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Using Google Maps in Teaching Maritime English

Using Google Maps in Teaching Maritime English. Heba Saber Elsayed Institute for Language Studies Arab Academy for Science, Technology and Maritime Transport heba.elsayed@staff.aast.edu IMEC22 Alexandria, Egypt 2010. Aim of Presentation. Introducing… MarineTraffic.com website

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Using Google Maps in Teaching Maritime English

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  1. Using Google Maps in Teaching Maritime English Heba Saber Elsayed Institute for Language Studies Arab Academy for Science, Technology and Maritime Transport heba.elsayed@staff.aast.edu IMEC22 Alexandria, Egypt 2010 IMEC22

  2. Aim of Presentation • Introducing… MarineTraffic.com website • Exploring… Its components and features • Suggesting…. Its effective integration in teaching/learning Maritime English skills IMEC22

  3. Aim of Presentation • Discussing…. advantages of its use in teaching & assessing Maritime English • Recommending…. Maritime English teacher’s professional development in technology IMEC22

  4. WHY? • WWW vs. Internet • Information/Digital Age & learning • Technology integration in schools • Hardware • Wi-Fi • Student • E-books (CEO Forum, 1999) IMEC22

  5. WHY? Teacher IMEC22

  6. WHY? Maritime English Teacher • Choice dilemma (what in WWW?) • Learning objectives • Students’ proficiency levels (Dudley-Evans, 2001) • ESP • Students’ needs • Competence in Maritime English (Bell, 2002) IMEC22

  7. WHY? Maritime English Teacher • Concerns & fears • knowledge • experience (CEO Forum, 1999) IMEC22

  8. WHY? Maritime English Teacher Students’ technology learning experiences are dependant for a large extent on the mannerteachers“implement their technology knowledge and experienceeffectively in the classroom” (Killion ,1999) Director, special projects for the National Staff Development Council need teacher professional development IMEC22

  9. Purpose of the study 5 steps for technology integration CEO Forum, 1999 Innovation Appropriation Adaptation Adoption Entry IMEC22

  10. Study Questions IMEC22

  11. Questions 1: What is MarineTraffic.com? 2: What are its components? 3: How can it be used in teaching and assessing Maritime English? 4: Why is integrating MarineTraffic.com in teaching Maritime English beneficial IMEC22

  12. Analysis MarineTraffic.com IMEC22

  13. Analysis Task Explore www.marinetraffic.com IMEC22

  14. MarineTraffic.com Components 1: Live Map 2: Vessels 3: Ports 4: Gallery IMEC22

  15. MarineTraffic.com • Components • I: Live Map • header tabs • search box & language IMEC22

  16. MarineTraffic.com • Components • I: Live Map • drop-down menus • Go to Area • Go to Port • Go to Vessel Go to Area Go to Port IMEC22

  17. MarineTraffic.com • Components • I: Live Map • Colored map key • ship names • different types of vessels • navigation aids • ports • stations • My fleet • ship status: • anchored • underway IMEC22

  18. MarineTraffic.com • Components • I: Live Map • Different map views Map View Terrain View IMEC22 Satellite/ hybrid View

  19. MarineTraffic.com Components I: Live Map Numbered blocks indicating vessels number in shaded areas IMEC22

  20. MarineTraffic.com • Components • I: Live Map • Clicking a ship… • = pop-up window • static info • voyage info • + links to… • ship photos • vessel track • distance to… • vessel details IMEC22

  21. MarineTraffic.com • Components • I: Live Map • Clicking … • vessel track IMEC22

  22. MarineTraffic.com • Components • I: Live Map • Clicking • distance to… • Waypoint1 • Duration • Speed • ETA • Waypoint2 IMEC22

  23. MarineTraffic.com • Components • 1: Live Map • services • my fleet & E-mail notification • (Port – Vessel – ETA) • mobile notification • embed map on your website • Google earth IMEC22

  24. MarineTraffic.com • Components • II: Vessels • Currently in range • Search all • Itineraries ETA & ETD Position History IMEC22

  25. MarineTraffic.com • Components • III: Ports • current condition • expected arrivals • arrivals & departures IMEC22

  26. MarineTraffic.com • Components • III: Ports • current condition • clicking • “Port’s Name” • detailed Port’s page • “Show on Map” • zooming in to • port location • on map IMEC22

  27. MarineTraffic.com • WebCams • Search photos • Ports • Photographers • Photo upload • Components • IV: Gallery • Top rated photos • All thumbnails IMEC22

  28. Results Suggested Tasks Bloom’s Taxonomy IMEC22

  29. Suggested Ideas LEVEL 1: Knowledge Task1: details of a ship (Flag, Call sign…etc.) Task2: describe a ship (parts, length…etc.) Task3: describe port (facilities, parts) Task4: locate a ship, navigational aids, quays IMEC22

  30. Suggested Ideas LEVEL 2: Comprehension Task 5: compare & contrast different types of vessels (using Gallery of Vessels) Task 6: adopt different roles of crew members and inform others of responsibilities Verbally (orally or recording audios) In writing (Word, Google Docs.*) IMEC22

  31. Suggested Ideas • LEVEL 3: Application & analysis (SMCP) • Task 7: formulate and act out dialogues • using SMCP (message markers) on • entering/leaving port • loading/unloading cargo IMEC22

  32. Suggested Ideas • LEVEL 3: Application & analysis (SMCP) • Task 8: using Gallery & Map features, each student can choose one port or one ship and blog* about … • this port’s operations • this ship’s itinerary IMEC22

