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.
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Orienting Students to Online Learning: A Must for Student Success | EDUCAUSE - 0 views
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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.
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As in any other learning experience, educators should first identify the desired learning outcomes of the student orientation
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nteractive Learning Objects (ILOs): Campus leaders should think through how content will be delivered in order to achieve course objectives and consid
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(LMS), or virtual campus, creating a student orientation course within the same virtual space fosters a seamless experience for students
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The course learning outcomes can also help inform what topics should be reinforced in live sessions.
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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.
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e counterbalanced with how the onsite orientation is assessed (with consideration toward creating an equitable experience).
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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.
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We created an assignment that included the self-enroll link and directions with screenshots on how to locate and submit the completion badge.
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3 Digital Tools for Helping Students Gain Perspective on Immigration | MindShift | KQED... - 5 views
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For young people without a personal connection to an immigration story, these websites, games, multimedia news pieces, and more, can help put a human face on an abstract debate.
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For students with first-hand knowledge of the immigrant experience, they can find validation of their stories and/or those of their friends and family.
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This unique interactive resource can be a valuable supplement to a lesson or unit about U.S. immigration.
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Teachers can use Borderland for whole-class discussion and exploration, or give students time to experience these powerful stories on their own.
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Players approve or deny someone entry to a fictional country, basing their decisions on an ever-increasing number of virtual documents they must read and analyze.
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Teaching a World Language | Sharing my own personal experiences and ideas on teaching t... - 12 views
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I really liked this article. Good websites to explore. I can't wait to try them all.
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I was amazed at all of the awesome websites posted on this blog, it was a great resource for finding new technologies to use in class. Also loved the music/ music video post!
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Many great ideas. In the past few days I have come across a few of the online tools mentioned but this blog brings them all together in one source, which is very helpful.
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A little overwhelming in terms of the number of resources, but really great resources nonetheless!
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A lot of great ideas and resources all gathered in this one resource. I look forward to having an afternoon to read through this more carefully.
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Tomorrow's College - Online Learning - The Chronicle of Higher Education - 2 views
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The University System of Maryland now requires undergraduates to take 12 credits in alternative learning modes, including online. Texas has proposed a similar rule. The Minnesota State Colleges and Universities system is pushing to have 25 percent of credits earned online by 2015.
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In a test, there's no one telling you that you can't look at the book, says Ariel Hatten, 20, a junior and nursing major who considers her online class an easy A. "No one enforces you to do the right thing" in an online course, Ms. Hatten says. "It's at your discretion. I care about my grade, so if I don't know the answer, I'm not gonna let myself fail when I have an opportunity to look in the book."
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When Central Florida began experimenting with online courses in the mid-1990s, it didn't expect demand from on-campus students like Ms. Black. Officials figured they'd get students who lived far away. But early on, about 75 percent of online students were already on the campus or lived nearby.
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The university remains 40 percent short on classroom space. One of its coping strategies is invisible on a campus dotted with new buildings—football stadium, basketball arena, pastel dorms—that scream Traditional State U. UCF has become a hybrid university.
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Blended classes generate the highest student evaluations of any learning mode at Central Florida, and, like her classmates, Ms. Black is a fan.
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One of her mixed-mode professors, Youngsoo Choi, likes the online component for another reason: It makes students grapple with material before they meet for class.
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Some students show up more than an hour early for a seat, but attendance isn't mandatory. Students can also watch online videos of the lectures any time. Mr. Harrison catches some lectures and skips others. He likes the freedom of these video classes.
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His first experience with an online course was a struggle. He got lazy. He'd tell himself, I'll watch the lecture between 2 and 4 p.m. Something would come up. He'd say, I'll watch two tomorrow. He fell behind. There was no help. He got a C.
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"I tell them, 'Listen, I don't want you to think that I'm stalking you or anything, but I will certainly try to get ahold of you if you're not turning in work and participating,'" she says. Some are adolescents, she notes. Most don't have online experience.
25 ways to create experiences your students will remember | Ditch That Textbook - 2 views
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New Tools for the Flipped School: Interactive Visual Media in Remote Learning - 4 views
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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?
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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.
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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
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Seeing a new word written under a picture and hearing how it is pronounced, helps us understand and remember what we are looking at.
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We can remember and learn on a virtual field trip the same way as we learn on a physical field trip.
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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.
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A great way for giving assignments or sharing projects is adding voice instructions to various areas of a photo, poster or a screenshot.
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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
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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!
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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.
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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.
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An important aspect of student-centered learning is documenting the various phases and aspects of the learning process.
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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.
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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.
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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
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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.
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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.
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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!
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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.
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A very complete article about the advantages of using images and learning. I really want to learn how to use thinglink now.
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Essentials of Online Course Design: A Standards-Based Guide (Paperback) - Routledge - 1 views
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From the website: (and there is a companion website, see below) In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide's hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline. The guide's key features include: a practical approach informed by theory clean interior design that offers straightforward guidance from page one clear and jargon-free language examples, screen shots, and illustrations to clarify and support the text a Companion Website with examples, adaptable templates, interactive learning features, and online resources a checklist of online course design standards that readers can use to self-evaluate. Essentials of Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual. Companion website: http://www.marjorievai.com/WEBSITE-CONTENTS.html
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Language Learners' "Willingness to Communicate" through Livemocha.com - 0 views
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Abstract: This case study is based on an investigation into the use that a group of language learners made of Livemocha.com, a Social Networking Site through which language exchange is enabled via social media applications. The learners created profiles in the website and proceeded to interact with speakers of their target languages, reporting back on their experiences over a 10-week period. As communication between language partners can take place through several different channels, and can be asynchronous or synchronous, written or spoken, it was considered that the preferences of learners with different personality types (as indicated by responses to a Myers-Briggs Type Indicator questionnaire) might be accommodated. Several studies have suggested that the anxiety that some language learners feel when communicating in L2, especially when speaking, is reduced in online environments. Under the premise that a reduction in anxiety may lead to an increased "willingness to communicate" (MacIntyre et al., 1998), the principal objective of this project was to examine the type and frequency of online interactions that the participants engaged in with other speakers of their target languages in the Livemocha language learning community.
