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If youre portion of the generation that mixes and mashes, the generation which enables movies rather than watching them, the generation that blogs and tweets rather than reading or watching what is this great, the generation that creates podcasts rather than listening to the air, then youll want to be to know HyperStudio for Mac OS X and Windows. HyperStudio is dependant on media fusion.
Grass Valley, California
Journey to your Center in the Earth by Kaila, a 6th grade student. With HyperStudio as her engine, Kaila has the ability to travel throughout the layers on the Earth and take her studying to new places.
Need six or even more copies for ones school? Click here for more information.
HyperStudio is usually a registered trademark of The Software MacKiev Company.
2015 The Software MacKiev Company.
If youre section of the generation that mixes and mashes, the generation which enables movies rather than just watching them, the generation that blogs and tweets rather than reading or watching what is the news, the generation which enables podcasts rather than just listening to radio stations, then youll would like to get to know HyperStudio for Mac OS X and Windows. HyperStudio is focused on media fusion.
Grass Valley, California
Journey on the Center in the Earth by Kaila, a 6th grade student. With HyperStudio as her engine, Kaila has the ability to travel throughout the layers with the Earth and take her studying to new places.
Need six or even more copies to your school? Click here for more information.
HyperStudio is often a registered trademark of The Software MacKiev Company.
2015 The Software MacKiev Company.
This free Mac OS 9 player should open all stacks made using HyperStudio 3.0 to 4.5. Please note that this HyperStudio 4.5 Mac Player had not been developed by Software MacKiev and it is provided as is also as a courtesy to HyperStudio users still running Mac OS 9.
address you provide below.
2015 The Software MacKiev Company.
HyperStudio can be a registered trademark of The Software MacKiev Company.
This free Mac OS 9 player should open all stacks made using HyperStudio 3.0 to 4.5. Please note the HyperStudio 4.5 Mac Player had not been developed by Software MacKiev and it is provided out of the box as a courtesy to HyperStudio users still running Mac OS 9.
address you provide below.
2015 The Software MacKiev Company.
HyperStudio is really a registered trademark of The Software MacKiev Company.
This non-expiring trial offer of HyperStudio 5 recently two limitations: You cannot produce a stack with over 4 cards, and you also cannot link stacks. You can open larger stacks and explore them, and you will not be able to edit and save them. You can make a limitless amount of number of projects and share all of them with others.
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2015 The Software MacKiev Company.
HyperStudio is usually a registered trademark of The Software MacKiev Company.
This non-expiring free trial offer of HyperStudio 5 recently two limitations: You cannot make a stack with 4 cards, so you cannot link stacks. You can open larger stacks and explore them, however, you will not be able to edit and save them. You can make a large number of projects and share these with others.
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Id wish to find out what educational licenses will set you back.
Keep me current with news about HyperStudio.
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Please inform us if you have any queries, comments, suggestions or would prefer to share around any stories about your involvement inside HyperStudio community throughout the years.
The text inside the Comments field is way too long. Shorten your comment text and try again.
Information you provide can never, ever be useful for any other purpose rather than to send you the info you have requested. We can never give your details to anyone outside we for any reason.
2015 The Software MacKiev Company.
HyperStudio is often a registered trademark of The Software MacKiev Company.
The aggregate score depending on the apps rating, volume of users, and a quantity of other parameters closely related to user satisfaction.
The greatest score is 10.
No specific information on version 4.5. Please visit the principle page of HyperStudio on Software Informer.
It is often a tool made for enlarging photos while preserving quality.
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Purchase; iTunes account required.; 69.99 to buy
Editors Note: The Download Now link directs you towards the iTunes App Store, in which you must continue the download process. You need to have iTunes set up in order to start the link, so you must have a dynamic iTunes account to download the applying. This download will not be available in some countries.
From Software MacKiev: Use one program for all you media-centric projects. Whether your focus is writing, drawing, painting, making animations or movies, HyperStudio allows that you create, edit, import, and fuse these components into impressive projects that may be shared out of all ways you expect: web, podcasts, YouTube, etc. Create projects with game-like interactivity, one-click links to Google Earth and Maps, make movies with subtitles and masks, layer animations and multiple movies with various transparencies, paint with effects and editable brush strokes. Use menus, drag and drop, or perhaps the toolbar icons. With HyperStudios intuitive environment, automatic attributions for items introduced from the web, iLife integration, and collaborative possibilities using DropBox, you've no excuse for looking at the sidelines. Go for it. Create digital culture!
