ASSESSING WRITTEN PRODUCTION: A TEACHERS’ GUIDE TO USING THE ‘POPPLET’ MOBILE APPLICATION IN THE UNIVERSITY LANGUAGE CLASSROOM
Nov 06

ASSESSING WRITTEN PRODUCTION: A TEACHERS’ GUIDE TO USING THE ‘POPPLET’ MOBILE APPLICATION IN THE UNIVERSITY LANGUAGE CLASSROOM



        This best practice is part of a suite of language assessment activities designed within the context of the E-Lengua project and implemented at Trinity College Dublin’s undergraduate institution-wide language programme Designed to assess speaking and writing skills within the Blackboard Learn virtual learning environment, three new teaching and assessment activities were developed in order to promote engaged and interactive language learning and assessment supported by the use of innovative ICT activities within a higher education context. The Blackboard Blog project assesses written interaction. The Pecha Kucha project assesses spoken production. The Popplet project assesses written production. Together, these three collaborative tasks were designed to form part of a cycle of group projects completed over two terms of class.

This teachers’ guide provides support for the use of the Popplet application format in the language classroom as a means of teaching and assessing written production skills at B1 and B2 common European proficiency levels. Like mindmaps and other styles of visual representation, Popplet is a flexible visual presentation format for both individual learners and groups of learners. The features of Popplet which allow visualisation, mind mapping and also collaborative project work to present a flowing and attractive narrative for readers, supported by images and drawings as well as text in a variety of colours, sizes and forms (Popples).

Popplet presentations can be submitted online, or delivered synchronously with an accompanying oral presentation, live or via video calling applications, or asynchronously as a pre-recorded presentation which is then uploaded to the university’s virtual learning environment (typically, Moodle or Blackboard) for assessment. In the preparation of a Popplet presentation, learners must select images and address issues of copyright, quality etc., craft a structure to their story that is coherent, and manage the technical details of a using the features of the mobile application. These are valuable transferable skills which are gained during the assessment preparation.

Popplet has been the subject of academic discussion and investigation as a presentation format conducive to fostering student learning and engagement. This guide contains some of the most useful online links regarding use of Popplet, as well as a research bibliography of more than a dozen recent academic articles reporting on the use of Popplet in the university language classroom.

1. Popplet.com

http://popplet.com

2. Using Popplet in the Classroom: Integrating Technology for Teachers

http://blogs.sd38.bc.ca/tech38/2013/10/13/using-popplet-in-the-classroom/

3. Some creative ideas for using Popplet in the classroom

http://missnoor28.blogspot.com/2011/12/some-creative-ideas-for-usingpopplet.

html

4. Popplet mind mapping made simple

https://learnenglish2gether.wordpress.com/2015/03/06/popplet-mind-mappingmade-

simple/

5. Teacher Tech: Popplet

http://asilataner.weebly.com/blog/popplet

6. Web 2.0 Applied to English Teaching: How to use Popplet

http://ictsofidrazer.blogspot.com/2018/02/how-to-use-4-tutorial.html

7. Brainstorming in the iPad classroom

http://learningwithipads.blogspot.com/2013/02/brainstorming-in-ipadclassroom.

html

8. Digital Presentations in Education

https://www.scoop.it/t/digital-presentations-in-education/?&tag=Popplet

9. Popplet: Mind mapping tech tool

https://www.weareteachers.com/popplet-mind-mapping-tech-tool/

10. Using Popplet as a Writing Support to Alleviate Foreign Language Anxiety for English

Language Learners

https://bluebird5225.wordpress.com/2016/01/19/using-popplet-as-a-writingsupport-

to-alleviate-foreign-language-anxiety-for-english-language-learners/


Target language
Multilingual practice
Languages:
- English
Level (CEFR/ACTFL)
Multilevel
Beginning date
06 / 11 / 2018
End date
06 / 11 / 2018
Created by
Centre for Language and Communication Studies, Trinity College Dublin (IE)
Implemented at
Trinity College Dublin (IE)
Audience
Higher Education
Educational technologies and tools
- Online publishing tools [blogs, websites, robojournalism tools, curation tools, timelines, concept mapping tools and services, etc.] - Asynchronous and synchronous computer-mediated communication [videoconference, Hangouts, Skype, email, forums, social networks, etc.] - Online/Hybrid course management platforms and authoring software [Moodle, Blackboard, Canvas, Sakai, etc.; online course authoring software and tools, etc.] - Assessment and feedback [questionnaires, learning analytics, surveys, pools, tests, etc.]
Teaching methods
- Face-to-face learning/blended learning/online learning - Lectures/(Hands-on) practice/Internships/Community service/Seminars/Oral presentations/Group discussions - Project-based learning - Collaborative learning
Contact information
Prof. Lorna Carson,Room 4091, CLCS, Arts Building, Trinity College, Dublin 2, Ireland. 
carsonle@tcd.ie
How to cite this best practice?
Carson, Lorna. (2018). "ASSESSING WRITTEN PRODUCTION: A TEACHERS’ GUIDE TO USING THE ‘POPPLET’ MOBILE APPLICATION IN THE UNIVERSITY LANGUAGE CLASSROOM". Online: https://foco.usal.es/en/fichas/assessing-written-production-a-teachers-guide-to-using-the-popplet-mobile-application-in-the-university-language-classroom/. Repositorio FOCO [26-06-2019].