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Marlene Johnshoy

Tomorrow's College - Online Learning - The Chronicle of Higher Education - 2 views

chronicle.com/...125120

onlinelearning CI5325 hybridclasses blendedlearning

shared by Marlene Johnshoy on 02 Nov 10 - No Cached
  • 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.
  • 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."
  • 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.
  • ...9 more annotations...
  • The university has a severe shortage of classroom space.
  • 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.
  • Blended classes generate the highest student evaluations of any learning mode at Central Florida, and, like her classmates, Ms. Black is a fan.
  • 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.
  • ther students customize their own unofficial blends
  • 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.
  • There's a lot of distractions that come with putting courses on the Internet."
  • 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.
  • "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.
Marlene Johnshoy

Instructional Technology Integration Certificate - ACTFL Educational Alliance - UMUC - 2 views

www.umuc.edu/...certificate.cfm

technology integration certificate ACTFL UMUC

shared by Marlene Johnshoy on 21 May 12 - No Cached
  • Marlene Johnshoy on 21 May 12
     
    A new offering from ACTFL for K-12 language teachers, starting fall 2012 - in collaboration with the University of Maryland University College.
Marlene Johnshoy

Teaching Online - How To - 2 views

itunes.apple.com/...id438298884

faculty development online university American itunes

shared by Marlene Johnshoy on 02 Jan 13 - No Cached
  • Marlene Johnshoy on 02 Jan 13
     
    Description American University trains faculty in best practices of online teaching.
yflanders

edX - online courses and classes from the world's best - 0 views

www.edx.org

blog carlatech14 education learning courses course

shared by yflanders on 17 Jul 14 - No Cached
  • yflanders on 17 Jul 14
     
    EdX offers free online classes and MOOCs from the world's best universities. Topics include business, computer science, finance, history, literature, math, science, statistics and more. Courses are from some of the best universities in the world including MIT, Harvard, Berkeley, UT and many other universities.
Marlene Johnshoy

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 5 views

www.edweek.org/...h-is-not-transforming-how.html

technology transformation student-centered

shared by Marlene Johnshoy on 11 Jun 15 - No Cached
marispi liked it
  • Beth Kautz on 11 Jun 15
     
    Discussion on how technology is being used and why we're still struggling to give more control of learning to students. A good read!
  • ...1 more comment...
  • Caroline Switzer Kelly on 18 Jul 15
     
    Such an important article. I'd seen it - but not read the whole thing. It's so tru: changing everything, even when you're committed, takes a ton of work!
  • anonymous on 19 Jul 15
     
    "A 2014 paper by researchers at Michigan State University, in East Lansing, provides a tangible example: Teachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized. Teachers were not encouraging group-writing assignments and their feedback focused overwhelmingly on issues such as spelling and grammar, rather than content and organization." This really gets to the heart of the idea of combining education and technology: the technology has to serve the goal and it doesn't sound like the teachers' goals were the same as the stated goals of the assignment. So obviously Google Docs is a fantastic tool, but it has to be utilized appropriately for it to be effective.
  • marispi on 20 Jul 15
     
    I must say I have sat through many workshops in my tenure at my university that included the modification of some practices and even included, to my frustration, the basic structure of a lesson from stating outcomes to assessment. The problem with our particular situation is that usually it is directed to a "one-size-fits-all" use of a given technology that may not apply to many disciplines. I have found them somewhat useful for upper-level courses at times, but the language classes often pose the need for a kind of collaboration and interpersonal technology that isn't presented. Hence my desire to take this course. Another difficulty is the overwhelming number of technological applications presented--I can't tell you how many--and the students really become overwhelmed, since they often have to learn new technologies in almost many courses. Some work and some don't, and since they are the guinea pigs and there are no guarantees that everything will work as planned, and given the astounding changes in tech, the newness never seems to end, neither for the student nor the teacher. So focusing on just 1 or 2 to begin with seems like the only way to deal with it. Finally, I think that, at least in our university, the huge courses found often in the sciences reflect the slowness to adopt meaningful change. Many in these disciplines have simply used the tech to deliver more lectures on topics students must memorize, perhaps adding clickers for comprehension checks. There seems to be a great disconnect between what happens in the classroom and the amazing advances in tech they have made for their hands-on work--labs, collaborative work, etc.
Marlene Johnshoy

Pedagogical Repository - 4 views

topr.online.ucf.edu/...Main_Page

pedagogy repository ucf

shared by Marlene Johnshoy on 01 Oct 12 - No Cached
  • Marlene Johnshoy on 01 Oct 12
     
