Traffic jam here

To become aware of traffic jam
To talk about their own experienes
To come up with the ideas on how to deal with this problem

My Wordle

Telecollaborative Project

Our team for telecollaborative project is Pum (Cambodia), Nwe Nwe (Myanmar) and me, Indri (Indonesia).

The goal of the project is to improve participants’ competence in designing materials as well as integrating technology in language classroom.

The participants of this project are :

1.    Pre-service trainee teachers in Pum’s class at Provincial Teacher Training College in Cambodia

2.    University students in Nwe Nwe’s class at Yangon University of Education in Myanmar

3.    Participants in in-service teacher training in PPPPTK Bahasa Indonesia (Indri’s class)

Participants from Cambodia are primary trainee teachers and participants from Myanmar are senior assistant teachers while  participants from Indonesia are English teachers in Senior High School.

The activities in the project are

1.    Step 1 : Setting Facebook group as the social media for the participants to share information both pictures and files that will be used along the projects

2.    Step 2 : 1st teleconference using Hangout  as an introductory session

3.    Step 3 : the three facilitators from each country (Indri, Pum and Nwe Nwe) will set the groups for the participants in working on their materials design project. Each group will consist of participants from Cambodia, Myanmar and Indonesia.

4.    Step 4 : Each group will select their topic for their materials design and then work using Google Docs to share their design with the group members as well as facilitators.  They may also use Hangout and facebook as their means of long distance communication. In the design, each group may also include the use of Kahoot as media for presenting quiz.

5.    Step 5 : When the material design is ready, the Indonesian participants will try it out in their classroom and if it is possible they may record it. For the teacher candidates in Myanmar and Cambodia can also organize their teaching practice in selected school to try out the material design.

6.    Step 6 : the recording of the classroom practice will be uploaded in the group facebook so that other group (or other individual participants) can give comments or peer feedback

7.    Step 7 : 2nd teleconference using Hangouts may also be organized as a live discussion  forum

8.    Step 8 : the participants fill in the survey monkey provided by the facilitators as part of their self assessment.

My University's Golden Jubille

It is about our university. It produces teachers every year. After their studies, they will be appointed as senior assistant teachers at Basic Education High Schools in different parts of Myanmar. 

You can kindly visit the link given:

https://www.youtube.com/watch?v=ubBCUUeqm5c

My voki and why I use it in the classroom

Voki can be used to provide language input in the form of listening. This can lead to promote other language skills such as speaking and writing. In other words, this voki prepares them to produce language in terms of speaking and writing. For instance, after listening, students have to talk about what kind of person the speaker is and what she likes doing and so on. Moreover, another activity is related to the given voki. In that case, they are supposed to go beyond listening and given context. Teachers can set higher-level thinking question based on the given character of the voki so that students can think more deeply. For example, they have to find out the pros and cons of going shopping. 

Voki can help students learn how speakers say. It can also improve their pronunciation and enrich vocabulary. That is why, it is really worth to use it in our classrooms. Teachers can create different speaking characters with the help of voki.

My Photostory

It is about something unexpected that happened to Jit and Jeab. This includes the photos of my friend, Jeab from Thailand. We have been friends since 2014. These photos will tell you where we met and how we did things together in different countries. This photostory will remind me of my buddy and Burnei-US 11 week program. This can strengthen the relationship between Myanmar and Thailand. 

My second voki

My University

Yangon University of Education

http://yioe.edu.mm/home/

 I am Nwe Nwe Hlaing from the Republic of the Union of Myanmar. I'm a tutor as well as a teacher trainer. My students are would-be-teachers. I teach them English at Yangon University of Education. In the past, it was called Yangon Institute of Education.

Copyright issues in Myanmar 

Myanmar has impotent litigation for copyright (1911. Act). The only law for IP is Digital Age Yangon University Library and Information Studies Magazine (1999-2003), p-94. * Unpublished works can include diaries, letters, survey responses, manuscripts, photograph art or software — any type of work that has not been distributed to the public.

http://www.accu.or.jp/appreb/10copyr/pdf_ws0509/2_6_kyaw.pdf

Trademarks

First, companies should take steps in-country to protect their trademarks. Myanmar’s trademark regime is the most accessible and reliable of the available IP protections. In order to seek protection, companies are advised to register trademarks under Section 18(f) of the Registration Act of 1908 pursuant to Direction 13. Registration is followed by publication of a cautionary notice in a Myanmar newspaper advising the public of the registration. Enforcement can thereafter be pursued (a) against passing-off under Sections 478-480 of the Myanmar Penal Code; and (b) against infringement under Section 54 of Myanmar’s Specific Relief Act and under the Myanmar Merchandise Marks Act. This registration should be repeated every three years under local practice.

