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Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success. Please note: In addition to the e-book's core chapters on learning space design principles (chapters 1?13) , this site also offers case studies illustrating those principles (chapters 15?43), including links to examples of innovative learning spaces. The entire collection is complete and available for printing as individual chapters or the entire book.

"Does listening to something, perhaps once, perhaps more than once, perhaps over and over again, mean that it is learned in a way that is useful to the student and that they can retrieve and re-use in an appropriate context at a later date? It is a proposition that seems to conflict with the situated learning theories of researchers like Brown, Collins and Duguid (1989), which assert that learning always lies in the interactions between people rather than in the content itself or in the minds of the individual learners. The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, 'there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.'. Though the technology is quite recent, it may tend to lead teachers towards outmoded, didactic approaches to delivery rather than the constructivist, collaborative activities recommended by more recent learning theorists."

What is Conjuguemos? Think of Conjuguemos as an online workbook for your Spanish, French, German, Italian, Portuguese or Latin language students. The site stores a large amount of practice activities, with more exercises added during the year by our users. Teachers can also create their own activities. If you just want your students to practice on one of the exercises in the Conjuguemos library, or access worksheets/games for those activities, then you can stick to the demo version. If you want to do any of the following, you should create an account: Modify activities from the Conjuguemos library Create your own activities Receive grades from students Assign quizzes

This profile tool will help you to compare your current instructional practices with a set of indicators for engaged learning and high-performance technology. This is not intended to be a rating of your skill or ability as a teacher, but rather as a tool to help you think through the kinds of activities you use to help your students learn. Use the graph to help clarify your thinking about what types of activities you would like to use more frequently in your classroom. This activity frequently takes about 30 minutes to complete.

"The Index of Learning Styles is an on-line instrument used to assess preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global) of a learning style model formulated by Richard M. Felder and Linda K. Silverman. The instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University. The ILS may be used at no cost for non-commercial purposes by individuals who wish to determine their own learning style profile and by educators who wish to use it for teaching, advising, or research. Consultants and companies who wish to use the ILS in their work may license it from North Carolina State University. (Click below on "Frequently Asked Questions" for details.) "

TAGARELA is an intelligent computer-assisted language learning (ICALL) system designed to be fully integrated into the Portuguese Individualized Instruction Program at The Ohio State University. It can be viewed as an intelligent automatic workbook that provides students with opportunities to practice their reading, listening, and writing skills. Because it is a web-based system, it can be used anywhere there is a computer with internet access. TAGARELA uses state-of-the-art Natural Language Processing (NLP) technology to analyze students' input, and detect spelling, morphological, syntactic and semantic errors. Its NLP components allow the system to handle activities that go beyond the usual multiple choice or fill-in-the-blanks used by regular CALL systems. Its exercise types are similar to the ones typically found in current workbooks, such as: * listening and reading comprehension * picture description * vocabulary practice * phrasing and re-writing TAGARELA has a student model that keeps track of each student's individual performance, and an instructor model that carries information about activity and error types. Together the student and instructor models allow the system to choose the best feedback strategy to use with each individual learner based on the level of the activity, type of task, characteristics of error, and learner profile.

This Handbook of Emerging Technologies for Learning (HETL) has been designed as a resource for educators planning to incorporate technologies in their teaching and learning activities.

Video Interactions for Teaching and Learning (VITAL) is a Web-based video analysis and communication system created by the Columbia Center for New Media Teaching and Learning and Professor Herbert Ginsburg of Teachers College, Columbia University. VITAL comprises tools for video editing and annotation and for the creation of multimedia reports, embedded in the context of an course syllabus with topics, videos, and activities, all housed within an online community space. Students who use VITAL learn to observe closely, interpret, and develop arguments using cited video content as evidence.

Platform to create multimedia teaching activities (interactive online activities).

Vista Higher Learning Supersites seamlessly integrate text and technology by providing an array of online resources - activities, audio, video and resources - for each program. The integration of text and technology supports and enhances student learning every step of the way: section-by-section and lesson-by-lesson. Instructors will discover an array of online teaching resources, plus a gradebook for managing courses, viewing rosters, setting assignments, and posting announcements. Click on the cover image below to access the Supersite demo for that program.

