ACCESS
Teacher Day
AETC 2014
Foreign Language ~ Amanda
Smith
www.solberglanguages.weebly.co
m
Presentation Resources
My inspiration:
Tangier, Morocco
For most of the 20th
century recognized as an
“international city” Arabic, Berber, French,
Spanish, Portugese, etc.
influences
Suggested Outline
Syllabus creation and course incorporation
Teacher office hours
Internet resources
Online Pedagogy & Best Practices
Discussion/ Question/ Answers
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
Features of the syllabus I include:
Course of study/ Course description
Software compatibility
File types/ extensions permitted
Communication & Grading Expectations
Translation Tool policy
Office Hours
Use of chat sessions
Use of WebEx
Cell phone number/
texting via cel.ly
alternative:
Remind101 twitter
Discussion Forum for
?’s
ResourcesMy favorite productivity gadgets...
Audio: MP3 Recorder
App for Mac
Video: Screencast-omatic
Images: Jing / Grab for
Mac
File Storage & Sharing:
Google Drive
Communication: Cel.ly
Website host:
weebly.com
Course
Organizatio
n
Homepage web parts:
Weekly Overview
Weekly Video
News
Class Pet
Calendar
Table of Contents
I copy/paste the list of assignments to the
“description” area.
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
Internet Resources- French, Spanish, German,
Chinese*
Powerpoints/ documents/ posters- ISL collective
fr.islcollective.com es.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
My favorite
Web 2.0
compilation
Fluency Prof
**multilanguages,
specializing in
Spanish
A list of web links to revisit:
FLTeach
Best Practices: Discussion Board Facilitation
A Review of Research
QuickTime™ and a
GIF decompressor
are needed to see this picture.
Discussions: cont’d
News Content- Image File created with Pinterest,
Google Image Search, etc.
QuickTime™ and a
decompressor
are needed to see this picture.
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
QuickTime™ and a
GIF decompressor
are needed to see this picture.
amanda.smith05@access.desire2learn.
com
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.