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If youre section of the generation that mixes and mashes, the generation that creates movies rather than just watching them, the generation that blogs and tweets rather than reading or watching what is this great, the generation that produces podcasts rather than listening to the air, then youll want to be to know HyperStudio for Mac OS X and Windows. HyperStudio is centered on media fusion.
It is often a tool intended for enlarging photos while preserving quality.
A multimedia authoring program made use of by both teachers and students to mix text, graphics, sound, animation, movies, plus more into meaningful projects or lessons. The program works extremely well across all curricular areas but offers special reasons why you are foreign language classrooms.
50 MB free harddrive space for min. install, 120MB for full install
Internet Explorer 4.0 or greater or Netscape Navigator 4.x or 5.x
Mac OS 8.1 through 9.x, 8.6 for Online Help
50 MB free harddrive space for min. install, 120MB for full install
Internet Explorer 4.0 or greater or Netscape Navigator 4.x or 5.x
HyperStudio is often a program for those users given it potentially provides endless opportunities to the teaching and learning of several subjects. It is undoubtedly an authoring software program employed by teachers and students to produce multimedia projects. HyperStudio enables novice computer users to build interactive multimedia lessons, reports, projects, and presentations. It lets educators combine text, sound, graphics, digital video, and animation to generate teaching materials without resorting to another program.
In addition for the software program, the HyperStudio package contains different resources, a few of which are digitally reproduced and included within the CD-ROM.
Novice users are highly advised for starters the Users Guide, containing installation instructions, descriptions of recent features, a step-by-step tutorial, a review of HyperLogo, shortcuts, and Tips and Tricks.
The Reference Manual describes the numerous features and functions of HyperStudio. Novice users could be particularly interested inside the description from the product, the introduction from the menu bar features, as well as the creation of a rudimentary card-the first step toward all HyperStudio projects. The manual can be very useful as being a reference whenever support is essential.
The Teachers Guide contains three sections that assist educators make good using HyperStudio, namely 1 ideas for making use of HyperStudio as being a teaching and learning tool illustrated with lots of examples for both teachers and students, 2 directions for utilizing the program being a personal and professional productivity tool, and 3 the integration of other programs as well for an overview of internet resources for support both in technical and application matters.
The Hyperlogo Reference Manual introduces the user for the HyperLogo environment. It provides a user-friendly means for importing ready-made syntax since the HyperLogo programming language. Together with this particular reference, the Exploring Hyperlogo Tutorial concentrates on ways that HyperLogo can be utilized to control and manipulate HyperStudio. It works with six categories deemed necessary through the authors Lynn and Thompson, : Navigation, Hiding and Showing Objects, Manipulating Text, Moving and Resizing Objects, Music and Sound, and Other Cool Stuff. Learning and practicing the Logo programming language will enable anyone to expand HyperStudios power.
In addition towards the aforementioned references, HyperStudio contains other resources, such as the Media Library and tips. The Media Library carries a large variety of copyright-friendly media grouped in folders by media type: Animation, Backgrounds, Clipart, Icons, Palettes, Photos, QuickDraw3d, QuickTime, Ready Made Cards, and Sound. Also, samples, along with lesson plans and methods for implementation, are given for illustration. The following additional resources can be found online:
FAQs, mail lists, and forums for users who wish to share information and experiences
A quick online search stated many educators have posted their unique How-to HyperStudio tutorials, cards, lesson plans, and student projects
A stack can be a file made up of one or maybe more cards. It contains each of the resources made use of by the project for example graphics, sounds, text, pictures. A card 's what appears for the computer screen. Cards range from text, graphics, sounds, and also other multimedia elements. Users can move from card to a new or even to a different stack and/or program apart from HyperStudio using Buttons. Analogically, the stack and card are the same as a workbook as well as a worksheet, respectively, in Microsoft Excel.
Once it is installed and opened, the Welcome screen Figure 1 appears:
Here, new users choose Create a fresh stack to begin with a project. After setting up a stack, users use a choice of either creating his or her cards select New Card on the Edit menu or while using Ready Made cards templates included.
Ready Made Cards have a wide variety of templates that may be used just as one activity framework or as starting-points achievable projects, and gives three options see Figure 2 above:
Same Background - Creates a fresh card with the exact same background because the current card inside the stack.
Group card - Is precisely the same as choosing Same Background and also converts the brand new card into a Group Card.
Pre-built cards - These include one or maybe more card stacks. They are very practical when they save time spent within the creative procedure for building a stack over completely from scratch and thus allow users to focus about the project content. Other Ready Made Cards usually are meant to help the stack building process and for use as research tools.
