College of Arts and Sciences
Course:
Instructor(s):
Last updated:
Building Teaching Skills through the Interactive Web (Web Skills)
Courtney Cunningham, Sean McClellan, Robert Elliott, Donna Shaw
November 4, 2013
Course Overview
Participants in this course deepen their understanding of the theory and applied use of Computers and Language Learning (CALL) principles and
practices in the EFL classroom. The course will model innovative online teaching practices, enable participants to understand and use appropriate
technology to enhance learning outcomes for their students, and offer opportunities to share real-world applications of technology tools and practices.
The course will provide educators with support and problem-solving mechanisms as they implement technology in their local contexts. It will act as a
train-the-trainers model so that participants can set concrete timelines and move forward during and/or after the course with concrete dissemination
plans.
Prerequisites
Candidates should be highly motivated in-service EFL educators, teacher trainers or ministry officials who are both dedicated to their own professional
development and willing to share their knowledge with colleagues. In addition, they should:
 Have high intermediate to advanced level English language proficiency in all skill areas (approximately 525 TOEFL), particularly reading and
writing.
 Have access 4-5 times per week minimum to reliable computers with high-speed Internet; expect to spend a minimum of 8-10 hours each week
on coursework.
 Have basic technology skills for email, the Web (e.g., searches, downloads, uploads, managing of course logins/passwords) and file management
(e.g., PDF, MS Word, Excel).
Course Learning Objectives
 Discuss behavior-based learning objectives, learning styles, learner autonomy, teaching large classes, the one-computer classroom, and a
variety of assessment techniques, then explain how they could apply or adapt these concepts to meet their own needs.
 Use search tools, skill-building websites, project-based learning, and online teacher resources, then explain how they could adapt these for their
own purposes.
 Develop a formal action plan for incorporating technology into their teaching or class preparation in at least one new way and share their
project reports with the group.
AMERICAN ENGLISH INSTITUTE
5212 University of Oregon, Eugene OR 97403-5212 T (541) 346-3945 F (541) 346-3917 http://aei.uoregon.edu
An equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act
Description of Final Project
All 10-week E-Teacher courses require participants to complete a final project with a score of 70% or higher. Following is a short description of the
project for this course.
Course participants identify and target a problem in their current teaching. They select appropriate technology to address the problem and integrate
the technology solution into the class in order to address that specified problem. The technology tool or technique must be new and not used before,
and it must be encountered in the course. In a written, formal final report, participants document what happened. They describe what the class was like
at the start, what needs the class has, what new technology is tried to address that need, what happened when it was tried, how successful the change
was, any changes made and what will be done next. Participants offer evidence as to how successful the technology experiment was in addressing the
original class problem and describe how they know the technology change helped improve the class.
Each week, course participants complete a project step that will help guide them as they formulate and implement their projects. Much of what they
write in each week’s project task will be used in their final reports. The weekly reflections on blogs can also be helpful to brainstorm and grow projects.
Course participants who are not teaching complete a plan report in which they formally write up a plan for using technology or a technology tool, that
can assist with an issue or problem, in their teaching, administrative work or other teaching-related employment. Participants complete a detailed list
of resources and write how these resources support the choice of technology. They also create a detailed timeline.
Grading Criteria and Requirements for Certificate of Completion
E-Teacher participants must complete the final project per above and all other assignments with a score of 70% or higher to receive a passing grade for
the course and a Certificate of Completion. This course is equivalent to 10 Continuing Education Units (CEUs) or 100 hours of instruction.
Following is a description of the grading criteria for this course.
Percentage
20%
20%
20%
20%
20%
Task or Assignment
Online Weekly Discussions (10 points per week; up to 5 points for each of 2 posts)
Blog Posts (5 points per week; 3 points for blog post and 2 points for posting to the blog of another course participant)
Weekly Tasks (5 points per task)
Project Tasks (10 points per task)
Final Project Report (50 points)
Participants will be required to:
 Read assigned texts and submit at least two posts a week on the topics that demonstrate understanding of key concepts and how these
concepts can be applied in their teaching context.
 Complete weekly assignments to practice and apply course information to the creation of teaching plans and classroom activities.