    "The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. "
Marlene Johnshoy

Research in Computer-Mediated Language Exchanges: Uniting Confidence and Proficiency - ... - 1 views

community.actfl.org/...viewdocument

video Marquette exchange

shared by Marlene Johnshoy on 03 Dec 12 - No Cached
  • Marlene Johnshoy on 03 Dec 12
     
    ACTFL 2012 presentation This is a short video of students at Marquette University participating in OCMC in Spanish and French.
Marlene Johnshoy

Faculty Development for Online Teaching - Download free content from University of Minn... - 0 views

itunes.apple.com/...id421439101

faculty development online minnesota university itunes

shared by Marlene Johnshoy on 02 Jan 13 - No Cached
  • Marlene Johnshoy on 02 Jan 13
     
    Description This podcast developed by The Center for Teaching and Learning for the use of The Executive MHA Program is a series of workshops designed to prepare faculty for online courses.
Marlene Johnshoy

Symposium | UPenn | online language teaching & learning - 3 views

plc.sas.upenn.edu/...symposium

symposium upenn language

shared by Marlene Johnshoy on 01 Oct 12 - No Cached
  • Marlene Johnshoy on 01 Oct 12
     
    Date:  Saturday, December 8, 2012 - 9:00am - 6:00pm Location:  University of Pennsylvania
anonymous

Flipping the Classroom - 0 views

cft.vanderbilt.edu/...flipping-the-classroom

shared by anonymous on 13 Aug 16 - No Cached
  • anonymous on 13 Aug 16
     
    Flipping the Classroom. By Cynthia J. Brame, CFT Assistant Director Printable Version Cite this guide: Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/. "Flipping the classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick,...
  • anonymous on 13 Aug 16
     
    A very recent article, published August 2016. from Vanderbilt University website. This paper praises on the idea of the benefits of the flipping classroom across disciplines (humanities, economics, sciences, etc.) This article can lead to think beyond those disciplines and to deepen into the already going research on this subject applied to World Languages.
Beth Kautz

Legal Issues & Language Media - 0 views

www.clas.ufl.edu/Copyright

fair_use copyright

shared by Beth Kautz on 19 Jan 12 - No Cached
  • Beth Kautz on 19 Jan 12
     
    website maintained by Judy Shoaf, director of the Language Learning Center at the University of Florida since 1993. She now writes a column on legal issues for the IALLT journal Language Learning and Technology
Beth Kautz

Legal Issues & Language Learning Technology | IALLT - 1 views

www.iallt.org/...s_language_learning_technology

fair_use video

shared by Beth Kautz on 19 Jan 12 - No Cached
  • Beth Kautz on 19 Jan 12
     
    Eyes are on "the UCLA case," where a university has been sued because it undertook to provide video streams on campus without asking permission from the video rights holders. The case is not likely to be definitive but it raises important questions: What constitutes classroom use of a film? Can an institution sign away its fair use rights? Who is responsible for providing the infrastructure for streaming media distribution at an educational institution?
Dan Soneson

Social Constructivism - Emerging Perspectives on Learning, Teaching and Technology - 1 views

projects.coe.uga.edu/...index.php

constructivism theory social constructivism teaching

shared by Dan Soneson on 15 Nov 11 - Cached
  • Dan Soneson on 15 Nov 11
     
    wiki description of Social Constructivism from University of Georgia
Marlene Johnshoy

Rubric for Online Instruction - 1 views

www.csuchico.edu/...rubricpdf

evaluation rubric Chico online

shared by Marlene Johnshoy on 25 Apr 14 - No Cached
  • Marlene Johnshoy on 25 Apr 14
     
    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.
Roxana Sandu

Facebook: An online environment for learning of English in institutions of higher educa... - 0 views

www.sciencedirect.com/...S1096751610000588

facebook higher education

shared by Roxana Sandu on 17 Jul 11 - No Cached
  • The purpose of this study is to investigate if university students consider FB as a useful and meaningful learning environment that could support, enhance and/or strengthen their learning of the English language. A survey was carried out with 300 undergraduate students at Universiti Sains Malaysia (USM), Penang.
  • Roxana Sandu on 17 Jul 11
     
    Unfortunately, unless you are a subscriber to the journal, you can't access this article, but if anybody is interested just let me know!
kintymoss

Quechua Night | CLACS | NYU - 1 views

clacs.as.nyu.edu/...clacs.quechuanight

Kichwa night Quechua Night carlatech14week3 carlatech

shared by kintymoss on 27 Jul 14 - No Cached
    • kintymoss
      kintymoss on 27 Jul 14
       
      Let's record our Kichwa night conversations and post them like the New York students have done.
  • Listen to Rimasun: Quechua language podcasts Review our online Quechua lessons
    • kintymoss
      kintymoss on 27 Jul 14
       
