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Marlene Johnshoy

20 activities to "Bloom" with the new Flipgrid camera | Ditch That Textbook - 0 views

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    If you haven't tried Flipgrid yet, you should! now free for all!
Marlene Johnshoy

European Framework for the Digital Competence of Educators: DigCompEdu | EU Science Hub - 0 views

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    "On International and national levels, a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu)."
Marlene Johnshoy

A 5 Step Guide to Making Your Own Instructional Videos | Edutopia - 1 views

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    "The most effective blended instruction isn't pretty-it's personal." There are 5 good tips for making your own instructional videos.
Marlene Johnshoy

20 ways to Ditch That Textbook in K-2 (with templates!) - 0 views

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    We don't often get early elementary ideas for adding tech to the classroom - here are 20!
Marlene Johnshoy

Home - Language Learning and Technology - 1 views

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    Vol 23, No 2, June 2019 Table of contents
Marlene Johnshoy

Exploring the Role of Feedback and its Impact within a Digital Badge System from Studen... - 0 views

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    Abstract: "In academic settings where digital badges are taking over conventional task formats, educators are faced with the challenge of how to deliver and assess content and skills within badges. Imposing a mastery learning approach, where feedback is key, to a digital badge system may be a potential solution to using digital badges within higher education. As a way to support student learning, Guskey, Journal of Advanced Academics, 19(1), 8-31 (2007) emphasizes the importance of not only frequent feedback but specific feedback. In order to examine how students are using feedback to inform their coursework within a digital badge context, an online survey was designed consisting of open-ended questions about the nature and value of instructional feedback within a digital badge system. Results from the questionnaire indicated three major thematic groups illustrating feedback from the students' perspective: Importance and Nature of Feedback, Authority over Knowledge and Learning, and Learning for Mastery."
Marlene Johnshoy

Building Digital Literacy Bridges: Connecting Cultures and Promoting Global Citizenship... - 0 views

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    Abstract: "Students deepen their content knowledge and collaborative skills as they interact with others across the globe. In order to deepen early childhood students' awareness and understanding of the world, teachers worked with their classes to develop and share school-based virtual field trips. The researcher sought to (a) identify the steps to create a school-based virtual field trip, and (b) understand how virtual field trips can promote global and/or content understandings. Qualitative results reveal that the steps taken to create a trip varied by grade. Students were motivated to teach other students about their school and were able to learn about different cultures. A variety of literacy skills were also utilized in the virtual field trips."
Marlene Johnshoy

PERFLECT: Design and Evaluation of an Electronic Development Portfolio Aimed at Support... - 0 views

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    " self-assess their performance on learning tasks and formulate points for improvement. " Think about this is in terms of ePortfolios developed through professional development workshops.
Marlene Johnshoy

Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classr... - 0 views

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    This is about a science class, but take a look for student attitudes towards this delivery - and see what we can take from it for language lesson flipping.
Marlene Johnshoy

Purposes - CALL Principles and Practices - 0 views

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    From the book: "Since the first version of this book came out in 2005, the field of computer-assisted language learning (CALL) has grown and changed. This update is the result of some of those changes. Our intent is to place pedagogical goals before technologies, as the literature advises but is not always followed in classrooms. In revising this book, as in the original, we assume that good teachers teach well because they bear in mind certain principles about how they can best help learners to learn language. Placing these principles at the center of attention makes it much easier for teachers to concentrate on the question of what constitutes effective computer-enhanced pedagogy and why. This book takes as its organizing principles both the system of conditions that are known to support effective language learning and the goals that a variety of standards in the field have set out for us and our students. Examples throughout the book underscore the need to consider theory in every aspect of the teaching and learning process. Some of the points in this book we have made in other places; other we discovered during the revision process. All told, this text provides a brief picture of what CALL classrooms can be like today. Of course, that could change tomorrow."
kelseypelham

Enhancing Learners' Communication Skills through Synchronous Electronic Interaction and... - 3 views

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    A bit academic but also interesting and thought-provoking.
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    I agree it is not easy to make students use authentic discourse online.
jenniferacarr

10 Student-Tested Chrome Extensions | Edutopia - 2 views

  • When activated, the extension searches through the text and highlights one or two important sentences
    • jenniferacarr
       
      Interesting! (Especially given the parameters of our Diigo assignments...) I wonder, though, how the extension identifies which sentences are important. That can be such a subjective call to make.
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    This is for the Chrome browser - many I didn't know about, but will definitely try!
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    The Dualless extension that splits the screen sounds very useful for students . . . and teachers! I'm adding this extension right now!
kelseypelham

