screen capture of vocabulary in Horticulture toolbox

Vocabulary, glossaries and dictionaries

Subject specific activities which introduce, develop or practice vocabulary

Samples

A learner-generated glossary

Learners develop an online glossary for the unit by writing up a glossary item every week, as part of their tutorial preparation.

Source University of Sydney
URL http://wiki.arts.usyd.edu.au/elearning/index.php/Main_Page
Use Archaeology learners
Delivery Learners need access to a internet connection
Customisation Can be undertaken using any LMS (Blackboard, Moodle, Janisons etc) discussion forum tool. In this example learners submit their draft glossary entries via the Blackboard discussion area
Availability N/A

Archaelogical words

The glossary in this Flexible Learning Toolbox provides definitions for words used throughout the Toolbox.

Source Cultural Resource Management Toolbox, Lead agent TAFE NSW
URL http://www.flexiblelearning.net.au/toolbox/series5/518.htm
Use RTD20102 Certificate II in Conservation and Land Management
RTD30102 Certificate III in Conservation and Land Management
RTD40102 Certificate IV in Conservation and Land Management
Delivery Can be delivered using a CD or loaded into a Learning Management System such as WebCT or Blackboard.
Customisation The material in this Toolbox has been developed to allow for customisation.
Availability Details of how to purchase this Toolbox are available on the 2005 Australian Flexible Learning Framework site listed above.

Parts of the body

Matching vocabulary to diagrams of the body.

Source British Council Learn English website
URL http://www.britishcouncil.org/learnenglish
Use Language learners
Delivery Learners need access to a internet connection
Customisation NA
Availability Publically available website

Food Handling – Fishing Industry

Apply basic food handling and safety practices.

Source Flexible Learning Framework New Practises Project
URL http://pre2005.flexiblelearning.net.au/newpractices/fishing/resources/
Use SFI00 Seafood Industries Training Package
Delivery Learners need access to a internet connection
Customisation NA
Availability Publically available website

Understand and use basic computer technology

Uses audio, matching and drag and drop exercises to support learners to learn computer jargon and vocabulary. http://oaipmh.cli.det.nsw.edu.au/VLORN/ResourceInfo.aspx?resID=2433 - available for download from LORN

Fashion Toolbox Glossary

http://learningedge.tafe.tas.edu.au/item/487b110c-2705-b0c2-c2e9-aa2c435321d8/a9afc56a-a1d3-ce71-5057-4916927aa4a3/1/ - available for download from LORN

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Why include vocabulary activities and support?

Many VET subject areas have specialised vocabularies which learners will have to understand and be able to use. In many cases this will involve explicitly introducing new vocabularly and providing a range of activities so that learners can practice their new vocabulary. It may also involve learning the correct pronunciation of new words.

Features

  • allows the learner to create and integrate a new mental map of the subject area
  • may involve visual elements to demonstrate the new words
  • may involve audio elements to practise pronunciation, rythym, intonation and stress of new words
  • may include interactive activities to make learning the vocabulary more engaging (crosswords, matching, cloze, quizzes, labelling diagrams)
  • opportunities to use online glossaries and dictionaries for learners to re-inforce vocabularly at any time during their learning.

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Integrating vocabulary activities

Ideally learning new vocabulary should occur within the context of other learning. Learners should be able to see or hear the new words being used in authentic contexts. This will make the vocabulary of immediate interest and relevance to the learner.

Design steps

  • Select the vocabulary items that need to be learnt and practised.
  • If appropriate, select graphics, photos and audio to support the vocabulary.
  • Design the activities which will explicitly practise the words (matching, sequencing, pronunciation, crossword etc).
  • Prepare the activities in an appropriate software package.
  • Upload the vocabulary activities to the web, either on a stand alone website or into a Learning Management System.
  • Integrate the activities into a complete learning sequence.
  • Prepare supporting resources for learners on how to use the vocabulary activities.

Assessment

It is possible that knowledge of subject specific vocabulary may be explicitly assessed, however in general the ability to use and/or say words is likely to be integrated into other assessment tasks. In this way the knowledge of the vocabulary is embedded into authentic tasks.

You could embed a glossary development tasks into a variety of strategies including webquests and scavenger hunts.

Technical notes

Many of the software packages which produce vocabulary type activities are easily accessible to novice developers. Similarly Learning Management Systems often have Glossary tools in which the teacher/designer can create lists of words and link them to instances of these words in the web pages which appear within the course. Often it is possible to import lists of words and definitions that have been compiled in other applications.

Skills

You need to be able to identify appropriate words, their meanings and pronunciation prior to the development of the activities.

See also

Tools and resources

  • Hot Potatoes
    Hot Potatoes is a software tool that creates online interactive exercises which often involve practising and developing vocabulary:
    • quizzes (true/false, multiple choice)
    • drag and drop activities
    • crosswords
    • cloze activities.
    The final product is a web page that can then be incorporated into any online product or emailed to recipients. HotPotatoes is free for educational use. Some restrictions apply.
    http://www.halfbakedsoftware.com/index.php

Social bookmark for this strategy

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Last modified: 15/9/08