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vallb001

New Tools for the Flipped School: Interactive Visual Media in Remote Learning - 4 views

www.thinglink.com/...isual-media-in-remote-learning

ThingLink interactive media remote learning Carlatech20

shared by vallb001 on 17 Jul 20 - No Cached
nurlider, l0zeng01, and tamieegge liked it
  • 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.
    • vallb001
      vallb001 on 19 Jul 20
       
      Agreed. I think we must keep in mind the Internet goes beyond text and video. If we use online tools just as we used books and VCRs in the bast, we are wasting the potential of the Internet.
  • Humans remember pictures better than words (the “picture superiority effect”)
  • ...46 more annotations...
  • Multisensory experience triggers simultaneous associations.
  • Pictures, sounds, and words together with a contextual experience of a place can create memorable learning experiences more efficiently than plain images or written words alone that are not associated with anything real
  • Seeing a new word written under a picture and hearing how it is pronounced, helps us understand and remember what we are looking at.
  • Virtual tours expand our fields of perception from physical to digital.
  • We can remember and learn on a virtual field trip the same way as we learn on a physical field trip.
  • Interactive videos, audio posters, narrated screenshots, and virtual tours can be effective tools for online education that help educators and learners work together using not only text-based communication, but also voice, video, and images.
  • A great way for giving assignments or sharing projects is adding voice instructions to various areas of a photo, poster or a screenshot.
  • Equipment: The good news is, you only need your phone or laptop, so there is no need to invest in additional hardware unless you want to
  • Setup: A video lesson can be very similar to your lesson in the classroom.
  • Recording: Find a place with natural light where you feel comfortable, and start recording. The audience is your students so picture them in front of you, and address them as you would in the class. You may even mention some of them by name to keep their attention!
  • Duration: Our recommendation is you look at the lesson as a whole and divide it into parts, max 10-15 minutes and ideally 6 minutes each.
  • Examples and best practices for creating remote learning materials for students
  • 1. Explain visuals with text labels
  • 2. Explain abstract concepts with detailed descriptions
  • 3. Explain assignments using your voice
  • 4. Art history: Introduce a masterpiece
  • 5. Literature: Interpret a masterpiece
  • 6. Read to your students
  • 7. Learn vocabulary in new places
  • 8. Narrate your own virtual lesson
  • 9. Create a virtual field trip with assignment
  • 10. Ask students to narrate a virtual audio tour
  • Supporting student-centered learning with interactive visual media
  • Project-based learning, inquiry-based learning, and problem-based learning are constructivist approaches to education that develop the learners skills for research, problem-solving and collaboration. The process is based on authentic questions and problems identified by students, and finding information and explanation models to research and solve them.
  • An important aspect of student-centered learning is documenting the various phases and aspects of the learning process.
  • The following examples will show how students can use mixed media for completing various kinds of creative assignments and sharing them with their teacher and fellow students.
  • In the following, we summarize 10 easy project ideas for remote learning that encourage students to 1) make handwritten, visual and pictorial notes, collages and artwork, and 2) enhance and explain their work using digital audio/text notes, photos and video. Each of the examples provide a mix of learning opportunities combining traditional student work in the classroom with digital storytelling at home. The projects can be shared to a learning management system or collaboration platform such as Canvas, Schoology, Google Education or Microsoft Teams.
  • 1. Make an interactive greeting card
  • 2. Create an interactive book report
  • 3. Make a vocabulary poster in a foreign language
  • 4. Introduce yourself
  • 5. Create an interactive herbarium
  • 6. Make your own comic strips
  • 7. Create an interactive timeline
  • 8. Explain details of a painting
  • 9. Create an interactive map
  • 10. Build a diorama
  • Hotspots, what are they and how do they work? The purpose of the clickable hotspots is to give the viewer further information and resources on the topic they are learning about. Teachers and students can add various types of content in the hotspots, such as text, additional closeup images, video, sound, links and embedded web content such as maps or forms. These resources can serve any of the following functions: Building perspective by linking to related materials Improving comprehension of the topic by highlighting key concepts and vocabulary Zooming into details in a scene Creating a feedback loop by including a call to action
    • pamh6832
      pamh6832 on 17 Jul 20
       
      These would be very helpful in a flipped classroom or with distance teaching.
  • Examples and best practices for creating remote learning materials for students
  • Examples and best practices for creating remote learning materials for students
  • Examples and best practices for creating remote learning materials for students
  • Best practices for developing students' creativity and digital storytelling skills at home
  • School teachers
  • School teachers
    • pamh6832
      pamh6832 on 17 Jul 20
       