  33. Suggested Ideas • LEVEL 3: Analysis • Task 9: visitsailwx.info • to analyze information on weather and sea status • tides, pressure, air temperature, dew point, visibility, wind speed, wind direction, waves, in addition to ship’s position • Level 5: Evaluation: decide what to do with the vessel (how to steer it?) IMEC22

  34. Suggested Ideas • LEVEL 4: Synthesis • Task 10: imagine a situation analyzing into its steps • Emergency (MADAY) • Urgency (Pan-Pan) • Safety (Securite) • Explain procedures and formulate dialogues using SMCP (message markers) IMEC22

  35. Suggested Ideas • LEVEL 4: Synthesis • Task 11: using Google Earth* application • & downloading extensions, such as… • 1stMarineTraffic • 2nd Oil Spill Collection • 3rd Ship wrecks • Student can write or speak about… • Oil pollution control procedures • Accident Reports IMEC22

  36. Suggested Ideas • LEVEL 5: Evaluation • Task 12: monitor (trace) a vessel summarizing its voyage by using Services: My Fleet (see p.23) and… • creating a blog* (for accident reports, procedures of entering/leaving port) • recording audios using Audacity* on (watch briefing, interesting stories..etc.) & podcasting*them IMEC22

  37. Suggested Ideas • LEVEL 5: Evaluation • Task 13: monitor (trace) a vessel summarizing its voyage by… • twittering(weather reports & vessel status) • chatting in writing or orally for communication with ships, VTS, pilots, rescue centers…etc. IMEC22

  38. Suggested Ideas • LEVEL 5: Evaluation • Task 14: monitor (trace) a vessel summarizing its voyage by… • These tasks can be carried out… • Individually, in pairs, in groups • by Maritime & Marine Engineering cadets • within same or different class(es) • between different maritime institutions IMEC22

  39. Interpretation IMEC22

  40. Advantages • By using MarineTraffic.com, teachers… • 1: Becomeinnovative • discover how to integrate a website that is not intended in the first place for teaching Maritime English; thus, they reach the stage of “Innovation” as indicated by CEO Forum (1999) . • 2: Create an authentic learning environment • implement Project, Problem, and Inquiry-based learning via a series of untraditional effective Web assignments that incorporate the skills covered in the Maritime English course. YOURstudents get actively involved in doing something they like, i.e. browsing the Internet, while subconsciously building their Maritime English competence. IMEC22

  41. Advantages • By using MarineTraffic.com, teachers… • 3: Beat class heterogeneity • by targeting different learning styles: Verbal, Visual, Audio, Intrapersonal, Interpersonal; styles that ensures all students’ participation an engagement as they appeal to them differently. • 4: Enforce effective critical & creative thinking • by designing activities that target Bloom’s Taxonomy’s HOTS & LOTs, students get to activate and utilize Higher Order Thinking Skills besides Lower Order Thinking Skills, which strengthen their competence. IMEC22

  42. Advantages • By using MarineTraffic.com, teachers… • 5: Integrate technology effectively in learning • new generations of students will love to learn Maritime English with technology as they are more interested in and willing to learn how to use different websites, different web2.0 tools and different software than using traditional means. • 6: Motivate collaboration • students via the Internet can not only access authentic content but can also create their own content collaboratively via blogs and wikis which allows for communication and collaboration between them. IMEC22

  43. Advantages • By using MarineTraffic.com, teachers… • 7: Raise culturalawareness • students get to explore different seas, canals, ships, and ports which give them the chance to know other countries and nationalities • If collaboration is done between students of different nationalities (between Maritime institutions in different countries), this will raise student cultural awareness and get them used to listening to different accents IMEC22

  44. Recommendations IMEC22

  45. Recommendations • Maritime Institutions should… • 1. Recognize the fact that technology can effectively help students learn Maritime English • 2. Make tailored professional development opportunities available to maritime teachers to guide them throughout the stages of technology integration. • 3. Encourage teachers who implement technology in their classes. IMEC22

  46. Recommendations • Maritime Institutions should… • 6. provide Maritime English teachers with on-going support beyond the workshop sessions, e.g. creating support communities and discussion groups that “foster reflection” on the goals achieved as well as the obstacles met. • 7. Provide Maritime English teachers with the time for invention and lesson development. Using technology takes more time from a teacher at the beginning than expected. IMEC22

  47. Recommendations • Maritime Institutions should… • 4. Encourage practical workshops for both teachers and students more than theoretical sessions. • 5. consider the emotional barrier that may block Maritime English teachers from accepting technology, i.e. losing face, fear of failure, stress, or time limit; as well as their concerns regarding “the unpredictability of the IT experience”, i.e. Tech glitches, losing unsaved work…etc. IMEC22

  48. Conclusion An autonomous learning teacher is a professionally developed one IMEC22

  49. References Bell, D. (2002, Oct/Nov). Help! I've been asked to teach a class on ESP! IATEFL Voices, 169. http://www.iatefl.org/content/newsletter/169.php CEO Forum (1999, Feb.). Professional development: A link to better learning. Washington, DC: CEO Forum on Education and Technology. Retrieved August, 30, 2010, from http://www.ceoforum.org/downloads/99report.pdf (a focus on professional development) Dudley-Evans, T. (2001). English for Specific Purposes. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English for Speakers of Other Languages (pp. 131-136). Cambridge: Cambridge University Press. Killion, J. (Speaker). (1999). Professional development in technology [Audio File]. Leesburg, VA: North Central Regional Educational Laboratory Retrieved August, 15, 2010, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/killion1.htm www.marinetraffic.com IMEC22

  50. Thank you! Email: heba.elsayed@staff.aast.edu IMEC22

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