CMC wrap-up
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  • 1. 3/6/13
  • 2. Warm-up activity (@20 minutes) QR Code Scavenger Hunt Automatically generated codes, hyperlink to web content (e.g., URL, text, video, etc.)
  • 3. QR Codes Quick way to link to information (especially useful for long URLs, text not hosted on a page, link types you want to hide). Many services to generate QR Codes. They are simply images you can stick in any document. (Just Google QR Code Generator) Also work with Google Spreadsheets to generate multiple codes.
  • 4. Scavenger Hunt Today we’ll be doing a short scavenger hunt employing QR Codes and some multimedia clues. Get into small groups of 3-4 people. All clues will be close by (you can leave your stuff here) We’ll come back at the end of the activity to class.
  • 5.  For this week’s reflection, try it on Audioboo (and record comments on your classmates’ Audioboos). You can generate an embed link in Audioboo:
  • 6. Notes Reading for 3/25 (L&S, after spring break):  Corbeil & Corbeil. Getting Started: Academic Podcasting made Simple.  On BBLearn
  • 7. CMC tools Collaborate (via BB Learn) Google Hangouts TokBox Audioboo Audacity Wikis Chat programs Google groups Discussion threads (e.g., BB Learn’s service) Blogs Micro-blogging (e.g., Twitter)
  • 8. Diez-Bedmar & Perez-Paredes 2010 Use CMC for collaborative task between Spanish and English tourism students. Task to develop a brochure Measured feedback from English speaking students to Spanish collaborators (type, quality, effects)
  • 9. CMC & Feedback What types of feedback can occur in CMC? Ongoing feedback (focus on form) Reflective feedback Peer feedback
  • 10. Technology Used Learning Management System (Moodle is free, open-source, comparable to Blackboard) Used forums for process (development) Used wiki for product (the brochure)
  • 11. Sequenced stages (p. 66) Technical setup Meeting one another Choosing topic Brainstorming Looking for information Glossary Paragraphing & writing Final submission
  • 12. Discussion questions How would you characterize the types of feedback that the English students provided? What types of feedback were more/less effective? What do you attribute these results to? If you were to design a similar teaching activity, what change would you consider making in terms of instruction/task design/use of technology?
  • 13. Optional readings Cynthia: O’Dowd Katie: Spiliotopolis & Carey
  • 14. In-class project (for 3/25): Service encounters include a broad range of activities, such as  visiting a professor in an office hour,  ordering food at a restaurant,  going to an office for a service (e.g., doctor, registrar),  making an appointment. They can be in person or over the phone. SEs are often difficult and intimidating to learners. Learning about SEs can be motivating and an excellent basis for TBLT.
  • 15. Service Encounters Homework Develop a short teaching activity about a type of service encounter at an American university. Create* or find an excellent example of a service encounter to use as a model. Use one of the modes of CMC we have covered in class as a teaching tool. We will work on this in class today and Wed. Submit it on your blog by 3/25 (after spring break). We will share.*Get permission if you are recording/filming someone.