Figure 3: Ready-made stack, illustration showing Pre-built cards
Creating a fresh card entails adding colors, graphics, movies, sound, etc. Some features could be added from your Colors or Tools menus, which is usually opened and left around the screen by clicking and dragging them into a location of one's choosing. Shortcuts, selected on the Extras menu, also allow users to include various media for instance buttons, hypertext links, etc. Figure 4. Many of these can even be added from your Objects menu.
Buttons have to be inserted to allow for navigation between cards. Buttons are configured when it comes to type, label, and colors Figure 5; a big selection of icons is obtainable Figure 6.
After the design and icon are selected, a little window arises allowing an individual to select which action are going to be performed once the button is clicked Figure 7.
Novice users should follow the step-by-step tutorial from the Users Manual pp. 35-149 that guides one through the introduction of a stack containing cards with assorted features.
Despite the limited variety of ready-made backgrounds, this system supports importing and controlling multimedia aspects of a wide range of software and hardware peripherals see Teachers Guide, Chapter 5, pp. 166-186. For instance, it supports all with the standard graphic formats JPEG, GIF, BMP, etc. Also, even novice programmers can copy and paste different scripts from HyperLogo and add these to their stacks to program additional animation and effects see also Easy Effects folder about the CD.
Activities produced by a program with HyperStudios flexibility potentially let educators enrich their teaching practices, through extension, grow their students learning processes. Although HyperStudio can be utilized to teach many subjects, this review examines the softwares potential for that teaching and learning of languages. HyperStudio provides many opportunities for teachers and learners of languages. Following are a handful of suggestions in connection with different skills and language components.
Reading activities usually are limited to reading passages as well as various types of comprehension questions like multiple-choice, True/False, gap-fill, complete sentences, etc. Activities manufactured with Hyperstudio can introduce reading materials aside from texts including timetables, graphs, prospectuses, and the like. Also, maybe it's used that can help learners develop metastrategies involved with reading. For example, word-by-word processing has become shown to negatively affect working memory and so to attenuate reading effectiveness. In this area, Grabe 1991 reports that studies have argued that fluent reading is rapid; people needs to maintain your flow of data at a sufficient rate to generate connections and inferences vital to comprehension p. 378. Activities arranged on different cards, applying the slow-motion scrolling of text chunks and progressing into a normal reading speed, may also help slow readers improve reading speed. Also, glossed texts, with immediate access to definitions of unknown words, can assist readers to concentrate on top-down processes, understandingcomprehension. The same technique may be used to supply usage of additional input for example pictures, activating necessary schemata for inducing reading comprehension.
Metacognitive strategies may also be enhanced using HyperStudio. Some methods for metacognitive awareness may be programmed to can be found in small pop-up windows through the reading process. A card could guide readers to guess madness of difficult words by activating appropriate schemata or providing visual help for instance space ordering Urquhart, 1984 as shown in Figure 8.
Another card that highlights info could steer students towards considering the crooks to be landmarks for better understanding. Other cards could raise learners awareness with the formal organization in the text being read, that's thought to greatly give rise to text comprehension, specially in ESL/EFL settings Carrell, 1985.
Sequencing cards in a very stack can assist inside creation of many writing activities for all those levels.
Create a card with space designated for college kids to place their photos along with a text zone by which they can come up with themselves. This is usually a motivating activity for newbies who are generally apprehensive about writing in the second/language of choice because of their limited linguistic repertoire. On such cards, learners is usually provided with necessary cues which will guide them inside their performance, which range from a model paragraph for minimal levels to fewer hints for higher levels. To take this activity further, the instructor could place the students cards together in a very stack and develop a class album to offer as reading input.
In addition, sequenced pictures illustrating events, including daily routines, could possibly be used for that creation of sentences as captions. Students could then link the sentences together to make a paragraph using transition signals. The program could be used by a story-telling activity by building a stack of cards with pictures that illustrate the events of an story. A more difficult activity is usually to provide questions as cues that can help learners in the writing process. An more difficult activity will be to provide only 1 picture illustrating one event in a very story and let learners imagine, after which write, what actually transpired before and after the wedding shown from the selected picture. During this writing process, learners could refer completely to another stack containing relevant vocabulary Figure 9.
Other activities, including form filling, sentence combining, supplying cohesive ties, and completing paragraphs/dialogues that pave the way for effective writing you may also have developed using HyperStudio.
