Skip to content

My Hull presentation Tuesday 330-430pm

My work shop on ibooks Tuesday 3pm to 4pm

It started with PREZI petchakucha to arouse interest and as a brief overview.

The Powerpoint looked at how to make and use ibooks and ebooks and the pitfalls, which are many!  A certain amount of time was spent on the aspect of culture covered by an article written for the CLESOL2016 proceedings, where I also presented.

Delegates then spent some time trying out apps in the book, gave me some feedback.

Documents are attached.

ROM ‘Weather…Or Not_ the new online editions for each month

ALDin HE 2017

CLESOL 2016 ibook presentation

This was a workshop with a short introduction, then participants worked in pairs or alone on any of the published ibooks available on itunesU. I spent the remaining time trouble shooting, answering questions about apps and giving/receiving feedback.

Here is the link to the screen cast video of the introduction.

At the end of the workshop, at their request, another 20 minutes was spent showing all of the participants how to make a screen cast using with the July ibook.  There was also  a very quick overview of potential uses after this again- not just writing feedback and introduction videos.  Participants were  directed to Russell Stannard’s site too as he was the first person to really make screen casts mainstream in ESOL teaching.

The original powerpoint is below.


How to use Twitter for Professional Development (PD)

This was not at a conference but an in house short presentation at Teacher Day in semester one 2015 at Unitec.

I showed my feed, how to save tweets you want to read later, how inspiring it is and how on a daily basis it keeps you ‘buzzing’ with ideas to use or adapt your lesson on your feet.

There was no Power point or images, just my feed and how to use it.

Feedback from colleagues was positive but again most think I come up with all the ideas I use and tend to ‘sit inside their comfort zone’ rather than get inspired with 5 minutes reading every day.  It does mean you have to be organised and find time in your morning but like doing physical exercise to keep fit every day, Twitter for PD is mental exercise and can be so productive!

Saturday Sonya Van Xchaijik TEACHMEETNZ


What I liked about this presentation was the way teachers are still sharing ideas and classroom activities that have worked in an environment that allows us to reach beyond our immediate institutional colleagues.  It was the first time for me to attend a webinar for several years.  The last time was a Saturday morning 3 years ago because it was based in USA (time difference) and although it was also very stimulating, I was reluctant to engage in more webinars in my own time.

A lot has changed since the early days of webinars and now in New Zealand and world wide there are many webinars  in times that are much more convenient and fit with teaching down time.

Sonya managed the session with aplomb, efficiency and gave positive feedback and suggestions when presenters tried something for the first time that did not work – use Youtube instead of trying to embed into a Powerpoint for example.

Notes from presenters at the session 1045-11:45 ON WEBINARS   RHG02

Sonya introduced us to the session by saying there was a 2 Pronged approach:

1. Join Google hangout ourseleves

2. webinar with 8 guests some overseas or within NZ- 3 mins per speaker sharing their learning


Tara: (taratj)  Pukerua Bay School NZ

poetry within the classroom with spoken word- Khaili Smith on youtube

topic, play word associations, showed youtube but vids did not translate well with the hangout


JulieBTW  (from Holland)

Julie looks at songs for ESOL.  Strength of music is link to outside world.

Critereai: Hot songs, safe environment, learn- so select and create:

input meaning focused listening and reading

output – reading and scanning sentences starters change words

zoom in – language

zoom out – fluency development (discussion)


Anthony Faitaua (anthounyfaitaua)

looking at how to improve Pacifica student success using AKO – develop reciprocal space between teachers and learners, developing trust, relationships

Michelle Johansson gives a criteria  of levels for teachers to see where they are equiped.

He used PPTs but far too much data on slides and text too small

Added useful resouce links which we can access after as the video is rerecorded.

Example of how to assessment task around Polyfest, which is more dance


Vanitha Govini  (VanithaGovini)

Maths and technology expert

Maths assessments success limited by language ability even though students have good listening skill and plenty of listening practice.

Used THING PAIR SHARE in thinking groups  to create output

Used speaking frames eg I think the answer is because I solved this problem by I agree I disagree

Used apps and brainstorming questions eg What do you mean by   ?   What does that number mean? Why did you do that? etc

Using concrete to abstract

Ss are willing to share their thinking, listening to each other, developing conceptual thinking, taking risks

Use word problems talk less and listen more, and develop community of learners.

More links for ensuring learners


Alex Le Long   (ariaporo22)

Maori as achievers –

data informs but not the base of solid relationships with students

Gave two questions:

What stops us achieving as Maori (1) as individuals (2)?   an empowerment exercise

Ss brainstormed to improve confidence


Philppa Nicoll Antipas (KeenReader)

Flipping Grammar approach

Most of the presenters needed to be told: Screenshare was top green button to show their own screens


Students watch video at home and learn before they come into class

Used TED-Ed

Uses LMS eg Moodle and analyses data from students practice to put into groups

More fun so students are more likely to do homework

Video is more engaging than textbook

More personalised, focussed

Overall positive recommendation for ‘Flipping’.


