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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. - PowerPoint PPT Presentation
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ACCESSACCESS Teacher Day Teacher Day
ACCESSACCESS Teacher Day Teacher Day
AETC 2014AETC 2014
Foreign Language ~ Amanda SmithForeign Language ~ Amanda SmithAETC 2014AETC 2014
Foreign Language ~ Amanda SmithForeign Language ~ Amanda Smith
www.solberglanguages.weeblwww.solberglanguages.weebly.comy.com
www.solberglanguages.weeblwww.solberglanguages.weebly.comy.com
Presentation Resources Presentation Resources Presentation Resources Presentation Resources
My inspiration: My inspiration: Tangier, Morocco Tangier, Morocco
My inspiration: My inspiration: Tangier, Morocco Tangier, Morocco
For most of the 20th For most of the 20th
century recognized as an century recognized as an
“international city” - “international city” -
Arabic, Berber, French, Arabic, Berber, French,
Spanish, Portugese, etc. Spanish, Portugese, etc.
influences influences
For most of the 20th For most of the 20th
century recognized as an century recognized as an
“international city” - “international city” -
Arabic, Berber, French, Arabic, Berber, French,
Spanish, Portugese, etc. Spanish, Portugese, etc.
influences influences
Suggested OutlineSuggested OutlineSuggested OutlineSuggested Outline
Syllabus creation and course incorporationSyllabus creation and course incorporation
Teacher office hoursTeacher office hours
Internet resources Internet resources
Online Pedagogy & Best Practices Online Pedagogy & Best Practices
Discussion/ Question/ AnswersDiscussion/ Question/ Answers
Syllabus Creation & Incorporation Syllabus Creation & Incorporation Syllabus Creation & Incorporation Syllabus Creation & Incorporation
SyllabusSyllabus made made available in PDF available in PDF formatformat
Placed in “Course Placed in “Course Overview” of the Overview” of the course & posted course & posted online at personal siteonline at personal site
Integrated into Integrated into Course Overview/ Course Overview/ Welcome Video Welcome Video
Features of the syllabus I Features of the syllabus I
include: include:
Course of study/ Course descriptionCourse of study/ Course description
Software compatibility Software compatibility
File types/ extensions permittedFile types/ extensions permitted
Communication & Grading Communication & Grading
Expectations Expectations
Translation Tool policy Translation Tool policy
Use of chat sessions Use of chat sessions
Use of WebExUse of WebEx
Cell phone number/ Cell phone number/ texting via texting via cel.lycel.ly
alternative: alternative: Remind101Remind101 twittertwitter
Discussion Forum Discussion Forum for ?’sfor ?’s
Office HoursOffice HoursOffice HoursOffice Hours
Resources- Resources- My favorite productivity My favorite productivity
gadgets...gadgets...
Resources- Resources- My favorite productivity My favorite productivity
gadgets...gadgets...
Audio: Audio: MP3 Recorder App for MP3 Recorder App for Mac Mac
Video: Video: Screencast-o-maticScreencast-o-matic
Images: Images: JingJing / Grab for / Grab for MacMac
File Storage & Sharing: File Storage & Sharing: Google DriveGoogle Drive
Communication: Cel.lyCommunication: Cel.ly
Website host: Website host: weebly.comweebly.com
Course Course OrganizatiOrganizati
on on
Course Course OrganizatiOrganizati
on on Homepage web parts: Homepage web parts:
Weekly OverviewWeekly Overview
Weekly Video Weekly Video
News News
Class PetClass Pet
Calendar Calendar
Homepage web parts: Homepage web parts:
Weekly OverviewWeekly Overview
Weekly Video Weekly Video
News News
Class PetClass Pet
Calendar Calendar
Table of ContentsTable of ContentsTable of ContentsTable of ContentsI copy/paste the list of assignments to the “description” area. I copy/paste the list of assignments to the “description” area. I copy/paste the list of assignments to the “description” area. I copy/paste the list of assignments to the “description” area.
Web tools for student Web tools for student
productivityproductivity Web tools for student Web tools for student
productivityproductivity Recording audio: vocaroo.comRecording audio: vocaroo.com
typing accents french.typeit.org typing accents french.typeit.org
spanish.typeit.org german.typeit.orgspanish.typeit.org german.typeit.org
Creating flyers/posters smore.com Creating flyers/posters smore.com
glogster.comglogster.com
Creating presentations prezi.com Creating presentations prezi.com
haikudeck.com empressr.comhaikudeck.com empressr.com
Study on the go: quizlet.com Study on the go: quizlet.com
Internet Resources- Internet Resources- French, Spanish, French, Spanish,
German, Chinese*German, Chinese* Internet Resources- Internet Resources- French, Spanish, French, Spanish,
German, Chinese*German, Chinese* Powerpoints/ documents/ posters- ISL collective Powerpoints/ documents/ posters- ISL collective
fr.islcollective.comfr.islcollective.com es.islcollective.comes.islcollective.com
de.islcollective.com de.islcollective.com
Primary ResourcesPrimary Resources- all file types*- all file types*
Videos: Videos: Blended school Network Blended school Network (BSNtube) (BSNtube)
Vocabulary: Vocabulary: digitaldialects.comdigitaldialects.com* *
Mixed media: Mixed media: lessonpaths.comlessonpaths.com
Body parts: Body parts: alienlanguagesalienlanguages
My favorite My favorite Web 2.0 Web 2.0
compilationcompilation
My favorite My favorite Web 2.0 Web 2.0
compilationcompilation
Fluency ProfFluency Prof
*multi-languages, *multi-languages,
specializing in specializing in
SpanishSpanish
Fluency ProfFluency Prof
*multi-languages, *multi-languages,
specializing in specializing in
SpanishSpanish
FLTeachFLTeachFLTeachFLTeach
A list of web links to revisit: A list of web links to revisit: A list of web links to revisit: A list of web links to revisit:
QuickTime™ and aGIF decompressor
are needed to see this picture.
Best Practices: Discussion Board Facilitation Best Practices: Discussion Board Facilitation A Review of ResearchA Review of Research
Best Practices: Discussion Board Facilitation Best Practices: Discussion Board Facilitation A Review of ResearchA Review of Research
Discussions: cont’dDiscussions: cont’dDiscussions: cont’dDiscussions: cont’d
News Content- Image File created with News Content- Image File created with Pinterest, Google Image Search, etc.Pinterest, Google Image Search, etc.
News Content- Image File created with News Content- Image File created with Pinterest, Google Image Search, etc.Pinterest, Google Image Search, etc.
QuickTime™ and a decompressor
are needed to see this picture.
What to put in the What to put in the
News? News? What to put in the What to put in the
News? News? Study linksStudy links
Interactive gamesInteractive games
App suggestionsApp suggestions
podcastspodcasts
grammar notesgrammar notes
tutorials tutorials
quiz/test descriptions (study guides) quiz/test descriptions (study guides)
Help files/ examplesHelp files/ examples
Anglicisms/ pitfallsAnglicisms/ pitfalls
Music Music
Shout outs/ kudos Shout outs/ kudos
Cultural info Cultural info
Holidays/ Celebrations infoHolidays/ Celebrations info
Current EventsCurrent Events
Related vocabulary to moduleRelated vocabulary to module
PollsPolls
QuickTime™ and aGIF decompressor
are needed to see this picture.
[email protected]@access..desire2learn.comdesire2learn.com
[email protected]@access..desire2learn.comdesire2learn.com
See you online! See you online! See you online! See you online!
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.
