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Marlene Johnshoy

Online Peer Feedback in Beginners' Writing Tasks: Lessons Learned | IALLT - 1 views

www.iallt.org/..._writing_tasks_lessons_learned

online feedback writing research peertutoring

shared by Marlene Johnshoy on 06 Jun 13 - No Cached
  • Marlene Johnshoy on 06 Jun 13
     
    Abstract This study contributes to the body of research that aims to understand the relationship between online communication and foreign language (FL) learning, in particular when teachers seek to provide authentic opportunities for interaction for their learners. The study was motivated by efforts made in the New Zealand context to overcome the geographic limitations of interaction between FL learners and native speakers. We report on the findings of an exploratory study into an online reciprocal peer tutoring program established to enhance the FL learning of a group of beginner eleven-year old students of Spanish, with particular focus on the benefits of written corrective feedback. The project aimed to examine the processes by which students tutored each other in the online environment as they responded to each other's texts. The analysis of the students' messages focused on (1) the aspects of language corrected by the tutors, (2) the frequency with which tutors accurately identified and provided input on errors, (3) the types of feedback provided by the tutors, and (4) what the learners did with the corrections and feedback. The findings indicate that the students were willing to contribute to peer correction and used different strategies and correction techniques to foster attention to linguistic form, although they were not always capable of providing accurate feedback or metalinguistic explanations.
Marlene Johnshoy

10 tools for effective peer feedback in the classroom | Ditch That Textbook - 0 views

ditchthattextbook.com/...peer-feedback-in-the-classroom

feedback peer MattMiller

shared by Marlene Johnshoy on 10 Apr 19 - No Cached
  • Marlene Johnshoy on 10 Apr 19
     
    10 tools for effective peer feedback - from Matt Miller
Beth Kautz

Peer Review | Digitales - 2 views

digitales.us/...peer-review

digitalstorytelling peer review assessment feedback

shared by Beth Kautz on 18 Feb 13 - No Cached
  • Beth Kautz on 18 Feb 13
     
    Instructions for a Gallery Walk to view digital stories and provide feedback to the creators.
Marlene Johnshoy

Taylor & Francis Online :: From the Student Perspective: Experiences of Middle and High... - 1 views

www.tandfonline.com/...08923647.2014.868739

online learning survey middle school high school

shared by Marlene Johnshoy on 05 Jun 14 - No Cached
  • Marlene Johnshoy on 05 Jun 14
     
    Sorry, you may have to go to your own library access to see this, but it was interesting for a number of things: 80% took all classes online, 74% indicated interaction with peers was not or only a little important, among other questions in a survey given to middle and high school students.
brittasparksbr

80 Interesting Ways To Use Google Forms In The Classroom - 2 views

www.teachthought.com/...-google-forms-in-the-classroom

carlatech14 week 4 Google Forms google forms googleforms

shared by brittasparksbr on 31 Jul 14 - No Cached
  • Questionnaires? Reading inventories? Interest inventories? A mastery-by-standard database?
    • brittasparksbr
      brittasparksbr on 31 Jul 14
       
      See the presentation below to find another 79 ways to use Google Forms
  • allows students to direct their own mastery of content in peer-to-peer and school-to-school learning environments
  • ...1 more annotation...
    • brittasparksbr
      brittasparksbr on 31 Jul 14
       
      Allowing students to direct their own mastery is powerful.
    • srafuller
      srafuller on 03 Aug 14
       
      I agree. I like #8 - End of topic questions - this would be a great student run review of the content.
Marlene Johnshoy

Identity in Online Communities: Social Networking Sites and Language Learning - 4 views

www.swinburne.edu.au/...Article4-HarrisonThomas.pdf

socialnetworking livemocha harrison thomas communities SNS

shared by Marlene Johnshoy on 07 Aug 11 - No Cached
  • Marlene Johnshoy on 07 Aug 11
     
    Abstract: Since their emergence in 2005, Web 2.0 technologies have been advanced as potentially transformative in the area of education in general and foreign language learning in particular. Web 2.0 technologies are presenting new opportunities for developing diverse online learning environments and enhancing interactivity, participation and feedback between students, their peer groups and teachers. This article examines one of the most significant Web 2.0 tools, Social Networking Sites (SNS), and focuses on Livemocha, an example of an online community specifically aimed at encouraging collaboration between foreign language learners. Results from the ethnographic approach adopted in the paper indicate that: (a) SNSs can be used by language learners to explore new relationships rather than merely maintain existing ones and that (b) longitudinal studies are required to achieve a better understanding of the complex processes of mediation involved in online community formation and maintenance
  • Roxana Sandu on 08 Aug 11
     
