubrics to evaluate student's performance and product. I myself have struggles with rubric design. In my previous teaching, I often used scoring system because judging students'progress is required to be based on the "raw score". Consequently, there are some situations when high-scored students of English are unable to speak English, top ten pupils are unable to read a simple Vietnamese readings. These situations do not only root from inappropriate assessment tools but also from ineffective teaching methodology. This is a current thorny problem in Vietnam. I think rubrics are one of the most effective ways to solve such issue.

Back to rubric design, I agree with Jonassen about unidimensional characteristics in rubric design. A "molecule" (p. 231) should be seperated into "elements" (p. 231) in which every crucial factor must be considered in detail. However, in reality, if we include all of the important factors in a rubric, we would be frustrated with its complexity. In my opinion, we should focus on the most important aspects that demonstrate students' performance and products. For instance, we can include two elements : facial expression and body language into a molecule: gesture- a more general but specific enough to evaluate.

Actually, designing a rubric is not easy at all. Designers should keep in mind the purpose of rubrics, and of learning tasks. Also, teachers should collaborate with students to design rubrics. After designing it, teachers should experiment it to check reliability and validity.

Here are some rubrics websites that I found very helpful:

Student friendly writing rubrics
http://www.middleweb.com/ReadWrkshp/RWdownld/MvaleRubric.pdf

Discovery schools : All of aspects from assessment to lesson plans
http://school.discovery.com/schrockguide/assess.html

Presentation rubrics
http://www.ncsu.edu/midlink/rub.pres.html

Classroom assessment techniques examples
http://www.ncsu.edu/midlink/rub.pres.html

Choosing assessment methods
http://www.apa.org/ed/critique_study.html#goal_7

Create a new rubric
http://rubistar.4teachers.org/index.php?screen=NewRubric&module=Rubistar

Assessment Criteria
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/SpeakingRubrics.pdf

Portfolio Collection
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/WritingRubrics.pdf

Alternative/Performance- based assessment
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/WritingRubrics.pdf

Implementing performance- based assessment in classroom
http://pareonline.net/getvn.asp?v=6&n=2

Form of alternative assessment
http://www.miamisci.org/ph/lpdefine.html

Portfolio assessment
http://www.eduplace.com/rdg/res/literacy/assess6.html

Portfolio and self- assessment
http://www.eduplace.com/rdg/res/literacy/assess6.html

Portfolio assessment
http://www.pgcps.org/~elc/portfolio.html

Use of portfolio in assessment evaluation
http://ag.arizona.edu/fcs/cyfernet/cyfar/Portfo~3.htm

Portfolio assessment
http://www.funderstanding.com/portfolio_assessment.cfm

Portfolio assessment
http://www.teachervision.fen.com/teacher-training/curriculum-planning/20153.html

Defining portfolio assessment
http://www.unm.edu/~devalenz/handouts/portfolio.html

Guidelines for using portfolio assessment in teaching English
http://www.anglit.net/main/portfolio/default.html

Portfolio assessment in foreign language classroom
http://www.nclrc.org/portfolio/modules.html

Scoring rubric: Writing
http://www.bcpl.net/~sullivan/modules/tips/rubrics_sec/writ_express.html

Curriculum design
http://www.bcps.org/offices/lis/curric/vsc/engp.html#reading

Word Coinage

Language purification is a common term emerging in recent language research . This term refers elimination of 'foreign" or "alien" usages in an indigenous language (Reagan & Scherffler, 2005). People are aware that they should take the responsibility of purifying their language. However, the process is not easy at all.

Not long ago, my friend sent me an article about how to translate "Bacherlor of Arts in Obstetrics" into Vietnamese. How ridiculous is when it is translated "Cu nhan van chuong chuyen san khoa" (Nguyen Minh Hiep, 2000). The Vietnamese equivalent word for "Art" is "Van chuong" which means some study related to Literature or Fine Art. So, does Barcherlor of Arts in Obestetrics become Bachelor of Literature in Obstetrics when intepreted in Vietnamese?

Another case is when my friend and I had struggles with translating "self-reflective research" in Vietnamese. It seemed impossible to find out any Vietnamese word for it. Instead, we explained this word and then bracketed ( ) to provide the English original word. Apparently, not only Vietnamese but also other languages have to borrow some vocabulary from English or French. (So, why haven't people acknowledge Creole as a language just because it lacks technical lexicon?)

So, what is the solution? Professor Garcia Ofelia, Teacher College, Columbia University suggested coining words, meaning that we can create new words for new terms. In Turkey, they have an Institute of Word Coinage to invent Turkish technological words. It is possible to coin words; however, writing a dictionary/ a book of these words costs more than billion coins.

References

Reagant and Schreffler. (2005). Higher education language policy and the challenge of linguistic imperialism: A Turkish case study. In Lin, A. and Martin, P. (Eds.), Decolonisation, Globalisation. Clevedon ; Buffalo : Multilingual Matters.

Nguyen Minh Hiep. (2000). Chuyen that nhu dua. Retrieved March 20, 2007, from http://www-lib.hcmuns.edu.vn/clb/bt2000/cndua10b.htm.

Creating flash with Xara 3D and PhotoImpact

The still image is retrieved from the page http://69.69.245.68/ghosts/ghosts2a.htm

Snowy animation is added, using PhotoImpact.

I used to use Xara 3D and Photo Impact to create flash files, especially animated texts and animated backgrounds.

Xara 3 D: Easy to use. You could choose different shape of form and various kind of animation. In addition, you could change color and brightness of shadow of text and form. You could download the trial version at http://www.download.com/3000-2186-10013009.html

Photo Impact: A little bit complex. However, you could create an animated firework background or a windy village without much effort. Here is the website where you can download the trial version: http://www.download.com/Ulead-PhotoImpact/3000-2192_4-10016652.html