      10 creative ideas for students to use ThingLink while remote learning and in traditional classroom. I could see doing #3 (vocabulary poster) and #4 (introduce yourself) during first quarter.
  • pamh6832 on 17 Jul 20
     
    An article written by the founder and CEO of ThingLink in which she discusses the main arguments for interactive visual media in online learning, examples and best practices for creating visual learning materials for students, and ways students can use interactive visual media (ThingLink) to document and share their learning. She shares numerous ways teachers and students could use ThingLink with examples.
  • ...2 more comments...
  • cbbbcb on 18 Jul 20
     
    I have been thinking of what makes Thinglink different from the Microsoft Power Point? PPT also enables you to add recording on a slide. Later, I realized that Thinglink enables multiple layers to one picture/screen. Users can opt to access to other media or information when necessary. It would be useful to provide scaffolding only when it is necessary (e.g., students click links to get hint only when they cannot complete the task by themselves). Thinglink also condense information within one page/slide/screen without having to scroll down. However, we may be economical when we decide how many links we want to put on one screen.
  • vallb001 on 19 Jul 20
     
    Whether we like it or not, it looks like we're going to consider some of this information in the upcoming school year. As I browsed the article, I realize options are almost unlimited but of course it requires time to figure out and prepare materials. Last spring I felt a bit like a Youtuber and I see how that is not actually an easy job!
  • vallb001 on 19 Jul 20
     
    An article written by the founder and CEO of ThingLink in which she discusses the main arguments for interactive visual media in online learning, examples and best practices for creating visual learning materials for students, and ways students can use interactive visual media (ThingLink) to document and share their learning. She shares numerous ways teachers and students could use ThingLink with examples.
  • tamieegge on 19 Jul 20
     
    A very complete article about the advantages of using images and learning. I really want to learn how to use thinglink now.
rillia

5.1 Dogoriti.pdf - 1 views

diigo.com/07u1lw

shared by rillia on 27 Jul 15 - No Cached
  • Twitter is used as an ongoing public channel of communication for academic and co-curricular discussions
  • English for Specific Purposes (ESP)
  • Information and Communication Technologies (ICT)
  • ...26 more annotations...
  • The use of the Web2 can provide opportunities for collaboration, authentic communication in a discourse community and provide what Warschauer and Kern (2000) termedas networked-based language teaching. Some ofthe general benefits of using technology in ESP are the use of authentic tasks, tools, and context (Bremner, 2010; Evans, 2012).It provides interaction and communication among learners, uses collaborative learning, focuses on socio-
  • do not provide motivation, enthusiasm or personalization
  • earning management systems (LMSs)
  • ave generally been used as static sources of content with no social appeal like social networks, such as Facebook or YouTube
  • while also impeding general pedagogical support with their default settings and familiar features
  • social networking platforms have been acclaimed to provide learners social communication, autonomy,fluid online discussions, and identity management
  • ease interaction, e-discussions by focusing on the use of technology to support education
  • informal and relaxing atmosphere and make learning effective (Dalton, 2009). Social networking allows students and teachers to build a rapport and overcome inhibitions
  • Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community
  • Web 2.0 tools consist of blogs, microblogs, wikis, podcasts, virtual worlds and social networks
  • he benefits of using Web 2.0 in education are the new interaction styles between students and teachers, immediacy of information, access to authentic learning environments, content sharing, collaboration and enhancement of learning experience
  • Facebook
  • Twitter, Edmodo, and Ning
  • On the whole, the reasons language instructors may opt to choose Edmodo in class are that teachers and students connect, assignments, back channeling, a paperless learning environment, its backpack feature,the library feature, Apps, homework, badges, learning continues outside the classroom, assessments, interface, sharing, and its private and safe learning environment
  • the use of Twitter facilitated collaboration, communication and data exchange among students in real time.The role of the instructor is underscored as she/he acts as a mediator, supporting the content, organizing the activities, and clarifying the use of the educational tool
  • a service offering language learning quizzes via Twitter hasbeen established (TwitterLearn, 2008)
    • rillia
      rillia on 27 Jul 15
       
      I couldn't locate this service in a search; I suppose it went defunct?
  • Twitter has been studied in context with other social media and has proven to have a significant influence on academic activity
  • microblogging and inferred that it enhanced students’ achievement, motivation and participation in class.
  • Edudemic
    • rillia
      rillia on 27 Jul 15
       