    Funny! I also found this article last week and even attached it to last week's blog post in the ning. I've noticed this morning, that reading and commenting on it is also one of this week's assignments. I guess I chose well :)
norikofujiokaito

Computer Assisted Language Learning Social Networks: What Are They Talking about? - 9 views

www.scirp.org/...PaperInformation.aspx

#carlatech18

shared by norikofujiokaito on 24 Jul 18 - No Cached
hharb01 and vaguevara liked it
  • Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
    • smuske
      smuske on 24 Jul 18
       
      Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
    • smuske
      smuske on 24 Jul 18
       
      Validates the "three, then me" concept that asks students to ask three other students for help before asking the teacher. Students are perhaps more available asynchronously than the teacher as well, when students need help
  • Researchers also noted that people who interact more in an online course tend to achieve higher marks on exams, as opposed to lurking which is not as successful [12]
    • smuske
      smuske on 24 Jul 18
       
      want to encourage participation with some sort of graded activity
    • norikofujiokaito
      norikofujiokaito on 25 Jul 18
       
      I suspect that students' achievement was assessed in online format; that is why students who interacted more could achieve higher marks.
  • Students who are required to collaboratively work online need to dedicate time to get to know each other and therefore are able to accomplish effective communication in an online environment [29]
    • smuske
      smuske on 24 Jul 18
       
      Need to persist and convince reluctant students that persisting will yield dividends. Also true of regular classroom settings.
    • smuske
      smuske on 24 Jul 18
       
      Need to persist and convince reluctant students that persisting will yield dividends. Also true of regular classroom settings.
  • ...2 more annotations...
  • This outcome tells us that the students seem to be more excited, talkative and social with one another, as well as chat/contribute more at the start of the course, but their overall participation rates were on a decrease during the duration of the course.
    • smuske
      smuske on 24 Jul 18
       
      Is this a concern? Perhaps, having spent time at the beginning building trust, they are simply becoming more efficient.
    • smuske
      smuske on 24 Jul 18
       
      Or perhaps they're bored with this way of learning?
  • Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures
  • hharb01 on 29 Jul 18
     
    I offer a course in my school called Computer Mediated Language Learning. But this article gives a new perspective of what computer assisted can be.
  • vaguevara on 29 Jul 18
     
    Nice data to back up our use of all of these great online resources-- Thanks for sharing!
  • atsukofrederick on 29 Jul 18
     
    Active participation in discussions is a key to success. If you use a flipped classroom, providing useful vocabulary and sentence structures they might want to use to talk about a particular topic also helps the students participate more in discussions.
Marlene Johnshoy

Peer advice for instructors teaching online for first time - 0 views

www.insidehighered.com/...ors-teaching-online-first-time

online teaching advice community

shared by Marlene Johnshoy on 16 Nov 17 - No Cached
  • Marlene Johnshoy on 16 Nov 17
     
    "Seventeen instructors offer guidance for colleagues teaching an online course for the first time (and for those seeking a few new ideas)."
Marlene Johnshoy

Using Social Media to Build a Personal Learning Network | Edutopia - 0 views

www.edutopia.org/...uild-personal-learning-network

PLN Twitter Facebook Mancinelli Edutopia

shared by Marlene Johnshoy on 08 Jul 20 - No Cached
  • Marlene Johnshoy on 08 Jul 20
     
    "More and more teachers are taking to Twitter and Facebook to share ideas and strategies with peers throughout the country."
Marcie Pratt