Best Practices for an Online Spanish Course - The FLTMAG - 4 views

  • nearly a third of American college courses are now taught online.
  • anguage instructors need to be convinced that online education presents a responsible learning environment for students,
  • lexibility. S
  • ...20 more annotations...
  • Personalization.
  • Autonomy. 
  • tudents must assume greater responsibility and organization for their learning journey than in the face-to-face classroom.
  • . Automation. 
  • ongoing guidance and supervision from instructors, with regards to logistical and pedagogical issues.
  • increase student collaboration,
  • Monday: I
  • teacher-centered
  • forum
  • ourse content and logistics
  • Online grammar and vocabulary activities. Students work on their own with input, explanations, and activities from an online textbook.  
  • istening activities. We created interactive “video lessons” using Adobe Captivate: 5 minutes interviews, accompanied by comprehension questions, vocabulary, grammar exercises, and short writing assignments. For these activities, we interviewed various professionals around Davis
  • Speaking asynchronous activities. In Canvas, students record a video message related to a specific communicative task. For example, they compare Davis to a city in the Hispanic world. Also, they have to comment on at least one video from a classmate
  • ynchronous speaking activities. They consist of a video chat with the instructor and 2-3 students, working on communicative activities related to the lesson. It is student-centered day and learners tend to receive more feedback than in the traditional face-to-face classroom
  • riting activities.
    • kelseypelham
       
      I love the way UC Davis has the week split up. I'm wondering if they run into students with conflicts with the synchronous schedule? How much coordination does it take? How many hours is the instructor putting in on Thursdays and Fridays meeting with students? I love the idea, just need to see how it works in practice.
  • Student preparation: Students need more preparation for the online learning experience. The creation of a mandatory workshop
  • mphasizing the pedagogical particularities of online learning, could help with student attrition, which is usually higher in online courses than in traditional courses.
  • e
  • Transition from a focus on activities to a focus on projects: dynamic assessment, portfolios, self-evaluations, tandems, etc.
    • kelseypelham
       
      I agree that this would be great, but logistically can be hard especially at lower-levels where so much repetition and practice is needed, particularly with grammar structures.
    • kelseypelham
       
      It is true that more students do tend to "fall through the cracks" in online classes. A short workshop that preps them for success in online classes would be ideal. If not, we should address it in the courses themselves.
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    This describes a really good setup for an online language course!
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    Seems pretty formulaic - so a good place to start!
nleisenheimer

Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students... - 1 views

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    This is a very comprehensive report about how best to approach online discussion and blogging in a classroom
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    Thanks for sharing. I particularly found the article 'A plan for effective discussion boards' insightful and useful!
nleisenheimer

Holding Synchronous Online Office Hours - Center for Teaching and Learning | Learning H... - 1 views

  • Research indicates that instructor presence in an online course directly impacts students’ learning outcomes. Hosting synchronous online office hours is one way you can build presence in your course because it gives your students a chance to ask questions and get clarification on course material. Luckily, holding office hours is easy in an online course. You just need to be logged in to your learning management system (LMS) and available to students during specified hours.
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    What a simple way to provide for your students. Perhaps those of you teaching at the post secondary level already do this, but at the high school level we do not have office hours because it can't be built into our schedules. However, perhaps a bit of time each day may encourage a strong feedback loop.
jenniferacarr

Tools for Synchronous and Asynchronous Classroom Discussion - 2 views

  • Regardless of the tool or set of tools that you use, be sure your communication plan is clear to your students. Online communication does have rules, just like face-to-face communication. Set guidelines as well as expectations, and use only those tools that you’ve evaluated and which clearly enhance your teaching and student learning.
    • jenniferacarr
       
      I'm happy to see this point emphasized yet again. Just because a tool is new and shiny doesn't mean it will help your students. Careful planning and a sound pedagogical rationale will, though.
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    An article by Julie Meloni, published on the Chronicle of Higher Education's (now defunct) "ProfHacker" blog. Meloni offers a quick overview of the distinction between synchronous and asynchronous communication, and suggests ways to make use of both in the classroom.
Marlene Johnshoy

Tools for Social Annotation in the Digital Age | Edutopia - 1 views

    • Marlene Johnshoy
       
      "conversations" - another way of discussing texts, scaffolding student reading, annotations
  • Hypothesis, NowComment, Perusal, and Diigo
  • free digital course for educators
Marlene Johnshoy

KQED Teach - Designing Presentations - 1 views

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    Some free classes for teachers about tech - designing presentations, making media for classroom use, and others.
kelseypelham

Padlet - Berkeley World Language Project - 1 views

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    This Berkeley page contains example Padlets with cool ideas for language courses!
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