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The Google+ Language Hangout Experiment « Foreign Language « Look Out, Knock ... - 2 views
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carla12sn5 google language foreign language carla socialnetworking education LgTT GroupA resources technology web2.0
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The idea is simple: I want to host a public Hangout (so anyone can join) and people may come in and practice with me any one of the three languages I speak (Spanish, Mandarin Chinese, and yes English too!). I’m not counting Japanese yet because I still can’t really produce Japanese effectively.
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The Dying Art of Cursive Handwriting | Academic Exchange - 0 views
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▶ Secondary MFL Using ICT - Using web-based software to support speaking skil... - 0 views
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Online Course Evaluation Project (OCEP) - 0 views
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The goal of OCEP is to provide the academic community with a criteria-based evaluation tool to assess and compare the quality of online courses. The focus of the evaluation is on the presentation of the content and the pedagogical aspects of online courses, yet OCEP also considers the instructional and communication methods so vital in a successful online learning experience. Existing online courses are identified and measured against a set of objective evaluation categories. These criteria were developed through extensive research and review of instructional design guidelines from nationally recognized course developers, best practices from leading online consultants, and from numerous academic course evaluations.
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An Initial Flipgrid User Experience - The FLTmag | The FLTmag - 0 views
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Still, the students liked it and I was able to get a good sense of where student mastery of the material was and I gleaned which students need to focus where in terms of pronunciation and basic grammar. I will do this again.
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It is good for me to see that even when there is no grade riding on it, students still watch one another’s videos: in other words, they want to watch each other. I can’t speculate as to what drives that, but as an instructor, I am pleased simply that they do it.
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7 Things You Should Know About Assessing Online Team-Based Learning | EDUCAUSE - 0 views
Best Practices in Online Discussions: Insights From 10 Years Experience Teaching Online... - 0 views
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Technology-Infused French (new book, May 2011) - 2 views
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The Practitioner's Perspective on Teacher Education: Preparing for the K-12 Online Clas... - 0 views
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Little is known about the population of educators who teach online, especially with relationship to preparation from their teacher education programs. This article discusses the results of a national survey of K-12 online teachers from across the nation to ascertain how prepared they felt they were with regard to three key areas: technology, pedagogy, and content, including combinations of these domains, as described by the technological pedagogical content knowledge framework (Mishra & Koehler, 2006). Overall, K-12 online teachers indicated that they felt the most prepared in the areas of pedagogy, content, and pedagogical content. They felt least prepared in the areas of technology, including technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge. Implications for the field of teacher education are discussed, including the need to more fully integrate technology within the coursework and field experiences of teacher candidates, and the need to create courses, or specific modules within existing courses, to address topics of importance to virtual teaching.
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Technology and Education | Box of Tricks - 3 views
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"Over the past academic year, my students and I have been experimenting with the use of a number of web based applications (often known as Web 2.0 tools). My aim has been to enhance our schemes of work by providing our students with new and exciting learning opportunities. In my opinion, using technology effectively has clear benefits for both teaching and learning and can help to improve motivation by engaging pupils in activities which, perhaps, step out of their ordinary school experience and which show them that it is possible to teach and learn about a subject using tools similar to those they use daily outside school. In other words, we have tried to use the types of tools with which they are often already familiar. I have written about each of these individual tools in separate posts, but I thought it would be useful to list the ten most used internet applications on one post. As ever, I aim to provide, not only a list of the web applications we have used, but also examples of practice which you may wish to follow or, indeed, improve upon. Therefore, each of the entries below has links leading to lesson plans which have incorporated the tools as well as working examples of students' work where appropriate. Without further ado, and in alphabetical order, my ten tried and tested internet tools for teachers are:"
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from a FL teacher in England - who tries and tests a number of tech tools. Here are his 10 favorite web 2.0 apps.
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Exploring the Benefits of ACMC for Speaking Development | IALLT - 1 views
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"Abstract Currently, language educators experience difficulties in facilitating oral practice effectively in the foreign language classroom. Regularly, they face introverted and passive learners who fail to embrace speaking opportunities (Poza, 2011), or simply do not find the time to promote speaking practice in the classroom (Meddings & Thornbury, 2009). In this light, many asynchronous computer mediated communication (ACMC) technologies have emerged to confront this situation. However, central research studies do not seem to acknowledge ACMC as viable in accommodating oral development but, rather, frequently attribute this merit to synchronous CMC (Levy & Stockwell, 2006; Kervin & Derewianka, 2011). By employing a mixed-methods approach, this small-scale case study examines, firstly, the extent to which ACMC speaking practices are suitable for language learners' speaking development. Secondly, and by extension, it investigates the salient characteristics of the ACMC tool myBrainshark, that makes it appropriate for fostering linguistic growth. The data is obtained from post-beginner Spanish language learners by means of an online questionnaire and an online structured stimulated recall. The findings show, on the one hand, that ACMC oral practices can be beneficial in developing speaking aspects in lower-proficiency language learners and, on the other hand, that myBrainshark has characteristics that can potentially promote linguistic development. Finally, this paper calls for experimental research on the improvement of oral competency in post-beginner and higher-proficiency learners."