Chico's Rubric for Online Instruction offers a framework for addressing
this question. Use of this rubric represents a developmental process for
online course design and delivery, and provides a means for an
instructor to self-assess course(s) based on University expectations.
Furthermore, the rubric provides a means for supporting and
recognizing a faculty member's effort in developing expertise in online
instruction as part of our commitment to high quality learning
environments.
I provide the correct answer (present indicative or infinitive) in the form of a comment on the same tweet. This gives students who follow the Twitter feed and receive notifications an opportunity to quiz themselves in real time.
Students who do not have a Twitter account can go to my school website and follow along with the embedded stream.
I didn't know you could do that either. I wonder if students without accounts would still be disadvantaged, though, since they wouldn't receive notifications in real time...
In both cases, students understand that I am paying attention and rewarding their efforts and attention to detail, and feel that their hard work is being recognized.
There is great power in positive reinforcement
I ask permission first
For the students who provided the work, this is a great motivator to keep the high-quality work flowing, while for the other students, it serves as an example of good work.
Adrianne,
I found the site with a lot of information. I particularly enjoyed "Virtual Exchanges in the Foreign Language Classroom." It explains how to make the target language more accessible to students allowing for an understanding of perspectives and practices. Good outline of benefits of virtual exchanges.
This is a practice-oriented publication that's a bit more casual in tone and practical in content than its scholarly counterparts, while still rigorous in the quality of information it offers. We will feature articles, interviews with notable folks in the field of language teaching and learning, reviews of software, materials, and books, and more!
Adrianne!!
It is awesome. I am (as many of us) so engaged with this teaching technology and using the web in foreign language classes.
Congratulations!! and wish the best to you and this experience with the FLT magazine.
I already have it in diigo and have subscribe me to follow you
What a comprehensive resource for the world language teacher--blogs, articles, interviews, webinars, conference reviews... I could spend hours exploring all of its content. Thank you for sharing this.
A lot of great ideas and a nice way to stay informed and to, at the same time, feel connected with a network of language educators who are addressing the same challenges and concerns.