 Learn and use a variety of free, easily accessible, teacher/classroom based technology tools.
 Create weekly blog posts to record reflections about the course and how the information can be used in participants’ own classrooms; post
comments on the blogs of other course participants.
 Create a capstone technology-enhanced research project or plan in which participants identify a need in their courses, meet the need with a
new technology tool, use the new technology tool, reflect on the results, and create a project report.
 Give constructive feedback on peers’ final project or final plan.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 2
Weekly Syllabus
Week
01
Topics/Themes
 Introductions.
 Creating an
Academic Blog.
Learning Objectives
 Become familiar with course
tools and fellow course
participants.
 Collaborate with fellow course
participants through postings
on Nicenet, course online
discussion site.
 Analyze own knowledge of
course topics and technology
with a needs analysis.
 Create opportunity and tool for
weekly reflections on the
course.
Readings/Resources
Handouts:
 Elliott, R., Shaw, D., Cunningham, C., Weber, J., & Healey,
D. (2013). Course help guides. [Email]. University of
Oregon.
 Elliott, R. (2013). Ground rules for discussions. University
of Oregon. Retrieved from
https://docs.google.com/document/d/
1R9-wki_a3X3bwSiXijTCOavey7AzzSjKYKM5VAswzI/edit?hl=en&authkey=CJeX_eoO
 Healey, D., Opp-Beckman, L. & Heitman, C. (2009). Online
discussions, comparing rubrics. Retrieved from
http://umbc.uoregon.edu/eteacher/webskills/material
/rubrics_compare_2010.pdf
 Elliott, R. (2013). Creating a blog at Blogger. University
of Oregon. Retrieved from
https://docs.google.com/document/d/
1O3ryxh6wCCcsWGrNc04uV54MrQ5DetMQLzXiCZv79K
4/edit
 Opp-Beckman, L., Healey, D., Elliott, R. et al. (2010).
Discussions. University of Oregon. Retrieved from
http://umbc.uoregon.edu/eteacher/webskills/
material/webskills_discussion_guidelines+rubric.pdf
Article:
 Stanley, G. (2005). Blogging for ELT. Retrieved from
http://www.teachingenglish.org.uk/articles/
blogging-elt
Tasks/Assignments
 Complete needs
analysis.
 Create a blog.
 Post one comment
on blog.
 Add blog to Blog
Roll on course wiki.
 Participate in three
online discussions
on selfintroductions, blogs,
and ground rules for
discussions.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 3
Week
01
cont’d
Topics/Themes
Learning Objectives
Readings/Resources
Additional Resources:
 Campbell, A. P. (2003). Weblogs for use with ESL classes.
The Internet TESL Journal, 9(2). Retrieved from
http://iteslj.org/Techniques/
Campbell-Weblogs.html
 Healey, D. (2010). Reflecting on teaching online.
Retrieved from
http://deborahteachingonline.blogspot.com/
 Sample blogs from participants from previous terms.
Tasks/Assignments
02
 Writing Clear
Behavioral
Learning
Objectives.
 Explore a number of
websearching tools and
analyze them according to
personal need.
 Describe one group of students
or class in detail as the first
step toward the final project.
 Read about the ABCD model
for writing objectives and
create objectives in this model
for a current group of students.
 In a weekly blog post and
comment to at least one other
course participant’s blog.
 Post on the Nicenet
discussion and post
on another course
participant’s post
[topics from this
point forward are
the same as
topics/themes and
learning objectives).
 Do one Blog post
and comment on the
blog of another
course participant.
 Create an ABCD
learning objective.
 Complete project
task #1: Description
of class.
 Oral/Aural
 Explore, analyze, and review a
Readings:
 Bixler, B. (2007). Writing objectives. Penn State Learning
Design Community Hub, Pennsylvania State University.
Retrieved from http://ets.tlt.psu.edu/
learningdesign/objectives/writingobjectives/
 Tan, A. (2008). Writing specific instructional/learning
objectives. National Institute of Education, Singapore.
