I think this is a great way to bring popular culture into the classroom. TV shows provide a more authentic representation of language than educational videos.
Michael Gorman, former president of the American Library Association, decries the movement towards a user-controlled Internet as “a world in which everyone is an expert in a world devoid of expertise”
Technical usability is defined as the general usability of a tool for a user— how easily users can complete a task with the least number of obstacles.
Pedagogical usability applies specifically to how learnable and usable the website is for learners.
Providing users with an immediate solution to an obstacle may not be the preferred outcome when users must learn during the process
How do current users of a foreign language learning website that employs Web 2.0 technologies use the site for learning and social purposes?
What technical and pedagogical issues arise when potential users participate in a usability test of three foreign language learning websites that employ Web 2.0 technologies?
ACTFL 2012 presentation
"Emerging technologies are changing the way we do things, and teaching a world language is no exception! Learn how Web 2.0 technology can enhance what you are doing in your classroom, what the 21st Century Skills are, and how you can support them through communicative world language teaching strategies. Best of SCOLT Presentation."
"The use of technology is not a goal in and of itself; rather technology is one tool that supports language learners as they use the target language in culturally appropriate ways to accomplish authentic tasks."
This quote stood out to me and it is so true. sometimes we feel pressured to use technology but we forgot the pedagogy purpose.
Thanks for sharing it. We are using technology for our language lessons. I agree what ACFLT says about having clear that tech is a tool not a goal since the most important aspect is the learning.
In this Journal that I follow, they have many different authors discuss topics ranging from technologies use for, by Deaf people, education for deaf children, parent-child relationships, to language development.
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.
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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.