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By Natascha Chtena November 22, 2015 5 Comments   .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } }   googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena.       One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material.   Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a

The key is to not be too ambitious (unless of course you are teaching a language AND culture class) and to set realistic goals: one song one major point! I usually keep it to seven minutes max, which includes a song, a very short “lecture” and some time for student questions at the end.

The students not only get to talk to one another but also can see how their partners react to questions, how they look, and how they live.

“It’s not knowing only a language,” he says, “but also knowing how to behave and acknowledge differences—cultural differences, behavioral differences.”

This article focuses on the use, potential benefits, and best practices of interactive visual media in online education and remote learning. We will discuss: What are the main arguments for interactive visual media in online learning? What are some examples and best practices for creating visual learning materials for students? How can students use interactive visual media for documenting and sharing their learning?

Interactive images, videos, and virtual tours can support online learning by providing an alternative to text-based communication. Here are three arguments for why this is the case.

Humans remember pictures better than words (the “picture superiority effect”)

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

7. Virtual study session — Add your top 10 most important things to remember for a quiz or test as snaps in your Snapchat story. Students can watch your story and it becomes an instant study session.

8. Movies — Tell a story 10 seconds at a time. Add short video clips to a story with each video as a scene in the “movie”. If students follow you, this could be a great, fun way for students to engage in content. They could craft their own Snapchat movies incorporating what they learn in your class. Teachers can create fun content that students will want to watch. Schools and school districts can do the same to tell about a sporting event or other community event.

A Hangout is a web-based tool created by Google for communicating through video.

A Hangout is a web-based tool created by Google for communicating through video.

1. Class Intros/Icebreakers

1. Class Intros/Icebreakers

. End of year memories

Studies

have concluded that collaborative and cooperative learning methods improve students' time on tasks and motivation to learn. Language teachers are finding that group activities and conversational pairing have distinct advantages over individualised tasks. Students enjoy interacting with each other, particularly in speaking activities, and opportunities to do so are relished. The prospect of school exchanges, making new social links abroad, and exploring new cultures is another powerful motivator. The pairing of language students with counterparts abroad is the next logical step. Working effectively online with native speakers is a challenging and alluring proposition.

The evidence to show individual progression achieved directly from paired or group interactions is hard to quantify. Monitoring, recording, and properly assessing individuals' performances in collaborative tasks is more difficult to achieve than the correction and grading of individual tests.

They create a blended environment where teachers and students engage in both physical and online conversations so that learning is no longer confined to a single means of communication or even an arbitrary class perio

Participation typically is demonstrated by the student posting a message, which serves as visual evidence. Posting a message, however, is a limited indicator of student engagement. In and of itself, the act only means that the student struck a few keys on the keyboard. Discussion itself requires a pattern of call and response, with turn-taking and listening being as important as contributing thoughts to the dialogue.

Is it possible that students might engage with the asynchronous discussion by reading, the online equivalent of listening?

(c) to determine whether this non-visible behavior is at all related to high performance.