CALL_IS_VSL

"As various means of computer mediated communication (CMC) have been incorporated within language classrooms over the past two decades, it has become important to critically understand whether, to which extent, and under what contextual factors, a particular type of CMC is more effective than other modes of communication. This study examined the magnitude of the effect of text-based synchronous computer-mediated communication (SCMC) on second language acquisition (SLA). By searching the studies published between 1990 and 2012, this meta-analysis explored 10 experimental and quasi-experimental journal articles and doctoral dissertations and reports their overall effect on SLA, and the contextual factors that influence the between-study variation. A small but positive overall effect (m = .33) indicates that text-based SCMC could make a larger difference on SLA than other means of communication. Findings further suggested that intermediate learners may benefit more from SCMC tasks if they are grouped into pairs or small groups and participate in SCMC interactions on a weekly basis. In terms of suggestions for future research, authors should provide more description about the SCMC task in order to confirm or disconfirm the factors that are associated with effectiveness of second language (L2) learning in technology-mediated language learning contexts."

"What if classroom learning was a little more active? Would university instruction be more effective if students spent some of their class time on active forms of learning like activities, discussions, or group work, instead of spending all of their class time listening? "A new study in the Proceedings of the National Academy of Sciences addressed this question by conducting the largest and most comprehensive review of the effect of active learning on STEM (Science, Technology, Engineering and Mathematics) education. Their answer is a resounding yes. According to Scott Freeman, one of the authors of the new study, "The impact of these data should be like the Surgeon General's report on "Smoking and Health" in 1964-they should put to rest any debate about whether active learning is more effective than lecturing."" This is great news for teachers of EFL/ESL also.

This is a nice way to cheaply add subtitles (or comments!) within G-Drive. 1. Create a text file on your desktop using the format/coding recommended in this instructional video. (You will need to specify the times where each subtitle appears.) 2. Save the file, changing the extension to .SRT 3. Go back to your video in G-Drive and select the >Details tab on the right sidebar. At the bottom of the list is >Caption tracks. 4. Select >New caption track, and select the .SRT file you have created. 5. Select a language and give the caption file a name. 6. Select >Upload and >Done 7. You can edit the text file within G-Drive also. Now when you open the movie, the subtitles will show. Instead of doing the subtitles for students, this might be a great project to have students do, as a test to see if they have mastered their own work. You may find some surprising results.

You can insert your own quizzes into YouTube videos. This might be a fun way to test students. "Using Blubbr you can create interactive quizzes that are based on YouTube clips. Your quizzes can be about anything of your choosing. The structure of the quizzes has a viewer watch a short clip then answer a multiple choice question about the clip. Viewers know right away if they chose the correct answer or not. To create a quiz on Blubbr start by entering a topic for your quiz. After entering your topic enter a search for a video about that topic. Blubbr will generate a list of videos that you can select from to use in your quiz. When you find a video that works for you, trim the clip to a length that you like then write out your question and answer choices." T/H R. Byrnes

A slideshow (mainly text) by Erin Lowry, ESOL techer at Baltimore City Schools. Common sense. Notes importance of technology tools to the autonomy question.

A nice grouping from the EmerginingEdTech blogers. This might be a good blog to sign up for to receive email alerts. Comics are great for practicing reading, critical thinking, and writing. They can get the most jaded class rebooted.

A pdf file which discusses critical issues with referenced support. the 5 issues are (predictably): 1.Create competency based education systems 2. Improve student access and equity 3. Measure and assure quality inputs and outputs 4. Support innovative educators 5. Support new learning models through connectivity, data systems, security. (Sounds like that last is thrown together...

The University of North Carolina at Chapel Hill has a Writing Center with good advice for writers. This "handout" on Introductions is readily incorporated into your own writing course.

It's all about an authentic learning experience! The 12-13-yr-old kids in this blog discussion really learned a lot more than about the nature of complex carbs in this exchange of views. Should kids be involved in authentic debate -- well, sure!

5 neat apps -- there are probably comparable apps for Android and other mobile devices. Whether you have an artistic bent or prefer hand-written notes, one of these might suit you and could be linked into Evernote or OneNote, most likely. T/H to R Byrne.

"The StoryCorps Great Questions Lists and Great Questions Generator provide you with excellent questions that you can use when interviewing people about their lives or about the lives' of others. The Great Questions Lists is just a list of questions that you can select on your own. The Great Questions Generator will help you select the best questions for the person or people you're planning to interview." Interviews are a great way to give students authentic listening-speaking and note-taking practice. The StoryCorps has created a massive archive of oral histories and this question generator will be a great tool for your students, both to think about what should be in an interview, and how to develop questions.

"This is a virtual place for folks interested in learning to "operationalize TPACK" (Technology, Pedagogy, and Content Knowledge) via curriculum-based learning activity types ('LATs') to get up-to-date information, and (more importantly) participate in the vetting and refining of the activity types in each of the curriculum areas in which activity type development is happening." College of William & Mary School of Ed has set up a community site where there is a collection of activities with accompanying technologies for a wide range of ages/grade levels. There is also a "teaching strategies" page and links to presentations, assessment tools, and other resources. Hopefully there will be frequent updates and the pages will be a useful resource.

"What strategy can double student learning gains? According to 250 empirical studies, the answer is formative assessment, defined by Bill Younglove as "the frequent, interactive checking of student progress and understanding in order to identify learning needs and adjust teaching appropriately." A great short article to make one aware of the nature and value of formative assessment. Unlike summative assessment, which evaluates student learning according to a benchmark, formative assessment monitors student understanding so that kids are always aware of their academic strengths and learning gaps. Meanwhile, teachers can improve the effectiveness of their instruction, re-teaching if necessary. "When the cook tastes the soup," writes Robert E. Stake, "that's formative; when the guests taste the soup, that's summative." Formative assessment can be administered as an exam. But if the assessment is not a traditional quiz, it falls within the category of alternative assessment."

"A professional learning network is a vibrant, ever-changing group of connections to which teachers go to both share and learn. These groups reflect our values, passions, and areas of expertise. "Teachers build PLNs the same way they build any network: by investing time to find and connect with people they trust, who have shared interests and passions. To me, a PLN includes the organizations, communities, and individuals who help me learn and grow as a professional. My PLN also provides me with a broader perspective on education-beyond my classroom, school building, state, and even nation. It is a blend of face-to-face and digital interactions with professional buddies, mentors, and rockstars. "Although technology is often the vehicle to build connections, a PLN is about relationships. To conceptualize a PLN, envision three layers like the ever-widening rings formed when a rock is dropped into still water. The smallest inner circle represents buddies and mentors; a middle ring holds niche passion groups; and the outer layer comprises professionals and rockstars. The smaller the ring, the closer that group is connected to you in your PLN." This article shows how to create your own PLN.

"Tackk could be a good tool for students to use to quickly create a page to show off some of their digital photography, video creation projects, or audio files. Student groups looking to create a landing page for a fundraising event may want to give Tackk a try too. " Unregistered accounts have a 7 day expiration for any page. T/H to R. Byrne

worth reviewing again and again!

This blog entry shows two examples, one of a teacher-created rubric, and the other of a rubric created with the help of the students. The comparison shows that the students had a slightly different idea of what was being evaluated -- always good information to have.

A chart of different places to search for public domain and Creative Commons images.

Great article for both those getting started with video and those who have used it often. ALso contains lots of good links to further exploration.

Some interesting ideas for setting up a studio in the classroom at very low cost. Use for student projects and special effects in student videos.