Describing processes is really a promising, though difficult, activity for intermediate learners. Pictures and/or cues on the different steps of the process obtaining a job, installing a product, cooking, making tea, etc. may be inserted in numerous cards as well as a text zone provided for college students to describe the sub-processes with the process in front of you. Linking words may be added later to manufacture a cohesive and coherent paragraph.
Arguing for and/or against a particular statement is regarded as a difficult writing act, even for advanced learners. Creating a stack with cues on different cards may help these learners develop their points and counterpoints;, argumentation dependant on exemplifying, quoting others words, undermining or refuting counter arguments, etc. Displaying all from the arguments together with a final card may help to increase learner understanding of how to argue and counter argue.
Another activity which might be assigned to all levels is often a book, software, or website review. Such reviews is usually generated from cues that can help learners check into different facets with the material accessible. The degree of impossibility of this activity could be adjusted according on the learners level. Creating such activities using HyperStudio has lots of merits for instance consulting types of reviews, receiving tricks for help, and compiling the entire review within a card for that purpose of editing and proofreading.
Other activities that will help students comprehend the composition process might be created by having hints for drafting, redrafting and revising compositions.
The software supplies a great volume of possibilities to make activities that can help with all the teaching of vocabulary, for instance matching antonyms and synonyms. The following screen Figure 11 displays a sample vocabulary activity. Learners click over a word to know it pronounced, the term then animates and moves next to your body part it identifies.
Another version in this activity is shown in Figure 12.
It must be pointed out that all on the above activities could be programmed to provide immediate feedback. This feedback might be shaped inside form of just one confirmation of correct or incorrect input for example Sorry, repeat again! or Well done! or 2 explanations I am afraid this isn't a leg, THIS can be a leg! through an arrow pointing towards the correct item, or 3 reference with a certain lesson inside syllabus Sorry, this isn't the correct answer! Please have a very look at page 22 with your book.
The mix of movies, sound, pictures and text offers numerous means of creating listening materials. While operating a sound or movie item, listeners and viewers is usually asked to sequence events, pick a picture which fits what is being described, complete or match halves of sentences, and/or repeat and record chunks of text. Authentic video materials may be inserted from CD-ROMs, DVDs, or perhaps from the Internet be wary of copyright restrictions!.
Listening to songs can be a motivating activity. Besides using gap-fill activities in line with the random omission of words, other challenging activities for example omitting specific elements of speech verbs, auxiliaries, prepositions, etc. could be assigned. For advanced learners, notetaking while listening is usually a challenging activity. A card having a video or audio recording combined with a text zone for note taking will work. Recordings for such activities can be found on websites of TV channels and appropriate tasks may be assigned as outlined by students needs.
HyperStudio could also be employed to assist the creation of speaking skills. Rehearsing dialogues or interacting by using part in one-sided dialogues inside a dyadic arrangement will facilitate interaction within a less intimidating format Murphy, 1991, p. 54 and can lead to your automated internalization of formulaic speech for example pre-fabricated patterns. In this area, Mclaughlin 1987 states that, repeated performance with the components from the task through controlled processing leads on the availability of automatized routines p. 136. Furthermore, Ellis 1985 notes that, it is suggested in third and fourth language acquisition research that formulaic speech serves as being the basis for creative speech p. 169. Learners may take different roles such dialogues from the form of role-playing. The target dialogue could possibly be recorded using the program so the learners can check their performances. Similarly, the identical technique can be useful for intonation and pronunciation. The falling tone of wh-questions along with the rising or falling tones under consideration tags as well as in common words for example thank you are problematic to EFL/ESL learners. Also, the using appropriate functions in specific situations, using a careful handling on the pragmatic dimension formal/informal, polite/less polite, etc., can be another potential activity that can help with speaking. All of these are areas that could lend themselves well to making by using Hyperstudios power to record and replay.
It ought to be mentioned that all on the above activities can be suitable for teaching and/or testing purposes. When designing tests, the alternative to return on the previous card may be dropped.
Additionally, the Hyperstudio activities can be useful for self-learning thereby put in self-access centers or about the Internet. More importantly, they may be produced from the students themselves see Students Projects for the CD-ROM, which shows projects dealing with various areas of foreign language learning, for example writing and/or dealing with a long trip or about ones family/school/friends, in addition to fulfilling small research projects.
Although HyperStudio states to be user-friendly, it is sometimes complicated to handle and some time to master. This difficulty is legitimately justified when it comes to its number of applications. In fact, producing multimedia activities without worrying about aid of HyperStudio can require a lot more time and knowledge because generally involves using a mixture of many applications. By precisely the same token, the price could be justified as it removes the desire to purchase several programs to achieve a similar results.
