CALL Perspectives - Question 1
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Before taking CALL courses, many students had misconceptions about what CALL involved or lacked clarity on the topic. Some thought it focused solely on grammar/vocabulary programs [Andrew] or using the internet as a teaching tool [Afiwa]. Others found CALL nebulous [Heidi] or were afraid of technology [Kamila]. Some had limited experience using videos or CDs in teaching but didn't consider it true CALL [Karen]. A few were unsure of its usefulness or didn't see how it fit with their plans [Celia, Robin]. Overall, many entered CALL courses without a clear understanding of what it encompassed.
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UNCOMMON SPACES SHY SPACES EVENTFUL SPACES SILENT SPACES NOMADIC SPACES
Royal College of Art - Art Plus Conference Keynote Presentation with Dr Mark Ingham, SFHEA, FRSA, NTF.
The Art Of Learning E Portfolio D2l
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
Virtual classroom in the learning process
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course content like information, videos, and readings for students to access remotely. Students can then study independently but also participate in live videoconferences or chats with teachers to discuss topics on a scheduled basis. At the end of the course, students take a final exam along with completing other homework assignments for their grade. Virtual classrooms provide many advantages for teaching English, such as encouraging technology use, giving students more control over their learning, and allowing instructors to introduce themes and interpretations earlier.
Dr. Sarai Blincoe's Lunch and Learn on Inverted Pedagogy
This document outlines the structure and expectations for a flipped classroom course. It explains that students are expected to watch mini-lecture videos and complete accompanying handouts before class. Class time is then spent clarifying material, working problems in groups and individually, and having occasional short lectures. Students provide feedback that they like having the lectures before class so they come prepared and the instructor is available to answer questions. Some students find the videos helpful while others prefer in-class lectures. Suggestions are made to improve the videos and ensure student understanding.
Cert IBET Second Live Session
This document summarizes comments from a discussion on blended learning. Several participants shared their experiences with blended learning approaches. Some were surprised by the broad definition of blended learning. Concerns included not all learners liking this style and it not suiting everyone. Advantages mentioned included fitting students' busy schedules and increasing independent learning. Technical issues were also noted as a potential drawback. Questions were raised about dealing with inequalities from varied access, literacy, and motivation for online content.
Presentación1
Virtual classrooms are becoming a common tool used by many institutions for online education. They allow teachers to upload course information and materials for students to access remotely, and schedule videoconferences or chats to discuss topics. Students can remain in contact via email and take exams online to receive final grades, in addition to completing required homework. The virtual classroom environment encourages technology use, gives students more control over their learning through independent practice and reflection, and allows teachers to introduce themes earlier by gradually increasing complexity.
Virtual clas
Virtual classrooms are becoming a common tool used by many institutions for online education. The document discusses how virtual classrooms allow educators to create dynamic websites for students and only require installation on a web server. It provides an example of how one university is using virtual classrooms to teach some subjects online, with students studying independently but participating in videoconferences and email correspondence with teachers. Potential advantages of virtual classrooms for teaching English as a second/foreign language include encouraging technology use, providing more opportunities for student practice and reflection, and allowing themes to be introduced earlier in lessons.
Digital Portfolios at HMS
This document discusses the digital portfolio initiative at Harold Martin School in Hopkinton, NH. It provides an overview of the initiative's history and implementation since 2005. Teachers were initially surveyed about the benefits and challenges of digital portfolios. Students enjoyed seeing videos of themselves but were sometimes shy about being recorded. Moving forward, the school aims to further embed digital portfolios in school culture, continue the leadership committee's work, and study the impact on student achievement through longitudinal data. The initiative requires ongoing administrative support, simple tools, and balancing structure with flexibility over time.
Similar to CALL Perspectives - Question 1 (20)
UNCOMMON SPACES SHY SPACES EVENTFUL SPACES SILENT SPACES NOMADIC SPACES
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Dr. Sarai Blincoe's Lunch and Learn on Inverted Pedagogy
Dr. Sarai Blincoe's Lunch and Learn on Inverted Pedagogy
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Colleague blurbs ppt 2
Ramon's colleagues describe him as an exceptional, brilliant, and highly motivated student and teacher. They note his passion for learning cultures and languages. His professors rated him in the top 2% of students and said he has a very successful future ahead. His colleagues commented on his dedication, initiative, attention to detail, and ability to effectively communicate and plan major events. They described him as engaging, warm, enthusiastic, and able to inspire and impress others. His colleagues and students praised his creative teaching style that motivated learning and his commitment to guiding students. He is considered a natural teacher and the best co-teacher one could ask for.
Intermediate project survey and pie chart
The document outlines the results of surveys conducted by four groups on American habits related to movies, communication, music, and eating/drinking at Starbucks. Each group surveyed questions in their topic area and recorded the results, with questions including how often people watch movies with partners, contact friends/family by letters/phone/email, listen to different music genres and on different devices, and visit and purchase items at Starbucks.
Colleague blurbs ppt
Ramon is praised by his colleagues for his dedication, leadership abilities, and passion for teaching and learning. He is described as inspiring, engaging, and able to communicate effectively. Colleagues highlight Ramon's attention to detail, strong event planning and organizational skills, and commitment to supporting students. One colleague stated Ramon was in the top 2% of students they taught in their 40-year career. Overall, Ramon receives high praise from colleagues for his professionalism, work ethic, and positive impact on others.
