This document summarizes research on using screencast feedback versus traditional grammar codes for providing feedback on students' writing in Spanish. A study was conducted with 18 students in a SPA 201 course and 13 students in a SPA 404 course. Students preferred screencast feedback over codes by a margin of 55% to 16% and found screencasts to be more clear, personal, and useful. Both methods improved writing, but screencasts led students to correct more errors. However, screencasts have limitations such as audio quality issues and difficulty for non-native Spanish speakers. Further research is recommended with more participants and language levels.
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Communicating in the digital classroom: Comparing experiences online and face...Bindi Clements
Language classes held online in a ‘digital’ classroom provide opportunities for bringing together teachers and students from different locations and cultures, and online classes allow for language practice outside the traditional face-to-face classroom setting. However, significant pedagogical challenges arise when using videoconferencing for language teaching, particularly in terms of enabling spontaneous communication between learners. It can be difficult to ensure that all students are engaged and have opportunities for speaking practice, and for teachers to assess the progress of individual learners.
This research investigates some of these challenges in the context of classes provided to adult language learners. Wall Street English students follow a blended programme, combining self-paced online study with teacher-led classes. Some students can choose to attend these teacher-led classes either face-to-face or online, and as both modes use almost identical class content, this allows for the direct comparison of digital and face-to-face classrooms. Using questionnaire and interview data, this research compares student and teacher experience in both modes. In addition, as students are assessed during the classes, the numeric data provided by teacher assessment of students’ language, communication and interaction skills will be analysed and compared. In particular, the hypothesis that students have fewer opportunities to demonstrate their language skills, and the impact this has on assessment, will be investigated.
The results will be relevant for online teachers, teacher trainers and course designers, and will highlight the importance of awareness of the affordances for learner interactivity offered by the digital classroom. The conclusion is that teachers will need to develop specific skills in order for learners to engage with and fully participate in online classes, and class materials should be developed with a range of opportunities for online interaction in mind.
The effects of learner characteristics and beliefs on usage of ASR-CALL systemsBindi Clements
Computer Assisted Language Learning (CALL) has seen a rise in recent years of software applications that use Automatic Speech Recognition (ASR) to provide pronunciation feedback for language learners. ASR-CALL systems process large amounts of natural language data to provide immediate and individual feedback on the pronunciation accuracy of recorded learner utterances. In order for ASR-CALL systems to be implemented successfully and become effective tools for pronunciation training, understanding learner beliefs and perceptions about pronunciation and technology is key. While recent studies have investigated levels of learner satisfaction and engagement with ASR-CALL systems, little research has been done to date which investigates specific learner characteristics and beliefs which affect learner usage of ASR-CALL systems.
Wall Street English (WSE) currently has over 180,000 learners in 28 countries, and provides adult learners with a bespoke, blended-learning programme where students complete self-study interactive multimedia lessons before attending teacher-led classes. WSE have built activities within the multimedia self-study component of the course that allow students to record phrases and receive word-level ASR-driven feedback on pronunciation accuracy. For the current study, all students enrolled in selected WSE centres in China, Vietnam, Saudi Arabia and Italy had the opportunity over a four week period to complete these CALL-ASR activities. Students were able to retry each phrase a number of times in order to improve their pronunciation, received ASR-driven feedback on each retry, and were provided with a model audio with which to compare their own recorded attempts. The data presented in this study is drawn from three sources: an analysis of the anonymised study data from the 2,867 students from the countries mentioned above; survey data from 485 of these students; and individual qualitative interviews with 58 of these students.
How effective is speech recognition software for improving pronunciation skillsBindi Clements
For a summary of the research and link to published research paper: https://www.wallstreetenglish.com/blog/speech-recognition-for-improving-pronunciation-skills/
Getting Them to Talk: Five Fundamentals for Leading a Conversation ClassMelanie Gonzalez
Invited professional development presentation in March 2013 for the Adult Literacy League of Central Florida
For more details, see "The Art of Teaching Speaking" by Keith Folse, University of Michigan Press
Communicating in the digital classroom: Comparing experiences online and face...Bindi Clements
Language classes held online in a ‘digital’ classroom provide opportunities for bringing together teachers and students from different locations and cultures, and online classes allow for language practice outside the traditional face-to-face classroom setting. However, significant pedagogical challenges arise when using videoconferencing for language teaching, particularly in terms of enabling spontaneous communication between learners. It can be difficult to ensure that all students are engaged and have opportunities for speaking practice, and for teachers to assess the progress of individual learners.
This research investigates some of these challenges in the context of classes provided to adult language learners. Wall Street English students follow a blended programme, combining self-paced online study with teacher-led classes. Some students can choose to attend these teacher-led classes either face-to-face or online, and as both modes use almost identical class content, this allows for the direct comparison of digital and face-to-face classrooms. Using questionnaire and interview data, this research compares student and teacher experience in both modes. In addition, as students are assessed during the classes, the numeric data provided by teacher assessment of students’ language, communication and interaction skills will be analysed and compared. In particular, the hypothesis that students have fewer opportunities to demonstrate their language skills, and the impact this has on assessment, will be investigated.