The other caveat has to do while using size with the screen that is often smaller. Again, this can be justified in terms in the good quality of displayed items, namely videos and photographs.
This review continues to be limited only to your use of HyperStudio with the teaching and learning of languages, and within the process has provided some thoughts about how Hyperstudio could be familiar with design interactive activities. The software, however, has more potential applications. Proficient users are going to be able to generate a range of activities limited only by their imagination. Although it may take serious amounts of become a proficient user, it's worth learning because using HyperStudio will allow the consumer to efficiently create interactive multimedia tasks with less some time to effort than could be required by a combined multiple applications to achieve exactly the same goals. It is quite sure that learners will appreciate customized materials made out of Hyperstudio that happen to be tailored specifically for many years and their needs.
Carrell, P. L. 1985. Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19, 4, 727-752.
Ellis, R. 1985. Understanding second language acquisition. Oxford: Oxford University Press.
Grabe, W. 1991. Current developments in second language reading research. TESOL Quarterly, 25, 3, 375-406
Mclaughlin, B. 1987. Theories of Second Language Learning. London: Edward Arnold.
Murphy, J. M. 1991. Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25, 1, 51-75.
Urquhart, A. H. 1984. The effect of rhetorical ordering on readability, In C. Anderson A. H. Urquhart Eds., Reading in a language pp. 160-180. London: Longman
Abdelmajid Bouziane, , is surely an Assistant Professor of Linguistics on the Hassan II University, in Casablanca, Morocco. He continues to be involved in teacher training, specially in Information and Communications Technology ICT and English-language Teaching ELT, with the last several years. Also, they are the MATEs Moroccan Association of Teachers of English webmaster and ICT consultant, as well as the editor for that ELTeCS-AME-L List of English Language Teaching Contacts Scheme for Africa as well as the Middle East.
Copyright rests with authors. Please cite TESL-EJ appropriately.
Editors Note: The HTML version contains no page numbers. Please make use of the PDF version on this article for citations.
A multimedia authoring program employed by both teachers and students to mix text, graphics, sound, animation, movies, and much more into meaningful projects or lessons. The program can be employed across all curricular areas but offers special reasons why you are foreign language classrooms.
50 MB free harddrive space for min. install, 120MB for full install
Internet Explorer 4.0 or greater or Netscape Navigator 4.x or 5.x
Mac OS 8.1 through 9.x, 8.6 for Online Help
50 MB free hard drive space for min. install, 120MB for full install
Internet Explorer 4.0 or greater or Netscape Navigator 4.x or 5.x
HyperStudio can be a program for everyone users because doing so potentially provides endless opportunities with the teaching and learning of various subjects. It is definitely an authoring software program employed by teachers and students to make multimedia projects. HyperStudio enables novice computer users to produce interactive multimedia lessons, reports, projects, and presentations. It lets educators combine text, sound, graphics, digital video, and animation to build teaching materials without resorting to another program.
In addition towards the software program, the HyperStudio package contains different resources, a few of which are digitally reproduced and included about the CD-ROM.
Novice users are highly advised for starters the Users Guide, that contains installation instructions, descriptions of latest features, a step-by-step tutorial, introducing HyperLogo, shortcuts, and Tips and Tricks.
The Reference Manual describes the various features and functions of HyperStudio. Novice users might be particularly interested inside description on the product, the introduction from the menu bar features, plus the creation of a rudimentary card-the foundation of all HyperStudio projects. The manual is usually very useful as being a reference whenever support is essential.
The Teachers Guide contains three sections which help educators make good utilization of HyperStudio, namely 1 ideas for making use of HyperStudio to be a teaching and learning tool illustrated with many different examples for both teachers and students, 2 directions for utilizing the program being a personal and professional productivity tool, and 3 the integration of other applications as well just as one overview of internet resources for support in the technical and application matters.
The Hyperlogo Reference Manual introduces the user for the HyperLogo environment. It provides a user-friendly method for importing ready-made syntax because HyperLogo programming language. Together using this reference, the Exploring Hyperlogo Tutorial targets ways that HyperLogo may be used to control and manipulate HyperStudio. It works with six categories deemed necessary from the authors Lynn and Thompson, : Navigation, Hiding and Showing Objects, Manipulating Text, Moving and Resizing Objects, Music and Sound, and Other Cool Stuff. Learning and practicing the Logo programming language will enable the person to expand HyperStudio s power.