Retrieved from http://www.slideshare.net/
ashleytan/writing-specific-instructionallearningobjectives-presentation
 Obannon, B. (2012). Classifying objectives. Retrieved
from http://edtech2.tennessee.edu/
projects/bobannon/classifications.html
 NoodleTools. (2012). Choose the best search for your
information need. Retrieved from
http://www.noodletools.com/debbie/literacies/
information/5locate/adviceengine.html
 Healey, D. (2009). Technology tip of the month. Retrieved
from http://www.uoregon.edu/~dhealey/techtips/
Websites to Explore:
 Churches, A. (2008). Bloom's Taxonomy blooms
digitally. Tech & Learning. Retrieved from
http://www.techlearning.com/article/bloomstaxonomy-blooms-digitally/44988
 Mayer, M. (2008). Official Google blog: The future of
search. Retrieved from http://googleblog.blogspot.com/
2008/09/future-of-search.html
Readings:
03
 Post on the Nicenet
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 4
Week
Topics/Themes
Skill-building
Websites.
 Search Tools
and Effective
Web
Searching.
Learning Objectives
variety of speaking, listening,
and/or pronunciation web
sites.
 Create a Delicious account, a
social bookmarking website, to
save and share websites that
will be utilized for the
remainder of the course and
beyond.
 Read sample project reports to
expand on knowledge of final
project expectations.
 Reflect on what is being
learned during the course in a
weekly blog post and
comment to at least one other
course participant’s blog.
Readings/Resources
 Miller, L. (2003). Developing listening skills with
authentic materials. ESL Magazine, 6(2), 16-18.
 Busà, M. G. (2008). New perspectives in teaching
pronunciation. In From Didactas to Ecolingua: An
ongoing research project on translation and corpus
linguistics (pp. 165-82). Trieste, Italy: Università degli
Studi di Trieste. Retrieved from
http://www.openstarts.units.it/dspace/bitstream/
10077/2850/1/bus%C3%A0.pdf
 Gong, J. (2002). The employment of CALL in teaching
second/foreign language speaking skills. Post-Script,
3(1), 1-11.
 Samph, T. (2012). The future of search. Technorati
Technology. Retrieved from http://technorati.com/
technology/article/the-future-of-search/
Speaking Lesson Plans:
 Clandfield, L. (2013). Speaking skills: Teaching ideas.
One Stop English. Retrieved from
http://www.onestopenglish.com/skills/speaking/
teaching-ideas/
 ESL Galaxy. (2013). ESL lesson plans and materials.
Retrieved from http://www.esl-galaxy.com/
Websites to Explore:
 Davis, R. (2013). General listening quizzes. Randall's ESL
cyber listening lab. Retrieved from http://www.esllab.com/
 The Marzio School. (2013). Real English: Lesson 1, Hi!
How are you doing? Retrieved from
http://www.real-english.com/reo/1/unit1.html
Tasks/Assignments
discussion and post
on another course
participant’s post.
 Do one Blog post
and comment on the
blog of another
course participant.
 Create a Delicious
page and add the
URL to the course
wiki.
 Complete project
task #2: Read and
analyze an example
final project.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 5
Week
04
Topics/Themes
 Reading/
Writing
Websites and
Technologyenhanced
Lesson Plans.
Learning Objectives
 Explore, analyze, and review a
variety of reading and/or writing
web sites in terms of usefulness
to own class.
 Read an overview of technology
enhanced lesson plans and create
one for own teaching context.
 Continue to work on course
project by reflecting on a course
and identifying a problem or issue
that technology might solve.
 Reflect on what is being learned
during the course in a weekly
blog post and comment to at least
one other course participant’s
blog.
Readings/Resources
Readings:
 Dill, M. (2008). How to write an integrated lesson
plan. EHow. Retrieved from http://www.ehow.com/
how_2324320_write-integrated-lesson-plan.html
 Krajka, J. (2000). Using the Internet in ESL writing
instruction. Internet TESL Journal, 6(11). Retrieved
from http://iteslj.org/Techniques/
Krajka-WritingUsingNet.html
 Liang, M. (2004). Three extensive reading activities
for ESL/EFL students using e-books. Internet TESL
Journal, (10)10. Retrieved from http://iteslj.org/
Lessons/Liang-ExtensiveReading.html
Websites to Explore:
 Banville, S. (2013). Breaking news English. Retrieved
from http://www.breakingnewsenglish.com/
 Fried-Lee, L. (n.d.) Laurie's ESL website. Retrieved
from http://fog.ccsf.edu/~lfried/
 Krauss, M. (2011). ESL independent study lab.
