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Contents contributed and discussions participated by cwelton

cwelton

(PDF) Exploring the affordances of WeChat for... - 2 views

  • Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users
  • there is a longer time lag between sending and receiving text messages or audio files via the chat facility, although both parties are online at the same time. We thus coined a new phrase to capture the speed of such interaction, semi-synchronous, which is under investigation in this research.
    • cwelton
       
      'semi-synchronous' engagement for language learning seems highly useful, to allow students time to formulate responses and even research vocabulary or grammar structures that they need to use before production in TL.
  • there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
  • ...6 more annotations...
  • It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.
  • facilitated the development of their speaking proficiency.
  • more feedback and more accurate output emerged,
  • check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.
  • suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.
  • the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation
    • cwelton
       
      of course, but this doesn't mean the semi-synchronous activities weren't perhaps the best for their actual language learning...
cwelton

I've Been Using Evernote All Wrong. Here's Why It's Actually Amazing - 1 views

  • I kept hearing how awesome Evernote was
    • cwelton
       
      My school has Evernote premium available to all teachers--it's basically just like Diigo, so I'm excited to try and figure it out this year.
  • Archive whiteboard notes
    • cwelton
       
      I have colleagues who use Evernote to keep logs of their chalkboard notes, so they can send them to students who missed class for example.
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  • all of which become searchable
    • cwelton
       
      because Evernote can read handwriting! so cool.
  • You can share any note in Evernote with other people—even if they aren't Evernote users! So it's actually great for this.
  • The second type of bookmark is the one I use for Evernote. It's bookmarking stuff that you want to reference later, but not the kind of stuff you visit every day. Does that make a little more sense?
  • Forgot to mention my third type of bookmark, which are full articles I send to Readability/Pocket/Instapepr for reading later. That's more for pleasure reading than reference, which is what I use Evernote for.
    • cwelton
       
      I have colleagues who use Evernote for this 'pleasure reading' feature as well.
cwelton

Seven Ways to Use Google Docs to Support Bilingual Student Writers | EdSurge News - 0 views

  • Even though some of my students may not have regular access to a computer at home, they can access Google Docs from anywhere, including their phones.
    • cwelton
       
      This is an important factor for me when I am thinking about integrating a web-based technology--my students all have very different levels of access, so I want to be as inclusive as possible of their various capacities to engage.
  • students also know I will look at the “Editing History” to hold them each accountable.
    • cwelton
       
      Really important to high schoolers!
  • With Google Docs, they can quickly find the right word for their writing with Google Translate.
    • cwelton
       
      or through a technology like ReadLang...it's interesting to think about integrating Google-based platforms with other web-based tech
  • ...1 more annotation...
  • What’s more important is that I can provide feedback without drawing dark red lines across their writing, an experience that can be discouraging to many writers (including myself). Instead, we use Comments, Editing, or Suggesting to provide less invasive feedback; we can also share audio feedback right in the document using Kaizena, a Google Doc add-on. Students can receive immediate feedback multiple times throughout the writing process--and I don’t have worry about dragging stacks of paper home!
    • cwelton
       
      I'm curious to look at this Kaizena...in addition to commenting/suggesting, I also use colors to clarify my edits for students (I do this on paper, too)--different colors represent different kinds of errors, for example, purple means there is an error or lack of clarity in vocabulary choice, red means the verb is misconjugated, etc.
cwelton

Flipping my Spanish Classroom: Beginning of the Year Assessments with Google Forms - 9 views

  • I am armed with some knowledge of the classes overall abilities as well as some individual struggles so I can help specific students one-on-one. I have adjusted some of my review activities to better focus on what students need to work on.
    • cwelton
       
      I've done intakes at the beginning of the year at the adv. level to see why they chose the elective and what they hope to learn, but this seems like a great way to assess 'summer attrition' at the lower levels. On it!
cwelton

Why Diigo Rocks for Educators! | TeachHUB - 7 views

  • 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
       
      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!
cwelton

Facilitating a Class Twitter Chat | Edutopia - 3 views

  • Communicate the public nature of Twitter to parents. Consider an opt-out alternative for students or parents who are uncomfortable with participating in the classroom chat.
    • cwelton
       
      I've also used my school's platform "discussion board" as if it were a twitter chat feed--some students got really into it, and I think I could implement some of these suggestions to make it more universally engaging
  • assist students in moving back and forth between their own words and technical or course-specific terms. And help highlight particular content with the use of sentence starters.
    • cwelton
       
      perhaps for a language class this would look like a vocab list, or a list of social media abbreviations that are language-specific.
  • Do you feel the chat’s objective was reached? What was the most useful part of the chat? How might we improve the chat?
    • cwelton
       
      i've do this, at some level, for almost every new project or activity I do in my classroom--the students feel so empowered when I ask them to share their opinions and reactions to the structures of the course.
  •  
    Hi Veronica--you could also consider making a class handle. I did that with an Adv. class once, and simply gave all the students the info to log in. They could all post from that handle, and sign tweets with their initials.
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