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Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community

Our most important institutions, like schools and workplaces, are designed for extroverts,

why is it that kids who prefer to go off by themselves or to work alone are seen as outliers?

How about the very definition of “class participation?”

how best to cultivate the talent of those students.

a student who has one or two or three friends, and prefers to go deep with their friendships instead of being one of a big gang, there’s nothing wrong with that at all, in terms of it being a predictor for adulthood.

If the kid is perfectly happy the way they are, they need to get the message that the way they are is cool.

make sure to build quiet time into the school day, especially when kids are younger. Have 15 minutes set aside every day where the students just read.

maximize choice.

less group work in general.

do more work in pairs, which is a way that both introverts and extroverts can thrive.

challenge teachers to rethink what they mean by class participation and start thinking of it as classroom engagement instead.

account the research of Anders Ericsson, who invented the concept of “deliberate practice.”

tools that allow students to participate through their electronic devices as opposed to raising their hand.

Apps that allow students to contribute to class discussions, sometimes anonymously and sometimes not.

e introverts of the world. In th

It is time to officially gamify education. If we make it fun through gaming, our students will be engaged. For language teachers, Duolingo is the route to student involvement when it comes to reviewing grammatical structures. Available in many languages, this app allows students to compete with one another and "level up."

I recommend Edublogs

they valued the opportunities provided by the two CMC-embedded webquests to interact with their respective group members in asynchronous and synchronous modes of communication.

synchronous online discussions evoke a higher `sense of community' and `groups', `sense of purpose' for online learners

higher frequencies of `Praise/ Encouragement,' `Task Regulation,' and `Challenge,' in asynchronous `e-turns' demonstrates that distance learners are able to produce more cohesive and detailed responses in asynchronous online discussions

culture, an often neglected aspect of FL instruction

communication and new technologies can certainly facilitate this essential aspect through, for example, videoconferencing and blogging. There are also lots of ways of recording and editing audio as a method of improving pronunciation, boosting learner confidence, extending speaking skills and deepening understanding. Filmmaking and animation also draw on a variety of useful skills and promote creativity, collaboration and personalised learning.

Technology is not going away and language teachers need to embrace its full potential to engage our 21st century learners.

It offers an authentic learning environment, in which language learners can orally and visually interact with another human being in the target language much in the same ways as in face-to-face interaction. However, research on oral-visual interaction in CMC has only occupied a marginal status in CMC research.

Cognitively and linguistically, it is generally maintained that paralinguistic cues such as head nods and facial expressions reduce ambiguity in speech and improve understanding

Signs of comprehension, frustration, nervousness, and enjoyment were all evident in real time.

More importantly, there is a crucial pedagogical concern at the heart of this research, that is, for distance language professionals to be open to the use of whatever technology available to maximize the level and quality of oral-visual interaction, and in so doing, create a more effective and efficient learning environment for distance language learners. Although the technology is changing rapidly, the larger pedagogical issue contained in this research is unlimited and beyond obsolescence.

It is not an exaggeration to say that Internet-based real time technology is changing distance education quantitatively as well as qualitatively, and this research represents only the beginning of the important effort to make distance language learning a more effective endeavor.