Retrieved from http://www.lclark.edu/~krauss/
toppicks/toppicks.html
 Kelly, C., & Kelly, L. (2012). Activities for ESL students.
Retrieved from http://a4esl.org/
 Kelly, C., & Kelly, L. (2012). Interesting things for ESL
students. Retrieved from
http://www.manythings.org/
Tasks/Assignments
 Post on the Nicenet
discussion and
post on another
course
participant’s post.
 Do one Blog post
and comment on
the blog of another
course participant.
 Complete project
task #3: Describe
issues or problems
in classroom that
can be solved with
technology.
 Create a
technologyenhanced lesson
plan.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 6
Week
05
Topics/Themes
 Project-based
Learning with
WebQuests.
 Rubrics for
Assessment.
Learning Objectives
 Explore project-based learning
(PBL) and WebQuests in regards
to student motivation and
collaboration.
 Learn about, discuss with other
course participants, and create a
rubric for own teaching context.
 Continue to develop final projects
by considering current
issues/problems in own teaching
context and possible technology
tools that can be implemented to
address one or more of the issues.
 Reflect on what is being learned
during the course in a weekly
blog post and comment to at least
one other course participant’s
blog.
 Optional: develop a WebQuest.
Readings/Resources
Readings:
 The National Capital Language Resource Center.
Assessing learning: Alternative assessment. (2004).
Retrieved from http://www.nclrc.org/essentials/
assessing/alternative.htm
 Gaer, S. (1998). Less teaching and more learning.
Retrieved from http://www.ncsall.net/
index.html@id=385.html
 Zunal.com. (2013). What is a webquest? Retrieved
from http://zunal.com/zunal-help/help-aboutwhatiswebquest.php
Websites to Explore:
 Rubistar. (2008). Create rubrics for your project-based
learning activities. Retrieved from
http://rubistar.4teachers.org/
 Gaer, S. (2009). Web learning projects. Retrieved from
http://susangaer.com/studentprojects/
 Dodge, B. (2007). WebQuest.Org. Retrieved from
http://www.webquest.org/
Tasks/Assignments
 Post to the Nicenet
discussion and
post on another
course
participant’s post.
 Do one Blog post
and comment on
the blog of another
course participant.
 Complete project
task #4: Describe a
potential change
that can be
implemented with
technology.
 Create a rubric
using Rubistar
(www.rubistar4tea
chers.org).
 Extra credit: create
a technologyenhanced project
or WebQuest.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 7
Week
06
Topics/Themes
 Studentcentered Large
Classes.
 Differentiated
Instruction.
 Formative
Assessment.
Learning Objectives
 Explore examples of different
student-centered, interactive
techniques that can be used in
own teaching context.
 Create an interactive Power point
using concepts and ideas learned
about in the weekly course
materials.
 Further develop final project or
plan by implementing new
technology into an existing class
that will solve a problem or issue
 Reflect on what is being learned
during the course in a weekly
blog post and comment to at least
one other course participant’s
blog.
Readings/Resources
Readings:
 Teaching Effectiveness Program. (2011). Using
technology in teaching large classes. University of
Oregon. Retrieved from http://tep.uoregon.edu/
resources/largeclasses/usingtechnology.html
 The Science Education Resource Center. (2013).
Teaching large classes. Carleton College, Northfield,
Minnesota. Retrieved from
http://serc.carleton.edu/NAGTWorkshops/earlycare
er/teaching/LargeClasses.html
 Finnan, R. & Shaw, D. (2012). Teaching large classes.
Retrieved from http://umbc.uoregon.edu/eteacher/
webskills/material/engaging_students_handout.pdf
 Teaching Effectiveness Program. (2011). Best
practices in Presenting with PowerPoint. University of
Oregon. Retrieved from http://tep.uoregon.edu/
technology/powerpoint/docs/presenting.pdf
 Slangen, S. (2010). How to create an interactive quiz
using PowerPoint masters. MakeUseOf.com. Retrieved
from: http://www.makeuseof.com/tag/
create-interactive-quiz-powerpoint-masters/
 Oneil, B. (2003). How to create and use an interactive
PowerPoint quiz game. Journal of Extension, 41(2).