      Check this out--appears to be a comprehensive site about the use of technology for educators and students.
  • Different platforms suit different sorts of interactions and appeal tostudents and educators in a diverse manner
  • From the Edmodo platform, two main features are utilized. First, the Edmodo forum is used for both teacher-to-student communication and student-to -student communication. The communication topics include subjects such as assignments, questions, announcements, etc. Second, the Edmodo Assignment Center is used for testing the students on each learning topic and easily collecting their answers
    • rillia
      rillia on 27 Jul 15
       
      Although we have an in-house LMS at Northwest, I created an Edmodo platform for my Intermediate Russian I course for the fall to see how it will work. I'll use it in conjunction with the in-house LMS, which may prove to be cumbersome. We'll see.
  • As far as the assessment of students’ performance goes, the conventional assessment through graded assignments is backed up by students’ social learning activities. Network buildingand self-regulated learning canbe indicative of students’ progress throughout the course.Ongoing assessment or formative assessmentstrategies(integration of performance and feedback and reflection) can facilitate learning and review students’ performance
  • The empirical evaluation of the research highlights the dominanceof intrinsic motivation(students’ intentionsto use Twitter/perceived enjoyment)over extrinsic motivation in explaining the adoption of social media in the class
  • n order to provide assessment, instructors could evaluate students’ learning progress by reviewing their reflections. Communication (teacher-student/student-student)throughout the learning processcan also providefeedback information that may aid assessment
  • nstructors could evaluate students’ learning progress by reviewing theirreflections on what they have gained through networked learning
  • References
    • rillia
      rillia on 27 Jul 15
       
      Excellent collection of reference materials on SNSs in foreign-language (and other) learning.
fellin

Orienting Students to Online Learning: A Must for Student Success | EDUCAUSE - 0 views

er.educause.edu/...ing-a-must-for-student-success

shared by fellin on 09 Jul 20 - No Cached
  • Orientation experiences support students' transition to the first year of college, which is essential for student success.1 This support is particularly important for those students from historically marginalized populations.
  • hould be holistic
  • course design features and
  • ...23 more annotations...
  • ) orientation learning goals and conten
  • assessment
  • approach
  • he orientation should
  • boost students' confidence for success online, foster a sense of community among students, faculty, and staff, equip students with the tools necessary to be positive community members, facilitate academic preparedness and skill-building (e.g., time management), provide support and engagement resources, and give students the opportunity to use the technology they will encounter in their courses.
  • As in any other learning experience, educators should first identify the desired learning outcomes of the student orientation
  • Course location:
  • (LMS), or virtual campus, creating a student orientation course within the same virtual space fosters a seamless experience for students
  • Modality: Think
  • The course learning outcomes can also help inform what topics should be reinforced in live sessions.
  • nteractive Learning Objects (ILOs): Campus leaders should think through how content will be delivered in order to achieve course objectives and consid
  • employing an ILO where students have to respond to academic integrity scenarios will enable them to relate to the material better than if they simply read an informational page about academic integrity.
  • acilitated v
  • e counterbalanced with how the onsite orientation is assessed (with consideration toward creating an equitable experience).
  • digital badge in the LMS.
  • to teach students how to become successful online learners. More specifically, we hoped to boost students' confidence in learning online, equip students with the tools necessary to be positive community members, and give students the opportunity to use the technology they would encounter in their courses.
  • and build basic competency in the digital tools
  • time-management tip
  • the importance of study groups,
  • how to practice "netiquette" (
  • "Start with Why"
  • We created an assignment that included the self-enroll link and directions with screenshots on how to locate and submit the completion badge.
  • A well-planned online orientation is essential for student success ahead.
  • fellin on 09 Jul 20
     
    Good pointers on how to organize orientation to online course and how imp it is for successfull learning
Marlene Johnshoy

Technology Integration Matrix - 0 views

fcit.usf.edu/matrix

technology resources matrix integration

shared by Marlene Johnshoy on 06 May 11 - No Cached
  • Marlene Johnshoy on 06 May 11
     
    The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments.
cwelton

(PDF) Exploring the affordances of WeChat for... - 2 views

www.researchgate.net/...-synchronous_language_exchange

carlatech18 web2.0 synchronouslearning education language socialnetworking

shared by cwelton on 09 Aug 18 - No Cached
afarachnps liked it
  • 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
  • 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.
    • cwelton
      cwelton on 09 Aug 18
       