Social-networking sites in foreign language classes: Opportunities for re-creation | Ka... - 4 views

www.academia.edu/..._Opportunities_for_re-creation

carlatech13 week3 foreign language

shared by Marcie Pratt on 28 Jul 13 - No Cached
  •   38   SOCiaL-NetwOrKiNg SiteS 2001). This difference in ‘lifestyle’ gives educators reason to believe we shouldincorporate SNS usage into our class-related activities, to capture these students’imaginations and t their thought patterns and socializing habits (Godwin-Jones,2008; Winke & Goertler, 2008).However, although technology is an integral part of neomillennial students’lives, they often do not know how to use technology in ways that would benet them in computer-assisted language learning (CALL) (Dieu & Stevens, 2007;Kolaitis, Mahoney, Pomann, & Hubbard, 2006; Winke & Goertler, 2008). Suc - cessful CALL activities, then, often require a substantial training period at theoutset (Jones & Bissoonauth-Bedford, 2008; Kolaitis et al., 2006), and studentsmay be less enthusiastic about a class’s language and culture projects if the formof computer-mediated communication ( CMC) employed is not the type they areaccustomed to using (McBride & Wildner-Bassett, 2008; Thorne, 2003). A usefulresponse may be to craft CALL activities more to the practices that our studentsare familiar with (Winke & Goertler, 2008). SNSs are an obvious possibility to consider, given their tremendous popularity.If we can get our F
  • we can get our FL students to interact socially on SNSs, then they may beengaged in more authentic social and communicative behavior than typically hap-pens in classrooms, because “instead of merely simulating other modes of interac-tion, technology mediated communication is, in and of itself, the real thing
  •   40   SOCiaL-NetwOrKiNg SiteS and sites like it, knowing, socially and technically, how to re-use media in thisparticular way has become foundational for communication and creative expres- sion over the Web” (Perkel, 2008, p. 218). We can call this activity of writing/remixing the self through the manipulationof text and media ‘ self-authorship.’ Within the framework of CALL, this term refers to students authoring their own materials which can then serve as the basisfor learning and lessons. Using student-created materials as the center of a lesson ts with a student-centered pedagogy (Dieu, Campbell, & Ammann, 2006). Self-authorship activities can increase interest and time on task, and they put students in a more active role in their own learning process (Kramsch, A’Ness, & Lam,2000; Nikolova, 2002).Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning
  • ...3 more annotations...
  • Students must take an active role in their learning. They cannot simply be handed knowledge from an expert because understanding is the result of a cre- ative process one must work through over time with other people (Bereiter, 2002). Learning and language develop through interaction with others, by means of in- ternalizing problem-solving patterns that are rst experienced in dialogue withothers (Vygotsky, 1978). SNSs therefore are a promising tool for FL education intheir capacity to be used by learners as L2 practice in a way similar to how they are used by the majority of young people in our society.
  • Such use could instantiate the primary condition that research has shown to encourage L2 acquisition: timespent on meaningfully embedded interaction and negotiation with others
    • Marcie Pratt
      Marcie Pratt on 28 Jul 13
       
      I did not mean to highlight so much. Can't find the "undo" highlight. I believe the paragraph starting with "If we can get our FL students..." is important because as FL teachers we are always working towards getting out students to speak in the target langauge and with as much authenticity as possible. By working with an SNS then they might be more apt to use their L2 skills in a more authentic way outside of the classroom as mentioned in the paragraph.
    • MariaEmicle Lopez
      MariaEmicle Lopez on 28 Jul 13
       
      Great comment! SNS are a way to help students connect class with the real world and someone besides peers and instructors. Interaction through SNS is practice in the target language with speakers of that language, helpful for when they study abroad, for when they graduate and find a job where they interact with Spanish speakers in the case of my students population. These kinds of interactions build on confidence and improvement of speaking skills.
Marcie Pratt

Online synchronous communication in the second-language classroom | Murphy | Canadian J... - 2 views

cjlt.csj.ualberta.ca/...262

carlatech13 week5 synchronous

shared by Marcie Pratt on 09 Aug 13 - No Cached
    • Marcie Pratt
      Marcie Pratt on 09 Aug 13
       
      Have not thought of using synchronous tools before in my language classes until I took this CARLA class. This paragraph helps explain why they are useful.
  • "low anxiety situations, containing messages that students really want to hear"
  • White (2003) highlighted the benefits of using web-based, real-time (synchronous) interaction and communication as follows: it is spontaneous; it motivates learners who develop a sense of community and gain energy from the group; it offers opportunities for peer feedback; and it supports the development of interactive competence.
annalisaandre

