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ACCESS Teacher Day

ACCESS Teacher Day. AETC 2014 Foreign Language ~ Amanda Smith. www.solberglanguages.weebly.com. Presentation Resources. My inspiration: Tangier, Morocco. For most of the 20th century recognized as an “international city” - Arabic, Berber, French, Spanish, Portugese, etc. influences.

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ACCESS Teacher Day

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  1. ACCESS Teacher Day • AETC 2014 • Foreign Language ~ Amanda Smith

  2. www.solberglanguages.weebly.com • Presentation Resources

  3. My inspiration: Tangier, Morocco • For most of the 20th century recognized as an “international city” - Arabic, Berber, French, Spanish, Portugese, etc. influences

  4. Suggested Outline • Syllabus creation and course incorporation • Teacher office hours • Internet resources • Online Pedagogy & Best Practices • Discussion/ Question/ Answers

  5. Syllabus Creation & Incorporation • Syllabus made available in PDF format • Placed in “Course Overview” of the course & posted online at personal site • Integrated into Course Overview/ Welcome Video

  6. Features of the syllabus I include: • Course of study/ Course description • Software compatibility • File types/ extensions permitted • Communication & Grading Expectations • Translation Tool policy

  7. Office Hours • Use of chat sessions • Use of WebEx • Cell phone number/ texting via cel.ly • alternative: Remind101twitter • Discussion Forum for ?’s

  8. Resources- My favorite productivity gadgets... • Audio: MP3 Recorder App for Mac • Video: Screencast-o-matic • Images: Jing / Grab for Mac • File Storage & Sharing: Google Drive • Communication: Cel.ly • Website host: weebly.com

  9. Course Organization • Homepage web parts: • Weekly Overview • Weekly Video • News • Class Pet • Calendar

  10. Table of Contents • I copy/paste the list of assignments to the “description” area.

  11. Web tools for student productivity • Recording audio: vocaroo.com • typing accents french.typeit.org spanish.typeit.org german.typeit.org • Creating flyers/posters smore.com glogster.com • Creating presentations prezi.com haikudeck.com empressr.com • Study on the go: quizlet.com

  12. Internet Resources- French, Spanish, German, Chinese* • Powerpoints/ documents/ posters- ISL collective fr.islcollective.comes.islcollective.com de.islcollective.com • Primary Resources- all file types* • Videos: Blended school Network (BSNtube) • Vocabulary: digitaldialects.com* • Mixed media: lessonpaths.com • Body parts: alienlanguages

  13. My favorite Web 2.0 compilation • Fluency Prof • **multi-languages, specializing in Spanish

  14. FLTeach • A list of web links to revisit:

  15. Best Practices: Discussion Board Facilitation A Review of Research

  16. Discussions: cont’d

  17. News Content- Image File created with Pinterest, Google Image Search, etc.

  18. What to put in the News? • Study links • Interactive games • App suggestions • podcasts • grammar notes • tutorials • quiz/test descriptions (study guides) • Help files/ examples • Anglicisms/ pitfalls • Music • Shout outs/ kudos • Cultural info • Holidays/ Celebrations info • Current Events • Related vocabulary to module • Polls

  19. amanda.smith05@access.desire2learn.com • See you online!

  20. References Compton, L. (2009) Preparing language teachers to teach language online: A look at skills, roles, and responsibilities, Computer Assisted Language Learning, 22(1), 73-99. doi: 10.1080/09588220802613831 Hampel, R. and Pleines, C. (2013). Fostering student interaction and engagement in a virtual learning environment: An investigation into activity design and implementation.  The CALICO Journal, 30(3) pp. 342–370. Hew, K.F. & Cheung, W.S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111-1124. Kessler, G. (2013) Collaborative language learning in co-constructed participatory culture. The CALICO Journal, 30(3), pp. 307-322. doi: 10.11139/cj.30.3.307-322 Kissau, S., McCullough, H. & Pyke, J.G. (2010). "Leveling the playing field:" The effects of online second language instruction on student willingness to communicate in French.  The CALICO Journal, 27(2), 277-297. Kreijns, K., Kirschner, P., and Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments; A review of the research. Computers in Human Behavior, 19, 335-353. Miceli, T., Murray, S. V., & Kennedy, C. (2010). Using an L2 blog to enhance learners’ participation and sense of community. Computer Assisted Language Learning, 23(4), 321-341. doi:10.1080/09588221.2010.495321 Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. The CALICO Journal,  28(2) pp. 345-368. Rovai, A. P. (2000). Building and sustaining community in asynchronous learning networks. Internet & Higher Education, 3(4), 285-297. Rovai, A. P. (2001). Classroom community at a distance: A comparative analysis of two ALN-based university programs. Internet & Higher Education, 4(2), 105-118. Rovai, A.P. (2002a). Development of an Instrument To Measure Classroom Community. Internet and Higher Education, 5(3), 197-211. Rovai, A. P. (2002b). Sense of community, perceived cognitive learning and persistence in asynchronous learning networks. Internet & Higher Education, 5(4), 319-332. Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. The American Journal of Distance Education, 13(3), 22-36.

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