Veronica Zane (Veronica Zane)

Uses progressions (new ESOL system)

biggest change from IELTS

ss able to self evaluate more

highlight the achievement indicators withe confidently and consistently achieved


Fortino Leaupepe-Tuala ( f_leaupepe)

Ss lose ground over summer holidays with reading because they stop reading for 6 weeks

What do you do to lessen this?

Research shows this loss is significant, cumulative and long lasting and it is an urgent issue

Sounds good for those with families to support

Prepare by promoting and practising 15 mins every day

provide access to libraries and promote local libraries

One good tip for promoting reading:

TAKE PHOTOS OF YOURSELF reading on holiday competition


Wrap up:

It is not enough for teachers to just be tweeting or on Facebook for PD – there is a real need to reach out beyond your own circles to get inspired by others’ passions.

Now we are trying to get into Sonya’s hangout but wifi difficulties and time restriction meant we did not quite get there.










CLESOL July 2014 ‘Interactive Fair’ presentation of 2 new books on culture.

This presentation is only 10 mins long on Friday at 1:50 pm in the Interactive Fair ideas stream.  This is followed up with an opportunity to showcase the information at a table in the Trade Exhibition area on the Mezzanine floor during the afternoon break scheduled for 2:55-3:25 pm.

You can watch a video of the presentation below at either link:


CLESOL July 2014 ‘Connecting Across the Ditch’ workshop

This workshop is presented by Lesley Cioccarelli and myself on Friday 11th in the Teaching ESOL stream from 1040 to 1145am.

A screencast video of the Powerpoint will be added in this space AFTER the workshop.




Here is the handout from the workshop:
Connecting ‘Across the Ditch’ and Beyond

Take charge of your own professional development.


A workshop presented by Lesley Cioccarelli & Yvonne Hynson at CLESOL 2014

Why should you use the Internet to develop a PLN?

ž  To ‘meet’ teachers from around the world and exchange ideas with them.

ž  Keep up-to-date with all the latest developments in TESOL.

ž  Access an infinite pool of resources through links given by other teachers.

ž  Enter a virtual staffroom which is available 24/7 to get answers to questions or inspiration for lessons.

ž  Learn about webinars, conferences and other (free) online PD.


How can you use the internet to develop a PLN?

ž  Twitter                                                (

ž  Facebook                                (

ž  Linked-in                                (

ž  Google +                                  (

ž  aPLaNet                                  (

ž  EFL Classroom 2.0                  (

ž  Blogs                                       (

ž  Webinars                                (

ž  Online conferences               ( see links over page

ž  Online workshops                  (



Connect with Us









Useful links

Twitter Hashtags & Chats

AusELT 1st Thurs/month #AusELT
ELTchat Every Wednesday #ELTchat
EAPchat Every 2nd Monday #EAPchat
AsiaELT Every 2nd Tuesday #AsiaELT    
KELTChat Every 2nd Sunday #KELTchat  


ELTPics – a really useful resource – photos shared by teachers from around the world and organised by category to be used in classrooms.


Webinars & Other Free Online CPD

The following organisations offer free webinars for teachers on a huge



ELT Bloggers

There are too many terrific blogs to recommend them all, but here are some lists you can consult to find some other teachers recommend:


More about Connecting



Tuesday Jul2

145 Key note speakers:

Evaluating the impact of research – Ako Aotearoa and the Australian counterpart.

(Kirsty Weir), Peter Coolbear, Tilly Hinton.

I attended this to find out more about Ako Aortearoa and the possibility of applying for a grant, as this was recommended. However, Unitec takes financial donations and expects you to fulfill contact hours and do the ‘research in your own time’ !!

Criteria – impact goes beyond context and is about people not about publications.

Projects must be evidence based change .
High return for learner and develop systemic change.
Innovation in learning & teaching


Be clear in your revisions to include:
1. Think  about a community engagement  activity at the end of each KCIM unit to include impact.
2. Long term usage important – what change are you trying to implement?
3. Benefits to learners:
Academic enhancement
Learning environment and resources
Relationships -actual evidence
Personal developments

Ako Aotearoa research paper on engagement in blended environments

John Milne

4 universities were involved in tracking LMS (learning management system eg Blackboard or Moodle)engagement over a semester.

The most important thing I learnt from this paper was the result of LMS tracking:

All students followed the same peaks and troughs and there was no significant differences between A and B achievers.  C achievers were only a little lower but fails showed a significantly lower trough at week 4 and week 13.

There were some differences between how engagement in the following **10 strategies was manifested between the universities which explained why some failed but the *SLAPS program was instrumental in recapturing these disengaged students.