The results will be relevant for online teachers, teacher trainers and course designers, and will highlight the importance of awareness of the affordances for learner interactivity offered by the digital classroom. The conclusion is that teachers will need to develop specific skills in order for learners to engage with and fully participate in online classes, and class materials should be developed with a range of opportunities for online interaction in mind.
The effects of learner characteristics and beliefs on usage of ASR-CALL systemsBindi Clements
Computer Assisted Language Learning (CALL) has seen a rise in recent years of software applications that use Automatic Speech Recognition (ASR) to provide pronunciation feedback for language learners. ASR-CALL systems process large amounts of natural language data to provide immediate and individual feedback on the pronunciation accuracy of recorded learner utterances. In order for ASR-CALL systems to be implemented successfully and become effective tools for pronunciation training, understanding learner beliefs and perceptions about pronunciation and technology is key. While recent studies have investigated levels of learner satisfaction and engagement with ASR-CALL systems, little research has been done to date which investigates specific learner characteristics and beliefs which affect learner usage of ASR-CALL systems.
Wall Street English (WSE) currently has over 180,000 learners in 28 countries, and provides adult learners with a bespoke, blended-learning programme where students complete self-study interactive multimedia lessons before attending teacher-led classes. WSE have built activities within the multimedia self-study component of the course that allow students to record phrases and receive word-level ASR-driven feedback on pronunciation accuracy. For the current study, all students enrolled in selected WSE centres in China, Vietnam, Saudi Arabia and Italy had the opportunity over a four week period to complete these CALL-ASR activities. Students were able to retry each phrase a number of times in order to improve their pronunciation, received ASR-driven feedback on each retry, and were provided with a model audio with which to compare their own recorded attempts. The data presented in this study is drawn from three sources: an analysis of the anonymised study data from the 2,867 students from the countries mentioned above; survey data from 485 of these students; and individual qualitative interviews with 58 of these students.
How effective is speech recognition software for improving pronunciation skillsBindi Clements
For a summary of the research and link to published research paper: https://www.wallstreetenglish.com/blog/speech-recognition-for-improving-pronunciation-skills/
Creative Classroom Communication: Comparing online vs face-to-faceBindi Clements
Specific pedagogical challenges arise when teaching languages online, particularly in relation to promoting conditions for speaking practice. This research compares student and teacher experience online and face-to-face, specifically exploring the opportunities for spontaneous student communication. The results are relevant for both online teachers the design of online language class material.
2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages.
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.
Creative Classroom Communication: Comparing online vs face-to-faceBindi Clements
Specific pedagogical challenges arise when teaching languages online, particularly in relation to promoting conditions for speaking practice. This research compares student and teacher experience online and face-to-face, specifically exploring the opportunities for spontaneous student communication. The results are relevant for both online teachers the design of online language class material.
2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages.
Participatory Research Approaches With Disabled Students V3Jane65
Seminar for Higher Education Research Group at the University of Southampton that describes and evaluates the participatory methods used in a research project called LEXDIS which aims to explore the e-learning experiences of disabled students
This joint ACTFL/CAL session introduces two exciting online training resources: ACTFL’s online professional development component on the ACTFL Proficiency Scale, National Standards and Performance Guidelines for K–12 Learners; and the CAL Web-based Oral Proficiency Assessment training course for Chinese teachers (WOPA-C). ACTFL’s CEU-bearing professional development component supports standards-based instruction and assessment in the classroom and provides an intellectual framework for the AAPPL (ACTFL Assessment for Performance and Proficiency of Languages), a media-rich, highly realistic assessment of the four skills across three modes of communication. The WOPA-C includes assessment resources, rubrics for Chinese, and training in how to administer and rate two oral proficiency assessments, ELLOPA (Early Language Listening and Oral Proficiency Assessment) and SOPA (Student Oral Proficiency Assessment).
Global competencies, including mastery of the Chinese language, are highly valued by the world’s leading universities. A panel of experts will address how globally minded students can distinguish themselves in the admission process through an interest in and facility with the Chinese language and culture. Participants will learn about the role of Chinese language skills in the university admission and enrollment process, and will explore resources and tools available to students to demonstrate these competencies, including the SAT® Subject Test in Chinese.
CSCC 2019 Talk on Teaching Non-Cog Skills in CCMatthew Hora
Talk by Dr. Matthew Hora and PhD student Pallavi Chhabra on the teaching of non-cognitive skills in community college IT courses. CSCC 2019, San Diego, CA
Presented at the Oregon Technology in Education Network OTEN 2016 Conference.
This session reviews three apps — Nearpod, Ed Puzzle, and Schoology — for supporting Differentiated Instruction (DI), and shares outcomes from their initial exploration in different classrooms in a Future Ready Middle School.
Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
M toffoli socketteurocall_teacher_ed_sig_lyon[1]nickyjohnson
Denyze Toffoli & Geoff Sockett
Teacher beliefs underlying novice CALL productions. A study of websites produced by pre-service language teachers/trainers
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
Screencast
1. Screencast feedback on students'
writing: Benefits and challenges
Corianne Blackman (cmb369@nau.edu)
& Dr. Yuly Asención-Delaney
(yuly.asencion@nau.edu)
Northern Arizona University
AATSP 2014
2. Introduction
• Problem: Typical grammar codes are used
to provide feedback on students’ L2 written
work.