Blurbs about ramon
Ramon Mislang was a passionate and engaging Japanese language teacher who utilized fun and motivating teaching approaches. He ensured students understood concepts by speaking slowly and writing romanizations while also leveraging students' Chinese language knowledge. Ramon was dedicated to his students' needs and took initiative to help plan educational events. He communicated effectively, maintained a positive attitude, and was described as delightful, inspiring, and devoted to others.
Question 1 for CALL Perspectives
Several students had misconceptions about CALL prior to taking CALL courses. Some thought it focused only on grammar/vocabulary programs (Andrew) or using the internet as a teaching tool (Afiwa). Others were unsure of what CALL entailed (Heidi, Robin) or afraid of technology (Kamila). Karen's only experience with CALL was showing videos in class. Celia thought CALL may be useful but not necessary and she was already familiar with technology. Alicia didn't know much about CALL despite prior online studies. Angelica found CALL awesome but too broad without a focus area.
Class 8 technology and future energy
This document provides an overview for a class on technology and future energy. It outlines that the class will watch a video called "300 Years in 300 Seconds" discussing the industrial revolution, Wright Brothers, World War I, Great Depression, 1970s oil shocks, Gulf of Mexico oil spill, and population growth. It instructs students to get into small groups before and after watching to discuss terms and share notes. It also previews three videos on alternative energy technologies and has students discuss advantages and disadvantages of each in small groups.
Class 7 technology_and_energy
This document discusses a class on technology and energy. The class will talk about what energy is, compare fossil fuels to alternative energy sources, and look at how technology plays a role in energy. Students will read articles on alternative energy, future energy supplies, and the fossil fuel dilemma. They will discuss the readings in pairs or groups and answer questions to share information. The next class will further examine how technology impacts energy.
Class 5 tag cloud
The document discusses how to create tag clouds and wordles. It provides instructions for students to think of ways they communicate outside of class, then make their own wordle about a recent article they read using online wordle tools. Students then share and discuss their wordles by exhibiting them to classmates. The next class will discuss applications of wordles.
Some events i coordinated
The document announces an escape room event organized by Interhall Graduate English & Putonghua Tutors on March 4, 2009 at 7pm. Participants who successfully escape the room will receive rewards like $100 Starbucks gift cards, goodie bags, fun prizes, and more. A dessert party will follow the event.
Cross cultural training workshop
Thank you for the feedback. I will work on providing more concise and relevant summaries in the future.
Cooking with english
Okonomiyaki is a Japanese savory pancake that can contain various ingredients. The document provides a recipe that includes a batter made from okonomiyaki flour, cabbage, tuna, bacon and egg. It is cooked like a pancake in a pan and then topped with okonomiyaki sauce, mayonnaise, dried bonito flakes and seaweed flakes. Viewers are encouraged to try making the okonomiyaki and provide feedback on the instructions.
Ppt teaching experiences in thailand
The document summarizes the author's experiences teaching English in Thailand from June 2008 to August 2008. It describes their placements in Chiang Mai and Mae Sot working with Shan and Burmese refugee students. They taught English classes in the morning and other subjects like human rights in the afternoon. At the farewell party, the students sang songs to say goodbye, expressing their hope to meet again and wishing the teacher good luck.
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CALL Perspectives - Question 1
- 1. Q#1 What did you think of CALL before taking CALL courses?
- 2. Andrew I was under the misguided impression that CALL was all about designing grammar/vocabulary practice programs.
- 3. Afiwa I thought I would learn more about using the internet as a teaching tool. I also thought I would learn more about electronic resources that could help me with my academic work while I’m here at MIIS.
- 4. Heidi I really had no idea what it would be about. I just remember trying to decide which “certificate” I should do (LPA vs. CALL). I think one of the reasons I chose LPA was because it seemed more “determined” and CALL was a bit nebulous to me. Over time, I realized that I appreciated the CALL track even more – mainly because of my negative experiences with classes outside of TESOL/TFL that are required for LPA. Anyways, I realized that CALL is very flexible in nature, which is something that I personally need. I don’t know if everyone thrives in that kind of environment – but I do.
- 5. Kamila I was afraid of everything connected with technology and thought it is not for me.
- 6. Karen When I was teaching in Korea, my only experience with CALL was just showing videos that complimented the lesson. Most of the so-call CALL material that I used in my classroom could have easily been replaced with a DVD or CD so I’m not quite sure it should be considered “computer” assisted language learning.
- 7. Robin I didn’t know anything.
- 8. Celia Before taking CALL courses, I thought they might be useful, but not necessary. In addition, I took some courses on computer technology in my undergraduate program, so I thought I was already familiar with computer technology. Furthermore, the certification requirements seemed so high and I did not have the time or money to invest in Call. Furthermore, I did not see how it would fit in my coursework.
- 9. Alicia I really didn’t know much about CALL before taking the course, although I had already completed a Corpus Linguistics class and 1-year of undergraduate studies online.
- 10. Angelica Awesome but somewhat difficult. Too broad that I didn’t know what I want to focus on.