In addition for the aforementioned references, HyperStudio contains other resources, such as Media Library and tips. The Media Library has a large bunch of copyright-friendly media grouped in folders by media type: Animation, Backgrounds, Clipart, Icons, Palettes, Photos, QuickDraw3d, QuickTime, Ready Made Cards, and Sound. Also, samples, in addition to lesson plans and tricks for implementation, are given for illustration. The following additional resources can be purchased online:
FAQs, mail lists, and forums for users who wish to share information and experiences
A quick online search says many educators have posted their very own How-to HyperStudio tutorials, cards, lesson plans, and student projects
A stack is really a file containing one if not more cards. It contains all of the resources made use of by the project including graphics, sounds, text, photos. A card is exactly what appears around the computer screen. Cards normally include text, graphics, sounds, along with other multimedia elements. Users can move from a single card to a different or even to a new stack and/or program aside from HyperStudio using Buttons. Analogically, the stack and card are comparable to a workbook plus a worksheet, respectively, in Microsoft Excel.
Once it is installed and opened, the Welcome screen Figure 1 appears:
Here, new users choose Create a fresh stack to start out a project. After making a stack, users have a very choice of either creating his or her cards select New Card from your Edit menu or while using the Ready Made cards templates included.
Ready Made Cards include a wide variety of templates that could be used as a possible activity framework or as starting-points achievable projects, and gives three options see Figure 2 above:
Same Background - Creates a whole new card with the exact same background since the current card from the stack.
Group card - Is exactly the same as choosing Same Background but in addition converts the newest card to your Group Card.
Pre-built cards - These include one or higher card stacks. They are very practical because they save time spent within the creative means of building a stack on your own and thus allow users to focus around the project content. Other Ready Made Cards usually are meant to help the stack building process and for use as research tools.
Figure 3: Ready-made stack, demonstration of Pre-built cards
Creating a whole new card entails adding colors, graphics, movies, sound, etc. Some features is usually added in the Colors or Tools menus, which could be opened and left within the screen by clicking and dragging them to your location of your respective choosing. Shortcuts, selected through the Extras menu, also allow users to provide various media for instance buttons, hypertext links, etc. Figure 4. Many of these can be added from your Objects menu.
Buttons has to be inserted to allow for navigation between cards. Buttons are configured regarding type, label, and colors Figure 5; a wide array of icons can be obtained Figure 6.
After the look and icon are selected, a compact window happens allowing an individual to select which action will probably be performed once the button is clicked Figure 7.
Novice users should follow the step-by-step tutorial within the Users Manual pp. 35-149 that guides one through the introduction of a stack containing cards with assorted features.
Despite the limited variety of ready-made backgrounds, this software supports importing and controlling multimedia aspects of a range of software and hardware peripherals see Teachers Guide, Chapter 5, pp. 166-186. For instance, it supports all on the standard graphic formats JPEG, GIF, BMP, etc. Also, even novice programmers can copy and paste different scripts from HyperLogo and add these phones their stacks to program additional animation and effects see also Easy Effects folder within the CD.
Activities put together by a program with HyperStudio s flexibility potentially let educators enrich their teaching practices, by extension, grow their students learning processes. Although HyperStudio works extremely well to teach many subjects, this review examines the softwares potential with the teaching and learning of languages. HyperStudio provides many opportunities for teachers and learners of languages. Following a few suggestions relevant to different skills and language components.
Reading activities tend to be limited to reading passages then various types of comprehension questions like multiple-choice, True/False, gap-fill, complete sentences, etc. Activities made with Hyperstudio can introduce reading materials in addition to texts for example timetables, graphs, prospectuses, and so forth. Also, it can be used that can help learners develop metastrategies associated with reading. For example, word-by-word processing is shown to negatively affect working memory and for that reason to attenuate reading effectiveness. In this area, Grabe 1991 reports that reports have argued that fluent reading is rapid; your reader needs to keep up with the flow of info at a sufficient rate to produce connections and inferences vital to comprehension p. 378. Activities arranged on different cards, beginning with the slow-motion scrolling of text chunks and progressing with a normal reading speed, can assist slow readers improve reading speed. Also, glossed texts, with fast access to definitions of unknown words, can assist readers to spotlight top-down processes, understandingcomprehension. The same technique can be employed to supply having access to additional input including pictures, activating necessary schemata for inducing reading comprehension.
Metacognitive strategies can even be enhanced using HyperStudio. Some tricks for metacognitive awareness could possibly be programmed to can be found in small pop-up windows through the reading process. A card could guide readers to guess this is of difficult words by activating appropriate schemata or providing visual help for example space ordering Urquhart, 1984 as shown in Figure 8.