Companies which have taken recent steps to protect their trademarks in Myanmar include – HBO, Johnson & Johnson, Marriott, GlaxoSmithKline, Pizza Hut, KFC and Victoria Bitter. Companies with valued

Client Alert

International Trade

Intellectual Property

Client Alert International Trade

Pillsbury Winthrop Shaw Pittman LLP www.pillsburylaw.com 2

trademarks should consider taking trademark protection steps as soon as possible to establish their position and prevent competing claims to or misuse of their IP.

file:///C:/Users/ewc22/Desktop/copy%20r1.pdf

Copyright System in Myanmar The existing Myanmar Copyright Act was promulgated in 1914. Myanmar protects original literary, artistic, musical and dramatic works by the 1914 Copyright Act (India Act III of 1914). The 1914 Copyright Act began to come into force in Myanmar on the 24th February, 1914. Therefore, the 1914 Copyright Act is still the existing law, relating to copyright protection in Myanmar .The legal provisions contained in the Act are mainly based on the Copyright Act of the United Kingdom which was enacted in 1911. No registration procedure has been instituted in spite of the existence of this act. In this Act, the provisions protected works, authorship and ownership of copyright, duration (term) of copyright, limitations, infringements of copyright, applications of copyright, Civil and criminal remedies, definitions and penalties are included. The current Copyright Act of 1914 does not prescribe copyright of other country to be recorded in Myanmar and copyright obtained in other countries can not be enforced in the country.

 The main reason for scarcity of cases relating to copyright is that the persons concerned with such disputes are reluctant to go to Courts of Law, which is a distinctive personal trait of most of Myanmar people. Almost all of such disputes are settled amicably by negotiations or conciliations; sometimes with the intervention of certain influential persons or bodies such as Myanmar Music Association (MMA), Writers and Journalists Association, Motion Picture Association, Myanmar Theatrical Association, Myanmar Traditional Arts and Artisans Association, Myanmar Photographers Association, Myanmar Academy of Arts and Sciences, Myanmar Computer Federation and Myanmar Computer Industry Association, Myanmar Federation Chambers of Commerce and Industry etc. 

http://www.ipophil.gov.ph/images/IPKnowledge/Myanmar_Country%20Report.pdf

Our needs Analysis

Needs analysis about how to integrate ICT into Language Teaching 

 Our context

Our context is Yangon University of Education in Myanmar which is producing qualified teachers for Basic Education High Schools. The ability to use English effectively is their goal in life because they want to use English for different purposes. Using ICT has been a part of our culture. This can facilitate language teaching and learning .Technological tools are visually attractive so that they learn English in a better way.

Our needs analysis focuses on teachers as well as students.

Purpose of Needs Analysis

to help them to improve their language skills with the appropriate technological tools

Sources 

teachers
students

Methods 

Questionnaires
Interviews

Teachers and students are our sources and we are going to collect the data through questionnaires and interviews.

10 teachers from English Department of our University are selected to be interviewed. They have been teaching English by using ICT for 10 years. The very first interview will give the required information about what technology they are using and how they well they can use them. Moreover, they will be asked how they can enhance students' speaking performances with the help of technology.Based on the first interview questionnaires will be developed and distributed to the rest teachers to do a data collection for needs analysis.

Needs Analysis for Teachers(Questionnaire): https://www.surveymonkey.com/r/XSZT5PZ
Needs Analysis for students (Questionnaire)https://www.surveymonkey.com/r/QQ98RDB

My Piclits

http://www.piclits.com/viewpoem.aspx?PoemId=269326

My video

https://www.youtube.com/watch?v=2rMpx73goB8&feature=youtu.be

My Prezi

This is my Prezi project  with my group classmates:

Our group members are very imaginative, creative and helpful. Some are from Cambodia (Rith, Phally,Pum). One of them is Cho Cho from Myanmar . We all become to realize that prezi can be used as a teaching aid. Finally, we managed to deal with prezi issues.

https://prezi.com/6y5thelp67zg/group-project_unforgettable/?utm_campaign=share&utm_medium=copy

I just made a new Voki. See it here:

My voki is intended for improving students' listening and speaking skills. They will become satisfied with what they hear and this activity will encourage them to use English in an encouraging way. Visual things are provided to attract their attention. What's more, they can listen to it again and again. This activity is amusing as well as creative. They have to create their own voki regarding their goals of language learning. They have to talk about it. The next thing they have to do is peer-assessing. In this way, they benefit from their friends' comments.