Activities that Comprise this Project:

Project 1 - Complete a Negotiation Process

Introduction

Project Based Learning has been popular for some time now. This idea is based on developing a class project for learners in an ELT or “ESL for engineer’s” class. It is a multi-faceted project that combines content knowledge, development of language and soft skills, use of on-line tools and more. The basis of the project is learning how to negotiate and use persuasion in a mock situation, such as one of the scenarios listed below. The class is grouped and each group becomes a stakeholder in the process. Stakeholders could be the civil engineers, mechanical engineers, city planner, neighbours, banker, etc. The stakeholders will become involved in negotiating the situation and coming to a resolution. The intent of this document is not to give a lesson plan, many of which you can find by using Google search. There are examples of using Web 2.0 tools to increase communication and deeper learner engagement. Note that the tools facilitate interaction and collaboration through the web and provide for asynchronous and synchronous communication. And finally, the bottom line for the ESL/ELT project is to enhance effective language learning.

Learners can:

  • Rehearse, rework and polish initial language efforts in all four language strands
  • Aquire problem solving skills
  • Use language for authentic purposes
  • Larn in cooperative interaction
  • Expand content information by being involve in a variety of tasks
  • Role-play a situation that requires negotiating and persuasion skills
  • Use technology to make learning even more dynamic

Listed below are a few possible scenario ideas:

  • Negotiate with stakeholders on building a LRT line through the neighbourhood - pro / con
  • Negotiate around building an electrical substation next to your neighbourhood
  • Negotiate building an apartment complex in your neighbourhood
  • Negotiate additional engineering equipment/ tools for your company
  • Negotiate the change of using less expensive tubing (or whatever) for a more expensive kind

Tasks should:

  • Be based on authentic source material
  • Involve learners in solving problems and reaching conclusion
  • Use a variety of resources
  • Enable learners to share in the planning and developing of tasks

This next section has been divided into the following categories:

  • Tools to introduce the class project
  • Tools to Support Text-Based Communication
  • Tools to Support Audio-Based Communication
  • Tools to Give a Multimedia Presentation

Preparation

Here are some questions to consider:

  • What instructional activities and support will move students through the Project? Introduce and encourage use of research tools such as Skype.
  • What content and skills will be taught through explicit instruction; what will be scaffolded? Make use of social bookmarking for useful content websites.
  • What initial activity will engage the class in a thought-provoking experience and connect them immediately to background knowledge and their own experiences? Use a Flisti poll to capture background knowledge.
  • Share information/ documents using DropBox

How to prepare an effective multimedia presentation

Examine several visuals and presentations (e.g., travel brochures, magazine ads, advertisements, online videos) that you have asked them to bring to class. Brainstorm a list (post ideas on Wallwisher.com) of techniques that are employed by advertisers to persuade their audiences. Ask students to work with a partner to study several samples of ads, looking for the techniques, strategies or elements used by the artists to create an effective presentation (e.g., graphic design elements, snappy captions, keywords or phrases, provocative images, expressive or evocative use of audio). Discuss the reasons these techniques are effective. As a class, discuss a couple of the examples.

How to prepare for a negotiation

The basis of the project is learning how to negotiate and use persuasion and to use this skill in a mock situation, in one of the scenarios. The class is grouped and each group becomes a stakeholder in the process. Stakeholders could be the civil engineers, mechanical engineers, city planner, neighbours, banker, etc. The stakeholders will become involved in negotiating the situation and coming to a resolution. Research the problem and present all the aspects and angles involved.