Another card that highlights info could steer students towards considering the crooks to be landmarks for better understanding. Other cards could raise learners awareness with the formal organization with the text being read, and that is thought to greatly bring about text comprehension, particularly ESL/EFL settings Carrell, 1985.
Sequencing cards inside a stack can assist within the creation of many writing activities for all those levels.
Create a card with space designated for young students to place their photos as well as a text zone through which they can come up with themselves. This is often a motivating activity for starters who are generally apprehensive about writing in a very second/language because of their limited linguistic repertoire. On such cards, learners might be provided with necessary cues that can guide them within their performance, between a model paragraph for small levels to fewer hints for higher levels. To take this activity further, the instructor could position the students cards together in a very stack and build a class album to provide as reading input.
In addition, sequenced pictures illustrating events, including daily routines, may be used with the creation of sentences as captions. Students could then link the sentences together to make a paragraph using transition signals. The program could be used in a story-telling activity by setting up a stack of cards with pictures that illustrate the events of the story. A more difficult activity will be to provide questions as cues to help you learners in the writing process. An much more difficult activity should be to provide just one picture illustrating one event in the story and let learners imagine, and after that write, how it happened before and after the wedding shown within the selected picture. During this writing process, learners could refer to a new stack containing relevant vocabulary Figure 9.
Other activities, for example form filling, sentence combining, supplying cohesive ties, and completing paragraphs/dialogues that pave the way for effective writing may also be developed using HyperStudio.
Describing processes is usually a promising, though difficult, activity for intermediate learners. Pictures and/or cues on the different steps of any process obtaining a job, installing a unit, cooking, making tea, etc. may be inserted in various cards and also a text zone provided for young students to describe the sub-processes from the process taking place. Linking words may be added later to generate a cohesive and coherent paragraph.
Arguing for and/or against a specific statement is recognized as a difficult writing act, even for advanced learners. Creating a stack with cues on different cards can help these learners develop their points and counterpoints;, argumentation determined by exemplifying, quoting others words, undermining or refuting counter arguments, etc. Displaying all from the arguments together with a final card can assist to increase learner understanding of how to argue and counter argue.
Another activity that may be assigned to all levels can be a book, software, or website review. Such reviews might be generated from cues that may help learners consider different facets with the material in front of you. The degree of impracticality of this activity could be adjusted according for the learners level. Creating such activities using HyperStudio has numerous merits for instance consulting instances of reviews, receiving tricks for help, and compiling the entire review inside a card with the purpose of editing and proofreading.
Other activities that can assist students comprehend the composition process is usually created by building hints for drafting, redrafting and revising compositions.
The software comes with a great amount of possibilities to produce activities that can help using the teaching of vocabulary, for example matching antonyms and synonyms. The following screen Figure 11 displays a sample vocabulary activity. Learners click using a word to listen to it pronounced, the phrase then animates and moves next towards the body part it identifies.
Another version on this activity is shown in Figure 12.
It ought to be pointed out that all in the above activities is usually programmed to provide immediate feedback. This feedback may be shaped from the form of a single confirmation of correct or incorrect input like Sorry, repeat again! or Well done! or 2 explanations I am afraid it's not a leg, THIS is really a leg! by having an arrow pointing to your correct item, or 3 reference to some certain lesson within the syllabus Sorry, it's not the correct answer! Please have a very look at page 22 as part of your book.
The mixture of movies, sound, pictures and text offers numerous means of creating listening materials. While operating a sound or movie item, listeners and viewers may be asked to sequence events, go with a picture that what is being described, complete or match halves of sentences, and/or repeat and record chunks of text. Authentic video materials could be inserted from CD-ROMs, DVDs, and even from the Internet be wary of copyright restrictions!.
Listening to songs can be a motivating activity. Besides using gap-fill activities in accordance with the random omission of words, other challenging activities for instance omitting specific elements of speech verbs, auxiliaries, prepositions, etc. could be assigned. For advanced learners, notetaking while listening may be a challenging activity. A card that has a video or audio recording along with a text zone for note taking will perform. Recordings for such activities can be purchased on websites of TV channels and appropriate tasks is usually assigned as outlined by students needs.