      'semi-synchronous' engagement for language learning seems highly useful, to allow students time to formulate responses and even research vocabulary or grammar structures that they need to use before production in TL.
  • there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
  • ...6 more annotations...
  • 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.
  • facilitated the development of their speaking proficiency.
  • more feedback and more accurate output emerged,
  • 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.
  • 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.
  • the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation
    • cwelton
      cwelton on 09 Aug 18
       
      of course, but this doesn't mean the semi-synchronous activities weren't perhaps the best for their actual language learning...
Susan Wicht

EUROCALL: European Association for Computer-Assisted Language Learning - 0 views

www.eurocall-languages.org/

education CARLA technology GroupC language learning e-learning

shared by Susan Wicht on 08 Aug 13 - Cached
  • Susan Wicht on 08 Aug 13
     
    "the European Association for Computer Assisted Language Learning. EUROCALL aims to provide a European focus for the promulgation of innovative research, development and practice relating to the use of technologies for language learning."
vivianfranco

Modality of input and vocabulary acquisition - 4 views

Multimedia input acquisition languages carlatech17 GroupA

shared by vivianfranco on 28 Jul 17 - No Cached
  • This study examines the effect of input modality (video, audio, and captions, i.e., onscreen text in the same language as audio) on (a) the learning of written and aural word forms, (b) overall vocabulary gains, (c) attention to input, and (d) vocabulary learning strategies of beginning L2 learners.
  • Multimedia, that is, a combination of print, audio, and imagery, has been argued to enhance input by making it more comprehensible (Plass & Jones, 2005).
  • The use of multimedia is also advocated because (a) it allows for the provision of authentic input and thus exposure to target culture, (b) it motivates learners, and (c) it accounts for students’ different learning styles (Brinton, 2001).
  • ...7 more annotations...
  • Research Questions
  • Participants
  • RESULTS
  • Mate ria ls
  • 2 Instruments
  • Procedures
  • The results suggest that for beginning learners with better reading than listening skills: (a) captions facilitate recognition of written word forms, while audio facilitates recognition of aural word forms; (b) more word meanings are learned when videos are shown with both audio and captions than with either audio or captions; (c) participants think they pay most attention to captions, then to video, then to audio, but they consider video to be the most helpful; some participants have difficulty attending to all three modalities; and (d) the meanings of some new words can be learned from very difficult authentic videos when the language is well-supported by visual images.
    • vivianfranco
      vivianfranco on 28 Jul 17
       
      I chose this quote because these results suggest that multimedia sources are tools that can be useful to attend different students' learning styles (some students learn better through reading, others through listening, others through making connections with images). Besides, it provides evidence of the effect of media sources on language acquisition which is also linked to authentic material. This quote also presents the difficulties that media sources can generate in those students who are not used to manage information presented in diverse modalities at once.
  • vivianfranco on 28 Jul 17
     
    This article presents a research about the effects on integrating multimedia sources on second language vocabulary acquisition. The researchers exposed the language learners to different stimulus: video with audio and captions, video with audio, and video with captions and compare the results to analyze their effect on language acquisition.
Marlene Johnshoy

Education Week: March 15, 2012 - 0 views

www.edweek.org/...index.html

web2.0 education e-learning K12

shared by Marlene Johnshoy on 15 Mar 12 - No Cached
  • Marlene Johnshoy on 15 Mar 12
     
    A variety of articles - updates on e-learning in K-12.
Susan Wicht

CAL Resource Guide Online Creating Web-Based Language Learning Activities - 1 views

www.cal.org/...webcall.html

education CARLA technology GroupC language learning e-learning

shared by Susan Wicht on 05 Aug 13 - Cached
  • Resources The following publications, Web sites, and listservs offer additional information about creating Web-based language learning activities. This Resource Guide concludes with an annotated bibliography of ERIC documents on this topic.
    • Jessica Rojas
      Jessica Rojas on 05 Aug 13
       
      Lots of resources to explore. Here, there are blogs, web-pages, books, and more to make our teaching language experience easier. Great info.
  • The wealth of information provided on the Web affords language teachers and learners access to resources like never before
  • What makes the Web especially exciting as a resource for language teaching and learning is its possibilities for interactivity
  • Susan Wicht on 08 Aug 13
     