      Listen two Kichwa night podcasts.
    • kintymoss
      kintymoss on 27 Jul 14
       
      I would like to do something similar with my students.
  • kintymoss on 27 Jul 14
     
    Comparison of Kichwa night at New York University.
Marlene Johnshoy

Engaging Faculty in Online Education (EDUCAUSE Review) - 0 views

www.educause.edu/...aging-faculty-online-education

Brown preparation faculty educause training support course canvas

shared by Marlene Johnshoy on 18 Mar 15 - No Cached
  • Marlene Johnshoy on 18 Mar 15
     
    Notes and links to materials Brown University uses to prepare faculty to teach online.
speabodymn

Using Music in the Foreign Language Classroom | GradHacker - 11 views

www.insidehighered.com/...sic-foreign-language-classroom

foreinglanguages Carlatech17 GroupA song music

shared by speabodymn on 27 Jul 17 - No Cached
  • By Natascha Chtena November 22, 2015 5 Comments   .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } }   googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena.       One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material.   Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a
  • The key is to not be too ambitious (unless of course you are teaching a language AND culture class) and to set realistic goals: one song one major point! I usually keep it to seven minutes max, which includes a song, a very short “lecture” and some time for student questions at the end.
  • where I asked students to compile a short (German) playlist that describes their personality, explaining what it is about each song that speaks to them and/or that they identify with.
    • murasimo
      murasimo on 27 Jul 17
       
      I would like to try this activity.
  • ...2 more annotations...
  • By Natascha Chtena November 22, 2015 5 Comments   .blog-spacer { display: none; } @media (max-width: 420px) { .blog-spacer { display: block; height:1px; clear:both; } }   googletag.cmd.push(function() { googletag.display("dfp-ad-story_level_pages"); }); Natascha Chtena is a PhD student in Information Studies at the University of California, Los Angeles. You can follow her on Twitter @nataschachtena.       One of the challenges I face teaching a daily language class is finding novel and creative ways to maintain student interest throughout my lessons. One of my favorite teaching “tricks” is using music to motivate learning, improve concentration, create a sense of community and help my students absorb material.   Mus
  • Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher. It has a way of capturing everything about a culture, its people and their language and it can inspire interest in a subject matter when other methods have failed. Not to mention that students love it and benefit from it intellectually and emotionally (even when they find your music taste questionable).
    • murasimo
      murasimo on 27 Jul 17
       
      I use songs all the time and students love it. it is useful for grammar, vocabulary and culture. most of the time students start following on youtube the singer and present to class new songs from the same singer.
    • heidikreutzer
      heidikreutzer on 29 Jul 17
       
      My students (college level) really enjoy any music I bring into the classroom. Usually, I use it because it fits a grammar or vocabulary theme. I'd love to expand my use of music with my students.
    • vivianfranco
      vivianfranco on 30 Jul 17
       
      My students also love to listen to songs in the target language. As you said, it is useful to work not only the language (grammar aspect) but also the cultural part. In my classes, I try to play 1 minute of music in Spanish before starting the class. They really enjoy it and even bring me more songs suggestions in the target language to play the next day.
    • pludek
      pludek on 30 Jul 17
       
      I like the idea of keeping the song length to a minimum. Sometimes the students get off task, especially if they don't like the song. Thanks for the idea! I love it when they tell me they've added the song to their own playlists!
    • speabodymn
      speabodymn on 30 Jul 17
       
      As a German instructor, I find music also is a great way to bring more traditional texts to life--lots of poems become more exciting to students when combined with a setting by Schubert or Strauss (for example), even if the student isn't initially interested in either poetry or classical music. (I have a video of Schubert/Goethe's "Erlkönig" that adds another dimension through a sort of cartoon horror-story video--so it's text plus music plus visuals.) With this much to discuss, it can easily fill half of a class session or provide the basis for a larger project. Still, I also like the shorter use of music as a way to add energy to many different topics without taking over the lesson.
  • murasimo on 27 Jul 17
     
    "Music is a wonderful tool to integrate into your teaching repertoire, especially if you are a foreign language teacher."
  • Ergan Xu on 31 Jul 17
     
    This sounds fun! I would love to try it next year!
ksvinall

we teach languages - a podcast about language teaching from diverse perspectives - 0 views

weteachlang.com

shared by ksvinall on 08 Jul 20 - No Cached
  • ksvinall on 08 Jul 20
     
    This is a podcast produced by Stacey Margarita Johnson that focuses on many different aspects of language teaching. Stacey is the Assistant Director for Educational Technology at the Center for Teaching at Vanderbilt University and teaches Spanish. Topics of previous We Teach Languages episodes include heritage language maintenance, language legitimacy, linguistic variation, translanguaging, and emotional labor.
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