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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.

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.

For the teacher, Padlet helps them to better assess the learning of everyone in the class, something that can be tricky even with medium-sized classes.

One comment I often get from students is that they wish they had more frequent, but lower stakes oral assessments. A platform like Extempore begins to make this possible

First, let’s talk resources; here are some of my “go-to” music websites for Spanish. Feel free to add your own comments with additional sources that you like to use.

For #authres: Bilblioteca Musical: http://musicaenespanol.weebly.com/ LyricsTraining: http://lyricstraining.com/ Zambombazo {Cancionero}: http://zachary-jones.com/zambombazo/tag/cancionero/ TodoELE {Canciones}: http://www.todoele.net/canciones/Cancion_list.asp El Mundo Birch: http://elmundodebirch.wordpress.com/2014/03/30/spanish-music-database-updated/ Youtube {different channels}: https://www.youtube.com/ MTVTres: http://www.tr3s.com/ Los40: http://los40.com/ For non-natives/ELE: Rockalingua: http://www.rockalingua.com/ Senor Wooly: http://www.senorwooly.com/ Realidades I, II y III {Canciones de HipHop}

This tool can be used in any discipline, with any grade. What a neat way to begin class, end class or assign as an independent practice activity. By embedding music videos into eduCanon, the teacher can pose questions about the actual video or the music lyrics that may appear. Here is a sample video I created in English using a great silent film source: Simon’s Cat

-Have students describe how they feel when listening to the music, in #140charactersorless: write a mini story to go with the music & emotions, post to Twitter or a learning management site used {Edmodo, Schoology, Canvas, etc}, share their stories in small groups, collaborate using Google Docs to create a unique tale based on the music they hear, present their stories to the class {act it out, swap stories with another group, re-enact silently: have classmates reinvent the original story}