Phase 4

 Phase 4 - Collaborative Activity and Pedagogical Practice

Collaborative Activity

In Phase 4, the team collaborated on several tasks to integrate gamification and technology into teaching practices. The tasks included:

Link and Evidence of the Gamified Resource Created at LABINNOVA:

• The group developed a gamified resource called "Boost Your Vocabulary: Fun Exercises and Challenges for Learning New English Words," designed for students aged 7 to 13. This resource used gamification strategies such as points, badges, and interactive quizzes to enhance vocabulary learning

Evidence on Forum Participation for Each Group Member:

• Contributions by all members were documented in the forum, reflecting their discussions and inputs during the activity's development

AI Tool Evaluation:

• The group analyzed AI tools, focusing on their applications in education, such as Duolingo, Grammarly, and ChatGPT. Evaluations highlighted these tools' strengths in promoting personalized and interactive learning experiences

The Role of Artificial Intelligence in Education and Its Impact on Language Learning

 

Artificial Intelligence (AI) has transformed the way we learn and teach languages. Tools like 

Duolingo, Grammarly, Elsa Speak, Replika, and ChatGPT offer innovative, personalized, and 

accessible solutions for students and educators. Below is a brief analysis of their impact: 

 

Accessibility and Personalization:

• Duolingo: Provides gamified and adaptive learning, adjusting exercises to the user’s level and progress. This allows students to learn at their own pace. 
• Elsa Speak: Focuses on pronunciation, using AI to analyze and correct students' speech in real-time. 

Instant Correction and Feedback:

• Grammarly: Helps improve writing skills through grammar, vocabulary, and style suggestions. This encourages self-editing and autonomy in learning. 

Conversational Practice: 

• Replika: Acts as a conversational partner, simulating real interactions to enhance oral communication skills. 
• ChatGPT: Provides detailed and contextual responses, enabling practice of grammar and the construction of complex ideas in the target language 

Reducing Geographical and Economic Barriers: 

• Most of these tools are available for free or at a low cost, democratizing access to quality resources for language learning. 

Final Reflection 

AI does not replace educators but enhances their ability to personalize teaching, improve interaction, and motivate students. Its positive impact depends on ethical and balanced use, complementing traditional methodologies with these technological tools. 

Evidence of Contributions to the Lesson Plan:

• Collaborative efforts resulted in a well-structured lesson plan integrating multimedia resources and gamified elements

The Link to the Recorded Class:

• The recorded session showcased the implementation of the gamified resource, demonstrating its practical use in a classroom setting.

• Link:

Screenshots of the Épica Session for Each Group Member:

• Visual evidence was provided for each member's participation in the Épica session.

Pedagogical Practice

Phase 4 concluded with the completion of two essential documents:

LABINNOVA Planning and Checking Form:

• This form outlined the objectives, activities, and interactive elements of the gamified resource. It detailed the challenges, multimedia components, and feedback mechanisms incorporated into the design.

Evaluation Forms:

• Practice Site Evaluation: Completed by the student, this form reflected on the support and environment provided by the educational institution.

• Practice Evaluation by the Teacher: Conducted by Brenda Castañeda, the assigned teacher, this form assessed the effectiveness of the pedagogical practices implemented during the practicum.

Summary

Phase 4 demonstrated the culmination of collaborative teamwork, the integration of gamification into teaching strategies, and a reflective evaluation of pedagogical practices. These efforts highlighted the group's ability to merge technology with education effectively.