PICS Videoguidelines: The following guidelines should stimulate your work with video in language teaching. We have chosen a list-like format that should encourage teachers to scan quickly through the pages to find the argument or technique that best fits their immediate needs. We hope it goes without further saying that these guidelines are not meant to be prescriptive, but provocative; they are ideas, suggestions, perspectives, fragments of a larger universe of possibilities. Please feel free to copy and distribute these suggestions. # Part A: Twelve Topics on Video in Language Learning addresses some of the most frequently heard questions about work with video. # Part B: Dimensions of Interactivity provides a rationale and a chart to guide a teacher's approach to any video segment. # Part C: An Activities Inventory offers an extensive checklist of specific activities for working with video. # Part D: Readings makes a few suggestions for further exploration of this topic.

In 2010 and 2012, we tested and evaluated four major LMS for accessibility/usability: Blackboard, Desired2Learn, Moodel, and SAKAI. The results have been publicized in CSUN (2010) and Midwest Educause (2012) conferences. Since then, we have observed that LMS vendors have continued to strengthen the accessibility and usability of their systems, while also working to incorporate some of the features suggested in our evaluations. In light of this ongoing interest and activity, we have revised and enhanced our evaluation criteria based on common features, streamlined our evaluation process, and rescored our LMS systems. At CSUN 2013, we presented a high-level overview of the results of our new evaluation, along with side-by-side comparisons that support our recommendations for improving learning management systems for users with disabilities.

"Foreign or second language (L2) learning strategies are specific actions, behaviors, steps, or techniques students use -- often consciously -- to improve their progress in apprehending, internalizing, and using the L2 (Oxford, 1990b). Strategies are the tools for active, self-directed involvement needed for developing L2 communicative ability (O'Malley & Chamot, 1990). Research has repeatedly shown that the conscious, tailored use of such strategies is related to language achievement and proficiency."

"CorpusLAB is a new FREE site for language learners and language teachers. CorpusLAB is designed to promote language learning based on real English used in different settings. Students can use the site to take a variety of exercises created by teachers. Go to the Student pages and select a topic area (phrasal verbs, Academic English etc.). If you register, you will be able to keep track of your progress. Teachers can use the site in different ways. The central engine of the site is a series of exercise authoring tools. The exercises, which include fill-the-gap, multiple-choice, matching, reorder, and categorise, are designed in a way that promotes the learning of collocations and phrasal patterns. For example, the matching exercise allows up to five columns of items rather than the usual two. One of the aims of the site is to build up resources for specialised English: Medical English, English for Tourism, and so on. "

Online collection of websites, scholarly papers and presentations, and other resources for teaching classics. Includes webquests, interactive vocabulary and grammar activities, online dictionaries, etc.

Babbel combines community activities like chat, messages and boards with self-study content.

For learners in the beginner to lower-intermediate levels of German language. There are also advanced activities available.

Throughout our years of language teaching, we experienced the all-too-common frustration of constantly searching for THE textbook suited to our French language classes and never finding one. What we needed was a textbook teaching beginners or near-beginners how to live in French in the Canadian context. We could not find it, so we wrote it. Teaching how to live in French in the Canadian context means being able to interact with Francophones in a way similar to how Francophones interact among themselves. This implies knowing the rules of communication, being familiar with French-Canadian culture, using real language, and being actively involved in one's learning. À bon port can best be described by these key-words: communication, Canadian, authentic, learner-centered.

The Center's mission is to serve the entire community of African language educators and learners in the United States by sponsoring a wide range of educational and professional activities designed to improve the accessibility and quality of African language instruction in the United States. The Center encourages a variety of pedagogical approaches to accommodate learner diversity, and advocates the integration of language and culture learning and the acquisition of fluency in these areas. It facilitates dialogue among teachers, learners, and administrators from a wide variety cultural and institutional perspectives, and promotes the profession of African language teaching.

A teacher-designed website with interactive grammar, listening and reading activities. Several well-designed study models use songs and lyrics to support learning about language and culture.