Retrieved from http://www.joe.org/joe/
2003april/tt2.php
Tasks/Assignments
 Post to the Nicenet
discussion and
post on another
course
participant’s post.
 Do one Blog post
and comment on
the blog of another
course participant.
 Complete project
task #5: Begin to
implement the
technology in the
classroom.
 Create an
interactive
PowerPoint of at
least 5 slides.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 8
Week
07
Topics/Themes
 Learner
Autonomy and
the Onecomputer
Classroom.
 Innovative Use
of PowerPoint.
Learning Objectives
 Reflect upon and develop
ideas to increase learner
autonomy in own classes.
 Explore literature about the
one- computer classroom
and learner autonomy;
develop ideas on how
technology tools can be used
to enhance learner autonomy.
 Add a resource related to
learner autonomy to the class
“Padlet” wall.
 Develop project by
implementing a new
technology into own class;
document what occurs.
 Reflect on what is being
learned during the course in a
weekly blog post and
comment to at least one other
course participant’s blog.
Readings/Resources
Readings:
 Thanasoulas, D. (2000). What is learner autonomy? How
can it be fostered? TESL Journal 6(11). Retrieved from
http://iteslj.org/Articles/Thanasoulas-Autonomy.html
 Sheu, S. P. (2001). Learner autonomy: Bird-in-the-hand or
bird-in-the-bush? Learning, 8(1). Retrieved from
http://coyote.miyazakimu.ac.jp/learnerdev/LLE/8.1/
sheuE.html
 Burkhart, L. J. (1999). Strategies and applications for the
one computer classroom. Retrieved from
http://www.lburkhart.com/elem/strat.htm
 Ashmus, D. (2008). But I don’t have a computer lab: Using
one computer in the classroom. SouthEast and Islands
Regional Technology in Education Consortium. Retrieved
from http://www.seirtec.org/present/onecomptr.html
Additional Resources:
 Interconnections: Learner autonomy teacher autonomy.
(2001). Learning, 8(1). Retrieved from
http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/
smithE.html
 Hunter, L. & Krier, K. (n.d.). 25 Ways to Integrate the
Internet. Retrieved from http://www.uen.org/
utahlink/tours/tourFames.cgi?tour_id=13326
 Rodden, M. & Parrington, M. (2002). Self-access: A
Framework for Diversity. Retrieved from
http://www.teachingenglish.org.uk/think/articles/
self-access-a-framework-diversity
 Tool of the Month: Wallwisher (2012). Learning and
teaching with the Web. Retrieved from
http://titova.ffl.msu.ru/
tools-for-teachers-february-2012.html
Tasks/Assignments
 Post to the Nicenet
discussion and
post on another
course
participant’s post.
 Do one Blog post
and comment on
the blog of another
course participant.
 Complete project
task #6: Suggest a
partner for peer
review.
 Post to the course
Wallwisher.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 9
Week
Topics/Themes
Learning Objectives
Readings/Resources
Tasks/Assignments
08
 Teacher
Resources
Online.
 Technologyenhanced
Research
Project Draft
Reports to
Peer
Reviewers for
Feedback.
 Explore, analyze, and reflect
on the usefulness of a variety
of online teacher resources.
 Create a new course tool, for
own teaching context, using
an online resource.
 Participate in peer evaluation
and collaboration activities
with final project.
 Reflect on what is being
learned during the course in a
weekly blog post and
comment to at least one other
course participant’s blog.
Resources:
 Tools for educators. (2013). Custom worksheets, games,
and other resources. Retrieved from
http://www.toolsforeducators.com/
 BoggelsWorldESL. (n.d.). Lanternfish ESL worksheets and
lesson plans. Retrieved from http://bogglesworldesl.com/
 EasyTestMaker. (n.d.) The easy way to make and grade all
your tests. Retrieved from
http://www.easytestmaker.com/
 Half Baked Software, Inc. (2012). Hot Potatoes. Retrieved
from http://hotpot.uvic.ca/
 Clock Watchers. (2003). Crossword puzzle games.
