This may seem obvious, but judging by the notices we have received, many teachers (and especially students) are under the impression that if it is on the web, then it is up for grabs.
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Improve Your Results with Google's Advanced Power Searching MOOC - ProfHacker - The Chr... - 1 views
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The Educator's Guide to Copyright, Fair Use, and Creative Commons - The Edublogger - 3 views
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This is protocol in my classroom-they may as well learn it right the first time rather than the hard way later. When using Google images: go all the way to the cog wheel pull down on the right side of the toolbar; 2) go down to Advance Search; 3) inside Advanced Image Search, all the way at the bottom is a pulldown for usage rights, select "free to use or share" or, if you need to alter the image in anyway "fee to use share or modify."
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That is, in some cases, if an image, text, video, etc. is being used for educational purposes, there might be more flexible copyright rules.
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Just yesterday I was watching a webinar from a national organization, and on one of the PowerPoint pages I saw a picture of one of my district's students with his PE teacher. I was shocked and wondered how it came to be in this webinar. I can only guess that there was a newpaper article with this picture in the local paper, and that put it out there on the web, and it was found and inserted into this PowerPoint. I also thought it was pretty cool - one of ours in something like that. It was crazy just happening upon it like I did though.
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But make sure to check specific copyright restrictions before uploading anything you’ve scanned to the web!
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This is a biggie! I know of some teachers who upload all their homework handouts in .pdf format. I can think of only one who might have asked permission to do so. But, why bother buying that textbook's workbook if I can download it from another district for free. I can certainly see publishers having issue with that.
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TeachingCopyright.org.
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copyright holders to give you (and the host of your site, such as Edublogs, WordPress, etc.) an official notification.
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CreativeCommons.org website
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You are free to embed any video from YouTube, Vimeo, WatchKnowLearn, etc. on your blog or website as long as it gives you the embed option.
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This answers my earlier question about using a video in eduCanon. Seemed really wrong to do that, but guess it is understood when you upload if you allow others to borrow, they will.
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I guess that's why on some music videos, there is a statement that there is no ownership in the content? I don't know. I also bookmarked this article as I know I will need it as time goes on.
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shared by Marlene Johnshoy on 07 Aug 11
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Identity in Online Communities: Social Networking Sites and Language Learning - 4 views
www.swinburne.edu.au/...Article4-HarrisonThomas.pdf
socialnetworking livemocha harrison thomas communities SNS
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Abstract: Since their emergence in 2005, Web 2.0 technologies have been advanced as potentially transformative in the area of education in general and foreign language learning in particular. Web 2.0 technologies are presenting new opportunities for developing diverse online learning environments and enhancing interactivity, participation and feedback between students, their peer groups and teachers. This article examines one of the most significant Web 2.0 tools, Social Networking Sites (SNS), and focuses on Livemocha, an example of an online community specifically aimed at encouraging collaboration between foreign language learners. Results from the ethnographic approach adopted in the paper indicate that: (a) SNSs can be used by language learners to explore new relationships rather than merely maintain existing ones and that (b) longitudinal studies are required to achieve a better understanding of the complex processes of mediation involved in online community formation and maintenance
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Funny! I also found this article last week and even attached it to last week's blog post in the ning. I've noticed this morning, that reading and commenting on it is also one of this week's assignments. I guess I chose well :)
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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."
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Ten Fun Ways to Use YouTube Videos in an Online Literature Class | Faculty Focus - 4 views
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Good ideas, more so on how to add different sources to readings, then on implementing them in class.
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These are great! I wish that we were allowed to use youtube in our courses. I guess that before using this tool you would have to make sure that youtube would be allowed in your school. Some sites such as this and vimeo are blocked.
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LLT Journal: Discourse Functions and Syntactic Complexity in Synchronous and Asynchrono... - 0 views
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DISCOURSE FUNCTIONS AND SYNTACTIC COMPLEXITY IN SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION The present study investigates discourse functions and syntactic complexity in English-as-a-second-language (ESL) learner output obtained via two different modes of computer-mediated communication (CMC): asynchronous and synchronous discussions. Two instructors and twenty-five students from two advanced ESL writing classes participated in this study.
0377_FLA_3512_TaskBased_Lee.pdf - 2 views
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Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 5 views
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Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!
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Such an important article. I'd seen it - but not read the whole thing. It's so tru: changing everything, even when you're committed, takes a ton of work!
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"A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.
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I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.
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Skype and Skype in the Classroom: Options for Language Teaching and Learning - 4 views
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Skype in the classroom Skype in the classroom, launched in March 2011, is a website especially designed for educational purposes. It is a platform where teachers and students can disseminate information about their classes, share educational resources, and find partners to start classroom projects.