Tools To Introduce the Project

FluidSurveys

  • Check on the class’s prior knowledge. Instructors can created a survey such as this example to assess:

Wallwisher

  • Brainstorm with the class current knowledge of negotiations
  • The wall can be created by the instructor or by groups of learners
  • See this example: http://www.wallwisher.com/wall/wiFQJls6iz
  • Use as a “word wall” for vocabulary

Prezi

Quizlet

  • Introduce new vocabulary and review; flashcards can be created by the instructor or by the various groups (stakeholders); vocabulary should fit the group’s topic
  • Example

The Task

The learner’s task is to create, in groups, a multimedia presentation that will:

  • Illustrate to the audience the basics of the negotiation process
  • Explain the stakeholder’s opinions about the situation; describe the issue and what you would like to see addressed and explain why it is important to the issue
  • Convince your audience to support your efforts to address the situation that you have described
  • Use the tools as they are usually multidimensional involving many skills

Tools to Support Text-Based Communication in this Project

Writing Tasks should build vocabulary, grammar skills and take a variety of forms. Reading related to the project can be introduced in a variety of ways.

Wordle

Use text from a newspaper article or from EnglishClub.com.

See example from this page:

  • Use word-cloud to review to introduce vocabulary.
  • Use word-cloud to write a paragraph.
  • Use word-cloud to predict what the text or reading will be about.

Text2Mindmap

  • Discuss process and relationships such as the negotiation process

Tools to Support Audio-Based Communication:

Vimeo

Podcasts

Podcasts can be used for receiving information.

  • Listen and interpret; then hold a discussion
  • Create questionnaire as a result of listening to the podcast
  • Create a poster to summarize the contents

Podomatic.com is a place to store the podcasts generated by the instructor or the class. An audio-recording or screencast needs to be made first before posting on the podcast channel.

AudioPal

  1. Text to speech example feature with Audiopal

    When negotiating, it is important to know the vocabulary. Here is one example. To show that I understand or agree on a point:

    • I agree with you on that point…
    • So what you're saying is that you feel building a bridge is risky…
    • In other words, you feel that building a bridge over the river is risky…
    • I think we can both agree that there are positives and negatives to building…
    • I could also say “I don’t see any problem with that.”
    • These are a few ideas on how to show that I understand when negotiating!
  2. Using the microphone feature with Audiopal.
    1. Record a conversation between two learners. The conversations will show how to open the negotiations. Decide which learner has asked to meet and what is the negotiation about. Perhaps you are negotiating the wages for the workers involved in the building project. with phrases such as the following:
      • Thanks for agreeing to meet. I appreciate you taking the time…
      • You start… no I insist you go first. You're the one who asked to meet with me
      • First of all, I want you to know that the cost of living has increased…
        • Response
      • I’m thankful that I’m employed and I have been a loyal employee.
        • Response
      • Secondly, I have called other companies to see what they are paying their employees. I think my wage is much less.
        • Response, etc.
    2. Role-play and record a situation requiring persuasion such as selling a product
    3. Rehearse the final presentation

Skype

  • Another method to role-play the above idea
  • Interview for information - one group of stakeholders with another group

Voicethread

Use Voicethread to explain the negotiation procedure; to explain vocabulary; to receive feedback from the class about the concept; for each group to give a presentation as stakeholders about their opinion about the project. Watch “Language for Negotiation”

Tools to Present

Encourage students to prepare an effective multimedia presentation. The class has already brainstormed a list of techniques to persuade their audiences. Ask them to identify these to comment on the effectiveness of the persuasive techniques used (e.g., very effective, somewhat effective, not at all effective). Visuals and presentations are an effective way to do this as our brain remembers images better than it does text. Suggest the following criteria of effective multimedia presentations:

  • Catchy grabs the audience's attention, appeals to the target audience
  • Concise requires as little reading as possible, incorporates graphics, audio, video with text
  • Comprehensive presents all the key information (e.g., stakeholders, interests, issue, relevant data)
  • Convincing makes viewers believe that the information in the presentation is important and believable.

In addition to the content chosen to include in your multimedia presentation, consider how to present this content most effectively for your audience.

Screencast-O-Matic

Use this tool for presentation purposes. Recording what is on the computer screen and adding audio is helpful in explaining one’s viewpoint in the negotiating process. It can also be used as a “trial run”.

Prezi

Present the negotiation process, the stakeholder’s viewpoint, etc.