Retrieved from
http://www.crosswordpuzzlegames.com/create.html
 Rubistar. (2009). Web poster wizard. ALTEC, University of
Kansas. Retrieved from http://wizard.4teachers.org/
 CLEAR. (2006). SMILE. Michigan State University.
Retrieved from http://clear.msu.edu/teaching/online/
mimea/smile/v2/index.php
 Magoto, J. (2011). ANVILL help: Core tools. University of
Oregon, Yamada Language Lab. Retrieved from
http://ylclab.uoregon.edu/groups/anvillhelp/wiki/fb6ef/
Core_Tools.html
 Oestreich, T. D. (2010). Back to boutique? Search for a free
and affordable voice recording to replace Wimba Voice
consumes LLTI. LLTI Highlights 41(2). Retrieved from
http://www.iallt.org/iallt_journal/llti_highlights
 Post to the Nicenet
discussion and
post on another
course
participant’s post.
 Do one Blog post
and comment on
the blog of another
course participant.
 Complete project
task #7: Create
first draft of
project or plan
report, share with
partner, and give
feedback.
 Create an online
course site or an
exercise to use
online or offline.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
Page 10
Week
09
Topics/Themes
 Online Teacher
resources:
templates,
grade books,
puzzle and
game-makers.
 Final
Technologyenhanced
Research
Project Report
Due.
Learning Objectives
 Explore literature about
learning styles and
technology tools for multiple
intelligences; discuss use of
technology to address
different learning styles in
own teaching context.
 Reflect on what is being
learned during the course in a
weekly blog post and
comment to at least one other
course participant’s blog.
 Create a final draft of project
report using peer feedback.
10
 LoTI (Levels of
Technology
Integration)
Digital Age
Framework.
 Wrap-up.
 Participate in final course
reflections and advise future
course participants.
 Analyze level of technology
integration in own teaching
situation.
Readings/Resources
 Readings:
Johnson, L. & Lamb, A. (2007). Technology and Multiple
Intelligences. Teacher Tap. Retrieved from
http://eduscapes.com/tap/topic68.htm
 Felder, R. N. & Soloman, B. A. (2010). Learning styles and
strategies. Retrieved from http://www4.ncsu.edu/unity/
lockers/users/f/felder/public/ILSdir/styles.htm
Additional Resources:
 Edutopia. (2013). What is your learning style? George
Lucas Education Foundation. Retrieved from
http://www.edutopia.org/
multiple-intelligences-learning-styles-quiz
 Montgomery, S. M. & Groat, L. N. (1998). Student learning
styles and their implications for teaching. CTLT Occasional
Paper Number 10. University of Michigan. Retrieved from
http://www.crlt.umich.edu/sites/default/files/
resource_files/CRLT_no10.pdf
 Chamot, A. U., Meloni, C. F., Bartoshesky, A., Kadah, R., &
Keatley, C. (2004). Sailing the 5 Cs with learning strategies.
National Capital Language Resource Center. Retrieved
from http://www.nclrc.org/sailing/
 Carey, B. (2010). Forget what you know about good study
habits. New York Times. Retrieved from
http://www.nytimes.com/2010/09/07/health/views/07
mind.html?_r=3&ref=benedict_carey
Resources:
 LoTi: Learning Quest Incorporated. (2011). LoTi digital
age survey. Retrieved from
http://www.loticonnection.com/
 Hubbard, P. (2008). CALL and the future of language
teacher education. Calico Journal, 25(2), 175-188.
Tasks/Assignments
 Post to the Nicenet
discussion and
post on another
course
participant’s post.
 Do one Blog post
and comment on
the blog of another
course participant.
 Complete project
task #8: Create
final draft of
project report or
plan report.
Submit it
 Complete course
evaluation.
 Post to the Nicenet
discussion.
 Do one Blog post.
 Evaluate classroom
technology
practices using two
specified models.
©2013 University of Oregon, E-Teacher Course Description for Web Skills
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