Ten of Kasey Bell's fav's, 2020.03.24

One item in a large assemblage of free online apps (https://123apps.com/)

EdTechReview of "a free online resource of articles and tests on various concepts across Quantitative Aptitude, Verbal Ability, and Logical Reasoning" (2016.10.31).

Great ways to commence or continue envisioning blended learning environments

Ruth Li "presents an innovative approach to the design and integration of collaborative writing projects using the Google Apps for Education online platform (OWI 4). The setting is a traditional, face-to-face high school English classroom in which students write in class simultaneously, each on separate devices, on shared Google Docs. In particular, I offer specific strategies for teaching students to write collaboratively in a variety of creative genres, including plays, poems, narrative essays, and speeches" (Explain broadly..., ¶1).

Definitions and distinctions

Gentle-Genitty, Carolyn. (2018.mm.dd). Making online ed personal [weblog post].

"With a process in place to ensure you meet specific student needs, you can begin to proactively identify accessibility pain points and come up with a plan for addressing them"

Interactive practice for giving directions

"I've just come back from visiting two universities in central Canada and I have also been getting feedback from pilot institutions on the questionnaire we are developing for a survey of online learning in Canada. Although I do not want to anticipate the results of the survey, some things are already becoming clear, especially about blended learning" (¶1).

Good news for techie teachers: "As our tools improve, technology magnifies our leverage and increases the importance of our expertise and our judgment and our creativity" (interactive transcript, 6:00).

This webpage suggests six factors to consider when assessing website credibility, and adds, "If you are unsure whether the site you're using is credible, verify the information you find there with another source you know to be reliable" (retrieved 2016.12.22).

"These guidelines are to help you become familiar with various types of Web resources and the reliability of the information" you find among them (¶2, retrieved 2016.12.22).

"カンタン出欠管理、調整ツール。 / 調整さんはURLをメンバーに送るだけで、イベントの出欠確認や日程調整ができる出欠表ツールです。 / ログインなしでもご利用頂けますが…!" (https://chouseisan.com/, 2016.11.18)

Deadline for proposals: September 4,  2016 Moderators' training session October 16 - November 13, 2016 Online sessions from January 8 to February 12, 2017.

Pappas proposed six "budget-friendly ... open source web conferencing software tools to consider" (2016.05.27).

"The question I pose is not how we use digital or OER,  but how we use the combination of both types of resources to provide pedagogically rich, high quality, cost-effective resources for students"

This OLC Institute post suggested three purposes and provided numerous examples of social media implementation and integration that may serve to "support learning in online courses" (2016.05.17, ¶3, ff.), namely: 1. Amplifying the physical and psychological engagement of learners (Engagement using social media); 2. Providing instruction to "enhance learning outcomes" (Instruction involving social media); and 3. Facilitating access to, and increasing availability of academic, career, and other "support services" (Student support using social media). Reference Online Learning Consortium [OLC] Institute for Professional Development. (2016.05.17). Why Should I Learn More about Social Media? [weblog post]. http://onlinelearningconsortium.org/learn-social-media/

"Relevant keywords are what help get your resume past a scanner (if submitting your document online), and to the human eye for further review" (¶2, 2016.01.29 [JST]).

"In this article I am going to outline what the Flipped Classroom is and how it is relevant to ELT."