    Center for Applied Linguistics Resource
kelseypelham

Best Practices for an Online Spanish Course - The FLTMAG - 5 views

fltmag.com/for-an-online-spanish-course-2

technology language synchronous carlatech19

shared by kelseypelham on 28 Jul 19 - No Cached
  • 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
  • ...20 more annotations...
  • 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.
    • kelseypelham
      kelseypelham on 28 Jul 19
       
      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.
    • kelseypelham
      kelseypelham on 28 Jul 19
       
      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.
    • kelseypelham
      kelseypelham on 28 Jul 19
       
      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.
  • kelseypelham on 28 Jul 19
     
    This describes a really good setup for an online language course!
  • nataliemcruz on 31 Jul 19
     
    Seems pretty formulaic - so a good place to start!
Marlene Johnshoy

Free Virtual Classroom Premium Membership for Academicians on WizIQ - 1 views

www.wiziq.com/academic

free educational WizIQ online virtualclassroom classroom

shared by Marlene Johnshoy on 17 Aug 12 - No Cached
  • Marlene Johnshoy on 17 Aug 12
     
    Sign-up for the 30-day, but a year - free! Here's info I got in an email notification: We are glad to announce a free WizIQ individual membership for K-12 and College teachers. To be eligible for this offer, teachers need email addresses associated with their educational institutes (e.g., aprofessor@college.edu or ateacher@adistrict.k12.ma.us.) If you are a teacher from K12 or a College, apply and claim your free membership by following the steps below: Steps to get free WizIQ membership: 1.Sign up for a 30-day trial by clicking on the 'Apply now' button below 2. Verify your email address from your email inbox 3. You'll receive a confirmation email from us once your free membership is approved Apply now  WizIQ's free teacher accounts give educators at accredited institutions access to a range of teaching tools. To many educators, the virtual classroom for which WizIQ is best known only means live classes, which they might not need considering they see their students in person every day. But with the WizIQ Virtual Classroom teachers can also: Offer online courses for their school Run virtual office hours and homework help Run summer school online to address transportation and facilities issues Give AP students a jumpstart with virtual summer class sessions Let athletes or homebound students work with their classes, live, even if they can't be there Easily set up classes - without IT help Bring subject matter experts into their classrooms virtually Support group and project-based learning Engage hard-to-reach parents with: Virtual parents' nights Virtual conferences Adult education and community outreach Virtual math and literacy nights Broadcast live school committee meetings on the web Record lectures or flip their classrooms Conduct virtual field trips Run professional development when and where staff are available Share teaching resources among schools Teachers can take full advantage of every WizIQ feature, including screen-sharing, polling, video-confe
Beth Kautz

All Things in Moderation - E-tivities - 1 views

www.atimod.com/...5stage.shtml

elearning resources research

shared by Beth Kautz on 11 Oct 11 - Cached
  • Beth Kautz on 11 Oct 11
     
    Gilly Salmon's 5-stage model of online learning
Susan Wicht

FLTEACH - Foreign Language Teaching Forum - 0 views

web.cortland.edu/flteach

education CARLA GroupC language learning e-learning

shared by Susan Wicht on 08 Aug 13 - No Cached
  • The Foreign Language Teaching Forum is an integrated service for FL teachers, dedicated to encouraging communication, sharing, and collaboration at all levels. Our broad discussion topic is foreign language teaching methods for any level of instruction in all languages.
  • The basic premise of the list is that as professional Foreign Language teachers we are all in this together and are here to help one another.
  • Susan Wicht on 08 Aug 13
     
    "The Foreign Language Teaching Forum is an integrated service for FL teachers, dedicated to encouraging communication, sharing, and collaboration at all levels. Our broad discussion topic is foreign language teaching methods for any level of instruction in all languages."
anonymous

Attitude and Self-Efficacy Change: English Language Learning in Virtual Worlds | Zheng ... - 1 views

www.equinoxpub.com/...19059

carlatech15 week5 cmc

shared by anonymous on 07 Aug 15 - No Cached
  • anonymous on 07 Aug 15
     
    "This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online content-related problem quests with native English speakers (NES)."
Alyssa Ruesch

eCollege: Educator's Voice - 0 views

www.ecollege.com/Educators_Voice.learn

lgtt assessment e-learning

shared by Alyssa Ruesch on 04 Aug 09 - Cached
  • Alyssa Ruesch on 04 Aug 09
     
    strategies for online teachers: how much to be "present" in an online class.
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