HyperStudio could also be employed to assist the creation of speaking skills. Rehearsing dialogues or interacting through part in one-sided dialogues inside a dyadic arrangement will facilitate interaction in the less intimidating format Murphy, 1991, p. 54 all of which will lead to your automated internalization of formulaic speech for instance pre-fabricated patterns. In this area, Mclaughlin 1987 states that, repeated performance with the components from the task through controlled processing leads towards the availability of automatized routines p. 136. Furthermore, Ellis 1985 notes that, it has become suggested in third and fourth language acquisition research that formulaic speech serves because basis for creative speech p. 169. Learners may take different roles in these dialogues from the form of role-playing. The target dialogue may very well be recorded using the application so the learners can check their performances. Similarly, the identical technique can be used by intonation and pronunciation. The falling tone of wh-questions along with the rising or falling tones involved tags or perhaps in common words like thank you are problematic to EFL/ESL learners. Also, the utilization of appropriate functions in specific situations, having a careful handling in the pragmatic dimension formal/informal, polite/less polite, etc., is yet another potential activity which will help with speaking. All of these are areas that might lend themselves well to making utilization of Hyperstudio s capacity to record and replay.
It ought to be mentioned that all with the above activities can be intended for teaching and/or testing purposes. When designing tests, the possibility to return towards the previous card could be dropped.
Additionally, the Hyperstudio activities can be used in self-learning and so put in self-access centers or about the Internet. More importantly, they might be produced from the students themselves see Students Projects within the CD-ROM, which shows projects dealing with assorted areas of learning, including writing and/or discussing a long trip or about ones family/school/friends, along with fulfilling small research projects.
Although HyperStudio statements to be user-friendly, it's difficult to handle as well as some time to master. This difficulty is legitimately justified regarding its number of applications. In fact, producing multimedia activities with no aid of HyperStudio can require all the more time and knowledge because generally involves using a blend of many software packages. By a similar token, the price could be justified because doing so removes the requirement to purchase several programs to achieve a similar results.
The other caveat has to do using the size on the screen that is often really small. Again, this can be justified in terms from the good quality of displayed items, namely videos pictures.
This review is limited only on the use of HyperStudio for that teaching and learning of languages, and within the process has provided a few ideas about how Hyperstudio could be accustomed to design interactive activities. The software, however, has all the more potential applications. Proficient users will probably be able to make a range of activities limited only by their imagination. Although it may take a serious amounts of become a proficient user, it really is worth learning because using HyperStudio will allow anyone to efficiently create interactive multimedia tasks with less some time to effort than can be required by a combined multiple software packages to achieve precisely the same goals. It is quite sure learners will appreciate customized materials made using Hyperstudio which might be tailored specifically for many years and their needs.
Carrell, P. L. 1985. Facilitating ESL reading by teaching text structure. TESOL Quarterly, 19, 4, 727-752.
Ellis, R. 1985. Understanding second language acquisition. Oxford: Oxford University Press.
Grabe, W. 1991. Current developments in second language reading research. TESOL Quarterly, 25, 3, 375-406
Mclaughlin, B. 1987. Theories of Second Language Learning. London: Edward Arnold.
Murphy, J. M. 1991. Oral communication in TESOL: Integrating speaking, listening and pronunciation. TESOL Quarterly, 25, 1, 51-75.
Urquhart, A. H. 1984. The effect of rhetorical ordering on readability, In C. Anderson A. H. Urquhart Eds., Reading in a language of choice pp. 160-180. London: Longman
Abdelmajid Bouziane, , is definitely an Assistant Professor of Linguistics on the Hassan II University, in Casablanca, Morocco. He has become involved in teacher training, particularly in Information and Communications Technology ICT and English-language Teaching ELT, to the last several years. Also, he could be the MATEs Moroccan Association of Teachers of English webmaster and ICT consultant, plus the editor for that ELTeCS-AME-L List of English Language Teaching Contacts Scheme for Africa and also the Middle East.
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Users thinking about Hyperstudio 4.5 free generally download:
If you re the main generation that mixes and mashes, the generation that creates movies rather than watching them, the generation that blogs and tweets rather than reading or
The aggregate score using the apps rating, volume of users, and a quantity of other parameters closely linked with user satisfaction.
The most effective score is 10.
The aggregate score using the apps rating, volume of users, and a amount of other parameters closely associated with user satisfaction.
The most effective score is 10.
Users serious about Hyperstudio 4.5 free generally download :
If you re section of the generation that mixes and mashes, the generation which enables movies rather than watching them, the generation that blogs and tweets rather than just reading or
The aggregate score in line with the apps rating, volume of users, and a variety of other parameters closely related to user satisfaction.
The most beneficial score is 10.
The aggregate score in accordance with the apps rating, amount of users, and a quantity of other parameters closely linked with user satisfaction.
The most beneficial score is 10.