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jasolau

An Initial Flipgrid User Experience - The FLTmag | The FLTmag - 0 views

fltmag.com/flipgrid-experience

carlatech15week4 Web2.0 communication

shared by jasolau on 30 Jul 15 - No Cached
  •  Still, the students liked it and I was able to get a good sense of where student mastery of the material was and I gleaned which students need to focus where in terms of pronunciation and basic grammar.  I will do this again.
  • It is good for me to see that even when there is no grade riding on it, students still watch one another’s videos: in other words, they want to watch each other.  I can’t speculate as to what drives that, but as an instructor, I am pleased simply that they do it.
anonymous

"Role of CMC-Embedded Webquests in Enhancement of Online Students' Know" by Radhika Lothe - 1 views

scholarcommons.usf.edu/3215

carlatech15 week5 CMC

shared by anonymous on 07 Aug 15 - No Cached
marispi liked it
    • anonymous
      anonymous on 07 Aug 15
       
      So many students are so thrilled when you start talking about Germanic culture with them--as if they've been starving for it all along and are just waiting for those insights! Using some asynchronous and some classroom-based synchronous activities could be an excellent way to provide some of this information while concentrating in class on grammar, vocab, etc.
  • 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.
  • students appreciated and enjoyed learning about the target culture in way that they retained the information even two months after they were completed
  • ...4 more annotations...
  • Findings emerging from a constant comparison method analysis indicate that the CMC-embedded webquests played a significant role in advancing the online students' knowledge and understanding of German culture.
  • 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
Louiza Kondilis

Digital Storytelling - 1 views

digitalstorytelling.coe.uh.edu/esl.html

carla12sn3

shared by Louiza Kondilis on 28 Jul 11 - Cached
    • Louiza Kondilis
      Louiza Kondilis on 29 Jul 12
       
      Lifelong learning
  • visual and auditory learners.
  • active learning even when the instructor is not present.
  • ...2 more annotations...
  • new words by showing the picture and presenting the vocabulary word in written and oral form
  • helping with vocabulary and grammar, digital stories can be a source of communication between the student and the teacher.
  • Marlene Johnshoy on 28 Jul 11
     
    "Teachers can use digital storytelling as a teaching tool in the classroom. This page addresses how to best utilize software such as Photo Story 3 in ESL or foreign language classrooms."
amykrowland

Complimentary ChinesePod Course · Courses · Library · ChinesePod® - 1 views

chinesepod.com/...6

shared by amykrowland on 25 Jul 14 - No Cached
    • amykrowland
      amykrowland on 25 Jul 14
       
      I like that you can navigate the site while still listening to the podcast.  This resource has a lot of ideas
  • yflanders on 25 Jul 14
     
    "This complimentary course features a number of all time favorite ChinesePod lessons from each academic level. Users are welcomed to try all the content and tools available for each lesson including full lesson podcast, lesson dialogue, audio review, PDF transcript, annotated dialogue, vocabulary, expansion, grammar and exercises."
  • iwenyang on 25 Jul 14
     
    Thank you for sharing such a useful tool that allows the students to explore the resource of learning Chinese.
cwelton

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

www.researchgate.net/...-synchronous_language_exchange

carlatech18 web2.0 synchronouslearning education language socialnetworking

shared by cwelton on 09 Aug 18 - No Cached
afarachnps liked it
  • 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
      cwelton on 09 Aug 18
       
      '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
      cwelton on 09 Aug 18
       
      of course, but this doesn't mean the semi-synchronous activities weren't perhaps the best for their actual language learning...
Marlene Johnshoy

Everything You Need to Know About Building a Great Screencast Video | Cult of Pedagogy - 10 views

www.cultofpedagogy.com/screencast-videos

screencast EdPuzzle research preparation whiteboard Farah cultofpedagogy

shared by Marlene Johnshoy on 17 Jul 20 - No Cached
pamh6832 and greghutcheson liked it
    • greghutcheson
      greghutcheson on 19 Jul 20
       
      One of the hardest things for me to get past! It helps to hear the affirmation that a few stumbles will make the final product more genuine....
  • nostraws on 17 Jul 20
     
    These are good tips to keep in mind as I plan my online classes for fall.
  • ...3 more comments...
  • ksvinall on 17 Jul 20
     
    I really appreciated reading this as I just tried recording my first screencastify minilecture yesterday and found it really challenging! One tip that I got from this that I will try is to put the recording in EdPuzzle so that I can put in some comprehension checks!
  • pamh6832 on 17 Jul 20
     
    I found this to be a very informative and helpful article with lots of practical suggestions and useful links. I wish I had read this before I tried to make videos with Screencast-o-Matic for my classes this past Spring. I could have used his suggestions! I will definitely be referring to it when I begin to make videos for my classes this fall. I too liked how he put his video into EdPuzzle to increase student interactivity. Thanks for sharing it!
  • anonymous on 19 Jul 20
     
    Hey this is really useful. I have a feeling that I'm going to be using screencasts often as I convert all my teaching to online in the fall. It will be most useful for grammar explanation types of lessons. It looks like it is just what is needed to fill that need for personal explanations that the students want. I prefer interactive worksheets but I get the feeling students don't like them as much as I do.
  • jbenz2 on 19 Jul 20
     
    Thank you for sharing! This will come in handy as I'm prepping for hybrid teaching this fall.
  • spangomez on 27 Jul 20
     
    I used Screencast-o-matic for sharing my presentation while creating a video and it was a great program. Kaltura is also a great way to create presentations.
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