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Abstract Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.

What Is Faculty Inquiry? Faculty inquiry is a form of professional development by which teachers identify and investigate questions about their students' learning. The inquiry process is ongoing, informed by evidence of student learning, and undertaken in a collaborative setting. Findings from the process come back in the form of new curricula, new assessments, and new pedagogies, which in turn become subjects for further inquiry. When faculty pursue such inquiry in the company of colleagues and students, they create a "teaching commons" on their campus-a set of interconnected forums where conversations about learning take place, where innovations in curriculum and pedagogy get tried out, and where questions and answers about education are exchanged, critiqued and built upon.

A site that lists reviews of language learning software. Although reviews are useful to some extent, their assessments of the effectiveness of the software may not agree with our pedagogy.

FREE MONTHLY WEBINARS: Learn about practical teaching ideas, new pedagogy, and materials for use in your classroom through these interactive, online discussions with authors and experts. All you need is a computer with speakers and an Internet connection. "

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.

American Association of Teachers of Arabic (AATA) aims to facilitate communication and cooperation between teachers of Arabic and to promote study, criticism, research and instruction in the field of Arabic language pedagogy, Arabic linguistics and Arabic literature.

Teachers faced with integrating computers into a second language curriculum will appreciate this helpful, straightforward resource. Unlike the existing scholarly and theoretical texts on computer-assisted language learning (CALL), A Practical Guide to Using Computers in Language Teaching gives context and meaning to the computer environment with immediate classroom needs in mind. The text introduces teachers to CALL, offering tips for getting started, and providing an overview of current CALL pedagogy.

The International Journal of ePortfolio (IJeP) is a double-blind, peer-reviewed, open access journal freely available online. Subscriptions and fees are not required to access this journal; however, readers desiring hardcopies of issues can order them via our Current Issue and Past Issues links above. The mission of the International Journal of ePortfolio (IJeP) is to encourage the study of practices and pedagogies associated with ePortfolio in educational settings. The journal's focus includes the explanation, interpretation, application, and dissemination of researchers', practitioners', and developers' experiences relevant to ePortfolio. It also serves to provide a multi-faceted, single source of information for those engaging in projects and practices associated with ePortfolio. A refereed (blind) peer-reviewed journal, IJeP embraces inquiry into ePortfolio in educational settings holistically; therefore, manuscripts considering the following areas of investigation are welcomed: instruction and principles of learning that utilize and inform practical, effective ePortfolio methodologies; evaluation and assessment methodologies and practices supported by ePortfolio; case studies and best practices regarding applications of ePortfolio for learning, assessment, and professional development supported by scholarship of teaching and learning practices and research methodologies; theoretically rich accounts of the principles grounding ePortfolio work and its relationship to larger social and cultural phenomena; and innovative development and applications of technologies that enable new ePortfolio practices. IJeP employs a rolling submission process; however, those wishing to be considered for the next issue of IJeP should plan to submit their manuscript by December 1, 2011. Those submitting manuscripts to IJeP can expect the review process to take approximately 90 days.

Simulations in Higher Education (SHE) is a focus for these initiatives at UWE. It is part of the E-learning Development Unit, which works with colleagues across the university to help with developments in curricula and delivery that use ICT. This SHE website describes the projects, technologies and underpinning pedagogies that these initiatives draw upon, and develop.

Instructor guide to videoconferencing, including preparation, logistics, as well as tips for course planning, material preparation, classroom management, activities, assessment and course evaluation.

This site hosts oral history vignettes, 30 second to 3 minutes long with accompanying transcriptions. Currently there are 8. A few have simple exercises. We will be adding new anecdotes every week from the 500 oral histories I have collected over the past 15 years from Spanish America and Spain. Some are almost entirely in the present tense, some in past, some mixed. There is a particularly cute one about the term of endearment "gordito." Suggestions, collaboration welcome.

"I am a researcher and Associate Professor at the College of Industrial Technology, Nihon University, Japan. My current research interests are vocabulary selection, vocabulary learning, e-learning, and the pedagogical applications of corpus linguistics."

Held in May.