6 Creative Ways to Use Skype in the Classroom | Edudemic - 3 views

www.edudemic.com/skype-in-classroom

Skype carlatech15 week 5

shared by annalisaandre on 07 Aug 15 - No Cached
  • 4. Use it for tutoring.
    • Diane Nordin
      Diane Nordin on 07 Aug 15
       
      In Skype Classroom, you will find some people who are providing tutoring service there.
  • 5. Host a virtual Career Exploration Day.
  • 6. Enable better collaboration for group projects and extracurricular activities.
  • ...11 more annotations...
  • For Collaborating:
  • For Presentations:
  • For Recording:
  • The Tools That Help
    • Diane Nordin
      Diane Nordin on 07 Aug 15
       
      Nice list of tools that can be used with (or without) Skype.
  • Skype is one more free and infinitely useful tool that educators can add to their toolbox
  • 1. Use it to collaborate with other classrooms.
  • 3. Enable participation (and catch-up) for students outside of the classroom.
  • 2. Use it to conduct expert interviews.
  • Q&A or more of a lecture
  • doing some research and coming up with questions in advance, so they have an opportunity to interact with the expert and learn more.
  • Students will get a glimpse into different career options and learn a little more about their peers, and parents get a chance to be more involved with the class
  • marispi on 09 Aug 15
     
    The expert interviews are something I need to do more of. Love the idea of a virtual Career day. Would be a good way to keep alums connected.
Roxana Sandu

VoiceThread - Support - Resources - Publications Language Learning - 1 views

voicethread.com/...languagelearning

voicethread scholarlyarticles K-12 HigherEd Week5

shared by Roxana Sandu on 25 Jul 11 - No Cached
  • Abstract: Collaborative social interaction when using Web 2.0 in terms of VoiceThread is investigated in a case study of a Swedish university course in social psychology.
  • The results show that use of Web 2.0: a) supports students' reflections concerning their own and others' thoughts and emotions, b) supports individual students and integrates them into a work group, and c) develops students' identification and awareness in relation to self, a task and others.
  • Reflection is a core component of many outdoor education programs with many educators relying on journal writing as a means of facilitating reflection.
  • ...4 more annotations...
  • We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education.
  • With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.
  • This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread.
  • This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors.
  • Roxana Sandu on 25 Jul 11
     
    I found this by chance just exploring around. If you check the SUPPORT section on the VoiceThread site, you will find a list of publications. They posted a collection of abstracts with links of scholarly articles written about using VoiceThread for language learning, K-12, higher education and professional development. I just skimmed through the lists, and some of the articles are accessible, while some are behind a password.
Kim Fynboh

Educational Leadership:Meeting Students Where They Are:Why Teachers Should Try Twitter - 5 views

www.ascd.org/...achers-Should-Try-Twitter.aspx

pln carlatech11 groupB week4 twitter twitter override

shared by Kim Fynboh on 14 Jul 11 - Cached
    • senora heebsh
      senora heebsh on 14 Jul 11
       
      Good article for convincing non-tweeters that it is a good tool. For Carla Tech 11, we already know this information.
    • anonymous
      anonymous on 15 Jul 11
       
      Well, we are all trying it... that's a start.
  • eaching professionals have found ways to use Twitter to share resources and lend quick support to peers with similar interests
    • senora heebsh
      senora heebsh on 14 Jul 11
       
      I've only used twitter for 2 days, and I have ALREADY created a PLN that is full of ideas.
  • o build a
  • ...3 more annotations...
  • network of people
  • I now turn to Twitter friends for help in the same way that I turn to the teachers on my hallway. Recently, a friend in my Twitter feed pointed me to a great strategy for structuring classroom discussions, a practice I'd been struggling with (http://angelacunningham.wordpress.com/2009/05/teaching-students-to-dialogue.html).
    • senora heebsh
      senora heebsh on 14 Jul 11
       
      Yes!
    • Lorraine Effler
      Lorraine Effler on 15 Jul 11
       
      I can see this being a great use of Twitter.
    • Kim Fynboh
      Kim Fynboh on 15 Jul 11
       
      this would work!
  • he primary reason for my inability to embrace differentiation as a teacher was that, until recently, I'd never experienced differentiation as a learner. Like most practitioners, I've spent too much professional development time sitting in lectures delivered to entire faculties. No one offered preassessments, tiered lessons, or learning contracts to my colleagues or me.
    • senora heebsh
      senora heebsh on 14 Jul 11
       
