Transcript Slide 1

Using Google Maps in
Teaching Maritime English
Heba Saber Elsayed
Institute for Language Studies
Arab Academy for Science, Technology and Maritime Transport
[email protected]
IMEC22
Alexandria, Egypt 2010
Author: Heba Elsayed
IMEC22
1
Aim of Presentation
• Introducing…
MarineTraffic.com website
• Exploring…
Its components and features
• Suggesting….
Its effective integration in teaching/learning
Maritime English skills
Author: Heba Elsayed
IMEC22
2
Aim of Presentation
• Discussing….
advantages of its use in teaching & assessing
Maritime English
• Recommending….
Maritime English teacher’s professional
development in technology
Author: Heba Elsayed
IMEC22
3
WHY?
• WWW vs. Internet
• Information/Digital Age & learning
• Technology integration in schools
– Hardware
– Wi-Fi
– Student
– E-books
(CEO Forum, 1999)
Author: Heba Elsayed
IMEC22
4
WHY?
Teacher
Author: Heba Elsayed
IMEC22
5
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)
Author: Heba Elsayed
IMEC22
6
WHY?
Maritime English Teacher
• Concerns & fears
– knowledge
– experience
(CEO Forum, 1999)
Author: Heba Elsayed
IMEC22
7
WHY?
Maritime English Teacher
Students’ technology learning experiences are
dependant for a large extent on the manner
teachers “implement their technology knowledge
and experience effectively in the classroom”
(Killion ,1999)
Director, special projects for the National Staff Development Council
need teacher professional development
Author: Heba Elsayed
IMEC22
8
Purpose of the study
5 steps for technology integration
CEO Forum, 1999
Innovation
Appropriation
Adaptation
Adoption
Entry
Author: Heba Elsayed
IMEC22
9
Study Questions
Author: Heba Elsayed
IMEC22
10
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
Author: Heba Elsayed
IMEC22
11
Analysis
MarineTraffic.com
Author: Heba Elsayed
IMEC22
12
Analysis
Task
Explore
www.marinetraffic.com
Author: Heba Elsayed
IMEC22
13
MarineTraffic.com
Components
1: Live Map
2: Vessels
3: Ports
4: Gallery
Author: Heba Elsayed
IMEC22
14
MarineTraffic.com
Components
I: Live Map
1. header tabs
2. search box & language
Author: Heba Elsayed
IMEC22
15
MarineTraffic.com
Components
I: Live Map
3. drop-down menus
 Go to Area
 Go to Port
 Go to Vessel
Go to Area
Author: Heba Elsayed
IMEC22
Go to Port
16
MarineTraffic.com
Components
I: Live Map
4. Colored map key
 ship names
 different types of vessels
 navigation aids
 ports
 stations
 My fleet
 ship status:
 anchored
 underway
Author: Heba Elsayed
IMEC22
17
MarineTraffic.com
Components
I: Live Map
5. Different map views
Map View
Satellite/ hybrid View
Terrain View
Author: Heba Elsayed
IMEC22
18
MarineTraffic.com
Components
I: Live Map
6. Numbered
blocks
indicating vessels number in shaded areas
Author: Heba Elsayed
IMEC22
19
MarineTraffic.com
Components
I: Live Map
7. Clicking a ship…
= pop-up window
 static info
 voyage info
+ links to…
 ship photos
 vessel track
 distance to…
 vessel details
Author: Heba Elsayed
IMEC22
20
MarineTraffic.com
Components
I: Live Map
7. Clicking …
 vessel track
Author: Heba Elsayed
IMEC22
21
MarineTraffic.com
Components
I: Live Map
7. Clicking
distance to…
• Waypoint1
Duration
Speed
ETA
• Waypoint2
Author: Heba Elsayed
IMEC22
22
MarineTraffic.com
Components
1: Live Map
5. services
•
•my fleet & E-mail notification
(Port – Vessel – ETA)
• mobile notification
• embed map on your website
• Google earth
Author: Heba Elsayed
IMEC22
23
MarineTraffic.com
Components
II: Vessels
1. Currently in range
2. Search all
3. Itineraries
Author: Heba Elsayed
IMEC22
4. ETA & ETD
5. Position History
24
MarineTraffic.com
Components
III: Ports
1. current condition
2. expected arrivals
3. arrivals & departures
Author: Heba Elsayed
IMEC22
25
MarineTraffic.com
Components
III: Ports
1. current condition
 clicking
 “Port’s Name”
 detailed Port’s page
 “Show on Map”
 zooming in to
port location
on map
Author: Heba Elsayed
IMEC22
26
MarineTraffic.com
Components
IV: Gallery
• Top rated photos
• All thumbnails
Author: Heba Elsayed
• WebCams
• Search photos
• Ports
• Photographers
• Photo upload
IMEC22
27
Results
Suggested Tasks
Bloom’s Taxonomy
Author: Heba Elsayed
IMEC22
28
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
Author: Heba Elsayed
IMEC22
29
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.*)
Author: Heba Elsayed
IMEC22
30
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
Author: Heba Elsayed
IMEC22
31
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
Author: Heba Elsayed
IMEC22
32
Suggested Ideas
LEVEL 3: Analysis
Task 9: visit sailwx.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?)
Author: Heba Elsayed
IMEC22
33
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)
Author: Heba Elsayed
IMEC22
34
Suggested Ideas
LEVEL 4: Synthesis
Task 11: using Google Earth* application
& downloading extensions, such as…
 1st MarineTraffic
 2nd Oil Spill Collection
 3rd Ship wrecks
Student can write or speak about…
 Oil pollution control procedures
 Accident Reports
Author: Heba Elsayed
IMEC22
35
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
Author: Heba Elsayed
IMEC22
36
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.
Author: Heba Elsayed
IMEC22
37
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
Author: Heba Elsayed
IMEC22
38
Interpretation
Author: Heba Elsayed
IMEC22
39
Advantages
By using MarineTraffic.com, teachers…
1: Become innovative
 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.
YOUR students get actively involved in doing something they
like, i.e. browsing the Internet, while subconsciously building
their Maritime English competence.
Author: Heba Elsayed
IMEC22
40
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.
Author: Heba Elsayed
IMEC22
41
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 web
2.0 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.
Author: Heba Elsayed
IMEC22
42
Advantages
By using MarineTraffic.com, teachers…
7: Raise cultural awareness
 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
Author: Heba Elsayed
IMEC22
43
Recommendations
Author: Heba Elsayed
IMEC22
44
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.
Author: Heba Elsayed
IMEC22
45
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.
Author: Heba Elsayed
IMEC22
46
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.
Author: Heba Elsayed
IMEC22
47
Conclusion
An autonomous learning teacher
is a professionally developed one
Author: Heba Elsayed
IMEC22
48
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
Author: Heba Elsayed
IMEC22
49
Thank
you!
Email: [email protected]
Author: Heba Elsayed
IMEC22
50