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Language teachers and learners may find the “Languages” category especially useful because they can search for Skype language lessons that meet their needs (see Figure 4 for some examples of Skype language lessons). These lessons provide opportunities for learning another language or practicing language via language exchanges.
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Language teachers and learners can enroll in any language lesson according to their needs and interests
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advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.
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Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.
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Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.
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The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?
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"Role of CMC-Embedded Webquests in Enhancement of Online Students' Know" by Radhika Lothe - 1 views
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So many students are so thrilled when you start talking about Germanic culture with them--as if they've been starving for it all along and are just waiting for those insights! Using some asynchronous and some classroom-based synchronous activities could be an excellent way to provide some of this information while concentrating in class on grammar, vocab, etc.
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they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.
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students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed
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Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture.
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synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners
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higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions
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6 Creative Ways to Use Skype in the Classroom | Edudemic - 3 views
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4. Use it for tutoring.
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The Tools That Help
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doing some research and coming up with questions in advance, so they have an opportunity to interact with the expert and learn more.
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Students will get a glimpse into different career options and learn a little more about their peers, and parents get a chance to be more involved with the class
Google Advanced Image Search - 0 views
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Cultivating a Learning Environment: Six Suggestions : 2¢ Worth - 0 views
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We live in a time of rapid change owing to accelerated technological advancement, increased globalization, power shifts on almost every societal level, and the changing nature of information. We are preparing our children for a future of frightening uncertainty, but astounding opportunity, and to prosper within that future, our children must become skilled, resourceful, and habitual learners — not just lifelong learners but adopting a learning lifestyle.
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shared by Marlene Johnshoy on 12 Apr 18
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OLMO-LCTLS - 0 views
www.olmo-pdx.com/languages
OLMO onlinelearning LCTLs modules advanced arabic chinese hebrew japanese korean persian turkish
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shared by cwelton on 09 Aug 18
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(PDF) Exploring the affordances of WeChat for... - 2 views
www.researchgate.net/...-synchronous_language_exchange
carlatech18 web2.0 synchronouslearning education language socialnetworking
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Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users
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there is a longer time lag between sending and receiving text messages or audio files via the chat facility, although both parties are online at the same time. We thus coined a new phrase to capture the speed of such interaction, semi-synchronous, which is under investigation in this research.
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there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
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It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.
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check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.
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suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.
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the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation
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The Edtech Podcast: how does tech affect language learning? - Education Technology - 1 views
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In a fast changing world impacted by technological advances, language usage becomes "one of the factors being altered most drastically." And as language teachers, most of us feel language teaching has become inevitably bound to technology more and quickly. All this is talked about in "The Edtech Podcast" posted here. Listening through the lengthy audio discussion on how language learning is or can or should be equipped with technology one way or another, one can be happier to see "both sides of change: how we must adjust and what we can take advantage of."
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Miro: the Visual Collaboration Platform You Need In Your Online Classroom - The FLTMAG - 2 views
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I would recommend that you sign up with your institutional email to further be able to apply for a free Education Plan (which includes up to 100 users). Students can apply for the Education Plan as well, which allows them to collaborate with up to 10 users for 2 years.
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Frame. It helps you organize your workspace into sections and allows you to save all the frames as a part of a pdf document.
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Comments and Cards (which are basically advanced comments allowing you to add tags, assign people, set deadlines and insert links inside the field of the card) might be essential to communicate feedback and arrange student interaction in an asynchronous mode of work.
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Virtual dice will help you make the board game experience as close to the physical classroom as possible.
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Miro is a great interactive platform which not only makes digital collaboration easy but also provides a number of instruments for individual creative work.
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6 Media Tools for Powerful Language Teaching | General Educator Blog - 11 views
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65 percent of your students are visual learners, according to research
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If you’re using new technology, give it a trial run. It’s hard to imagine anything less engaging for students than sitting around waiting while you try to load that video over a poor internet connection or figure out all the glitches with that awesome online game.Do your trial and error ahead of time, before you’re demonstrating media to the class.
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While I agree with this, at some point you need a test group. I always try things out first with a section that I know can take a couple of glitches in stride.
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I wish we had enough time to trial everything in advance! Plus, the issue is something might work when you trial it but not at the right time...
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And one of the best ways to access them is with an innovative tool called FluentU.
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they’ll get in-context definitions, visual learning aids and pronunciations for any word
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need images, graphs, videos and charts to learn
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using handheld “clickers.”
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Mini Whiteboards:
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Media makes content more visual.
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good old whiteboards!
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The Center for Advanced Research on Language Acquisition (CARLA) - 5 views
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我只说中文,有一点中文