      How true is that...Back to school fall workshops anyone?
    • Kim Fynboh
      Kim Fynboh on 15 Jul 11
       
      I don't think I'm ready for fall workshops quite yet! :)
Lorraine Effler

28 Creative Ideas for Teaching with Twitter | MindShift - 0 views

mindshift.kqed.org/...deas-for-teaching-with-twitter

shared by Lorraine Effler on 12 Jul 11 - No Cached
  • Lorraine Effler on 12 Jul 11
     
    Enterprising educators are using Twitter in creative ways, to engage students inside and outside of class, to stay on top of education news, and keep in touch with peers and students. A recent post by Best Online Colleges enumerates 28 ways to use Twitter in class.
mauritzenj

Why Diigo Rocks for Educators! | TeachHUB - 7 views

www.teachhub.com/why-diigo-rocks-educators

diigolet

shared by mauritzenj on 26 Jul 18 - No Cached
  • Once the group is created, you can create student accounts. No email addresses needed. You create the username and password.
  • There are groups for all these where members can share their saves to not only their inventory but to the group as well. Diigo will email you once a week with all the new content. Pretty neat, huh? 
  • There are loads of other features as well, like highlighting on a webpage, adding sticky notes to pages, saving pages to read later without actually adding them to your collection and so much more.
  • ...5 more annotations...
  • When you save to Diigo your saves go anywhere because they are saved to the cloud. Sounds mystical doesn't it?
    • mauritzenj
      mauritzenj on 28 Jul 18
       
      I am so mad I never used this earlier! It is really fantastic.
  • your saves don't travel with you from computer to computer and device to device.
  • One of the most powerful features is the tagging. Basically, if I save Google.com and don't tag it, I will have to remember the name of the site or something in the address
  • So if students are working on a group project they can share their saves together, automatically. Or as a class, if you are working on something everyone can contribute information they find.
    • cwelton
      cwelton on 27 Jul 18
       
      I love this concept--in level 3 I sometimes have the students do peer-editing of papers or projects, and I think Diigo could pair well with a pre-editing phase where they could collaborate on research as well as composition!
    • tkozhanova
      tkozhanova on 28 Jul 18
       
      I agree. i like this idea too!
  • hen visit the Educator Area and apply for the Educator upgrade.
  • claire_mitchell on 29 Jul 18
     
    I love that you can use this with students! I had no clue. Thanks for sharing.
  • hharb01 on 29 Jul 18
     
    As I am still trying to understand the full benefits of using Diigo, I found this article of tremendous help. Thank you for sharing!
  • barichetti on 29 Jul 18
     
    This seems really useful. I'm excited about Diigo for my own use, hadn't thought about using it with students yet.
tamieegge

How Educators and Schools Can Make the Most of Google Hangouts | Edutopia - 0 views

www.edutopia.org/...oogle-hangouts-mary-beth-hertz

GoogleMeet carlatech20 Edutopia GroupA

shared by tamieegge on 30 Jul 20 - No Cached
  • A Hangout is a web-based tool created by Google for communicating through video.
    • tamieegge
      tamieegge on 30 Jul 20
       
      Google Hangouts is now called Google Meets.
  • A Hangout is a web-based tool created by Google for communicating through video.
  • Hangouts become a great way for students to engage in connected learning experiences with their peers and with experts.
aretipa

Elisabeth Murphy: Online synchronous communication in the second-language classroom (20... - 2 views

citeseerx.ist.psu.edu/...download

caralatech20 synchronous interactive French nativespeaker

shared by aretipa on 31 Jul 20 - No Cached
  • aretipa on 31 Jul 20
     
    I have no annotation because I exceeded my limit :-( But here is the gist: This is a report from a design experiment using synchronous online communication for learning French. The problem: Canada' Core Language program for learning French as a second language resulted in a great number of students with "minimal abilities" to communicate in French. In search of a solution: to use synchronous online communication. Quoting White 2003:"the benefits of using web‐based, real‐time (synchronous) interaction and communication as follows: it is spontaneous; it motivates learners who develop a sense of community and gain energy from the group; it offers opportunities for peer feedback; and it supports the development of interactive competence. "
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