• This feedback is not effective for all
students; it can be confusing and not
helpful.
• Can technology provide a better option for
providing feedback?
9. Research Questions:
• What are student perceptions toward
screencast feedback in comparison with
traditional grammar codes feedback?
• Which method of feedback is more
effective in terms of error correction in a
rewritten version: screencasts or
traditional grammar codes?
11. Participants
SPA 201 SPA 404
Female: 16
Male: 2
Female: 12
Male: 1
Average age: 18-19 Average age: 20-21
First language:
English-17 Spanish-1
First language:
English-9 Spanish-4
12. SPA 201 SPA 404
WRITING TASKS:
• Ad looking for a
roommate
• Letter of complaint
• Summary of an article
• Argumentative essay
based on readings
SURVEYS:
• Initial survey
• Post-composition #1
• Post-composition #2
FEEDBACK:
• Codes
• Screencast
Materials & Instruments
13. Procedures
Steps SPA 201 SPA 404
Step 1: Initial survey Initial survey
Step 2: Composition #1:
Feedback with codes
Composition #1:
Feedback with
screencasts in the L2
Step 3: Survey about feedback
received on
Composition #1
Survey about feedback
received on
Composition #1
Step 4: Composition #2:
Feedback with
screencasts in the L1
Composition #2:
Feedback with codes
Step 5: Survey about feedback
received on
Composition #2
Survey about feedback
received on
Composition #2
16. Perceptions: Grammar Codes
ADVANTAGES
• Codes allowed students
to work more
independently to correct
their own errors.
DISADVANTAGES
• There were no comments
about organization or
content of the
composition.
• It was confusing.
• Codes showed students
that an error was made
but didn’t explain why or
how to correct the error.
• If a student didn’t
understand the code, he
or she simply guessed
how to correct the error.
17. Perceptions: Screencasts
ADVANTAGES
• More personal.
• A new and unique type of
feedback to receive.
• Students paid more attention
to errors committed.
• It was like having a personal
meeting with the teacher.
• Gave more clarification about
the errors that were made
(more detailed explanations).
• SPA 404: Students could
practice their listening skills in
the L2.
DISADVANTAGES
• Too explicit.
• There were problems with
audio quality.
• SPA 404: It was difficult
to understand the
feedback in the L2
(Spanish).
20. CONCLUSIONS
• Students showed a strong preference
toward screencast feedback.
• Students found screencast feedback to be
more clear, personal, detailed, and useful.
• Students felt that screencasts provided
feedback on more abstract aspects of
compositions such as content and
organization of ideas.
21. CONCLUSIONS
• Both methods of feedback were effective.
• Students from both language levels
tended to correct more errors when they
received screencast feedback.
22. SCREENCASTS: LIMITATIONS AND
RECOMMENDATIONS
• Camtasia: $99
• Explain
Everything: $2.99
• Free versions:
limit of 5 minutes
per video
• Record in a
silent place.
• Use a
microphone.
• Have students write
on computer initially.
• Use this feedback for
specific assignments.
• Use this feedback
with students who
struggle most with
writing.
23. FUTURE DIRECTIONS
Larger group of participants/
more levels of Spanish
Improvement of writing
skills over time
Teacher perceptions
Compare with face-to-face
conferences
24. REFERENCES
Ducate, L. & Arnold, N. (2012). Computer-mediated feedback:
Effectiveness and student perceptions of screen-casting
software versus the comment function. In G. Kessler, A.
Oskoz & I. Elola (Eds.), Technology across writing
contexts and tasks (pp. 31-56). San Marcos, TX:
CALICO Publications.
Ferris, D. R. (2012). Technology and corrective feedback for L2
writers: Principles, practices, and problems. In G.
Kessler, A. Oskoz, & I. Elola (Eds.), Technology across
writing contexts and tasks. (pp. 7-29). San Marcos,TX:
CALICO Monograph Series.
Gleaves, A., & Walker, C. (2013). Richness, redundancy or
relational salience? A comparison of the effect of textual
and aural feedback modes on knowledge elaboration in
higher education students' work.Computers &
Education, 62(0), 249-261.
25. Hynson, Y. T. A. (2012). An Innovative Alternative To Providing
Writing Feedback On Students' Essays. Teaching English
with Technology. 12 (1) : 53-57.
Seror, J. (2012). Show me! Enhanced feedback through
Screencasting technology. TESL Canada Journal, 30(1),
104-116.
Silva, M. L. (2012). Camtasia in the classroom: Student
attitudes and preferences for video commentary or Microsoft
Word comments during the revision process. Computers
and Composition, 29(1), 1-22.
Vincelette, E. J., & Bostic, T. (2013). Show and tell: Student and
instructor perceptions of screencast assessment. Assessing
Writing, 18(4), 257-277.
Weigle, S. C. (2013). English language learners and automated
scoring of essays: Critical considerations. Assessing
Writing, 18(1), 85-99.
REFERENCES