Fails all started later than other students and although they tracked as high as A passes in week 4 assessment, they were all lower in the troughs.  It was at this point that SLAPS volunteers followed up.  Students felt more at ease talking and negotiating problems with peers than with lecturers and the time for lecturers was released.  WIN WIN

*SLAPS? program is a volunteer student initiative whereby students are screened first, in some cases trained, and follow up personally all students who are failing.  They are given recognition by the institution on their CV as a reward.


Engagement – spark curiosity, exploit the knowledge gap and establish personal relevance.  Create a social presence and belonging.

Maintain engagement- give clear content, instructions, guidelines for assessments.   Motivate students with challenging authentic talk/content/problems in safe environments.

Recapture the disengaged – Identify early and monitor (SLAPS), give personal contact where appropriate and support students.

5pm The poster session and pecha kucha introduction

I love pecha kucha and even though a number of the participants did not strictly adhere to the style ie too much text rather than an appropriate image to link the information they are giving, as a means of engaging conference goers it was particularly successful.  All around me I overheard comments like, “I have learnt more in 2 minutes than I did in the sessions!” Only about 20 of the poster booth creators participated but it was enough.  This was followed by a video of a Maori video conference, not live unfortunately as they were in Washington presenting at a conference of native languages under threat. Even though this was interesting and linked to a poster it was far too long – 5- 10 minutes and the impetus gained by the fast pace of petcha kucha was lost.

I am still rather shocked at the number of ‘death by Powerpoint’ presentations there were at the conference.  They were so boring that often I just took photos, did not take notes or just left early.  However, this lead in to the poster session was even more successful than the two minute summary of poster sessions I participated in at ILA 2012.  The added images really made it and the conversations in the booths were animated even after the slow video conference  video by Maori.

This first set of notes is a slightly different repeat of 915 Keynote speaker Alison Phipps – When Learning is placed under seige

I arrived late so I missed the first part where she defined the ‘edubabble’ of institutional managers and  real learning.

What I enjoyed about the speaker was the use of images to convey ideas which were often given in quite academic language and which sometimes needed a bit of unpacking to understand. The images of Scotland also brought back lovely memories of the road trip last year. There was minimal text, a lot of inspiring poetry to illustrate meaning and a time of peace at the end for reflection.  A change from the rush to the next thing on my menu.  (HERDSA2013 is using guidebook app and it is really great!!)

Practical suggestions which may or may not be implementable!

  1. Acknowledge conflict: how to keep going under stress  This does not mean patronise, or dwell on but give practical creative ways to release it in the classroom setting – prose or art which then decorates the place of learning. “Hurt people, hurt people”. Now how to diffuse this tension is the difficult part.  She used her time in South Africa and Palestine to illustrate how strong networks of support are needed to keep going but religion and kinship are not always a possibility for our young male Asians.
  2. Getting students off the grid ie without e-support for a night or two.  Sing, tell and listen to stories, make and eat food together etc  One interesting activity was to ask students to use natural or local materials to make (symbolise) and ideal university.  Although field trips are encouraged in private institutions, teachers in public institutions are loathe to give up their private time to invest in such an activity.  It has been done before though by Advanced a few years ago.
  3. Compassion in the classroom needs to be modeled by the teacher, encouraged by a focus on beauty and creativity and learn the place of quiet.  Now one of the big drawbacks as I see it is the reluctance of institutions to allow blutak or pins for students’ work to be displayed in rooms. The primary school alternative way of using string and pegs holding artwork or prose across a room is a little ‘babyish’.
  4. Invite those in need into your home and accommodate them.  A generous, religious way of offering but I am not sure I am prepared to do this.

Interactive Presentation given by Yvonne

  If for any reason you cannot see the PREZI presentation then here is the link:

Click here to go to PREZI

Student identity and connections within a department using Moodle indices


If for any reason you cannot see the video (screencast) of the PREZI presentation below, here is the link to the PREZI for CLESOL:

Here are the links to the screencasts of my PREZI presentation:

Part 1

Part 2

Part 3

Part 4

CLESOL retold at Unitec 2012

Hynson, Yvonne (Unitec Institute of Technology,

Connecting and supporting students across campuses and courses using a Moodle index template

This paper will consider student autonomy on-­???line, drawing on a discussion of current research in the field, and the needs of the students in the Department of Language Studies, Unitec Institute of Technology, New Zealand. The paper will also outline one solution used in our language programmes. It will show in detail how students’ need for digital literacy support was addressed and how the development of student identity was enhanced. Students were initially surveyed to ascertain their capabilities and desire to learn through technology; in response to this, two Moodle student zones were made to support a range of ‘student senses’. Corresponding components were created in each zone. The process for making decisions about the contents of each zone is discussed within the context of the student competencies. Strategies were implemented across campus by the institution two years ago, one of which was aimed at increasing digital literacy. The results thus far are encouraging, as the zones have been only in existence for less than a year. More data is being collected from the report function on Moodle, which shows participation, statistics and activity logs. This will serve as a very useful tool for further analysis and future research.