"One of the main responsibilities of my job is creating technology-enhanced curriculum, and over the last few years I have learned some things (some the hard way) that help me to create a technology-enhanced curriculum that has the potential to survive longer than it would otherwise."
First I did not want to read this, because I feel unable to CREATE technology enhanced materials, but when I glanced at threarticle, it became easy to understand and do, most valuable and very possibly manageable with my limited understanding of technology. Wonderful!
Lots of interesting content to explore at FLTMAG. Variety of tags can help teachers find the most relevant content for their needs and interests. Here's one I found interesting:
Considerations for accessible content when using the Web:
1. Reevaluating learning outcomes
2. Accessible content
3. Accessible participation and interaction with course concepts
4. Consistency
5. Flexibility
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
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.
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.
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.