The document explores effective methods for designing online interventions tailored to meet the specific needs of students, emphasizing the integration of technology in teaching. It outlines the distinctions between various instructional approaches and highlights the benefits of hybrid learning environments that combine online and classroom experiences. Additionally, it provides a summary of essential tools and strategies aimed at enhancing language acquisition, academic readiness, and 21st-century skills.

1. Designing Effective Online Interventions Dr. Michael Rost [email_address] www.latcomm.com/ blog www.michaelrostseminars.pbworks.com

2. What I’m not intending to do… … provide an exciting look at the possibilities and potentials of computer technology for education. Help you begin to incorporate a wide variety of computer-based technology for both professional and instructional use. Give you sense of all that is possible using technology in teaching and concrete ideas about how to infuse technology into your teaching. Blah, blah, blah.

3. What I would like to do… Explore practical methods of… • designing (creating, selecting, adapting, ‘tasking’) • effective (valid, practical, ‘accountable’, generative) • online ( available anytime anywhere ) • interventions (‘devices’, supplements, redirections) that fit specific needs of your students

4. The plan… Explore our own orientations toward technology Outline research on online learning Identify areas for supplementation & intervention Give a quick review of “Best in Show” prototypes Review keys to successful online learning Entertain Q & A, Q & Q

5. Personal Orientations

6. Personal Orientations Task: What are 3 tools that are essential in your teaching? Explain reasons for your choices.

7. MR’s Backstory: Incorporating technology Togo – the value of Zero Technology Thailand – the value of New Technology UCB – the value of Collaborative Use of Technology LEI – the value of Packaging Technology

8. Looking at theories of using technology in language learning Task: What are the learners doing in each scenario? (Use a POV student perspective.) What are the differences between the scenarios? Which learning scenario would be most valuable to you? Personal Orientations

9. Assessing the value of different types of instruction: What’s different about this…?

10. … and this?

11. … and this?

12. Differences lie in… Degree of learner autonomy / dependence Degree of learner action / participation Proportion of live vs. online instruction Type of task, type of outcome Instructional “world” = “learning culture”

13. Thesis: Online instruction can add value in specific ways. + provide intensive skills practice + provide additional input and “interaction” + enhance classroom instruction -------------------------- + provide an enriched socio-cultural context + simulate (academic) learning environments --------------------------- + provide opportunities for “pushed” output + develop 21 st Century Skills (communication, connection, collaboration , creating, critical thinking)

14. The research says… Classroom only > Distance only Hybrid (Classroom + Online) > Classroom only Hybrid > Classroom only > Distance only

15. Research Paradigms Input-Interaction Theory: Is amount and type of input & interaction in l vs o courses equal? Socio-cultural Theory: How do online courses increase/decrease motivation? Increase/decrease ‘connectedness’ to TLC? Processing Theory: How do online courses promote progressively deeper levels of processing?

16. Research Method 1 Learner perception studies ask learners about their experiences of various forms of hybrid learning (e.g. Pasfield, 2011; Lee, 2004) .

17. Research Method 2 Cross-mode (live-online) task studies compare learning outcomes of classroom vs. distance learning vs. hybrid settings (e.g.Bloch, 2008, Armstrong et al, 2005) .

18. Research Method 3 Differential impact explore effects on online coursework on accuracy and proficiency gains studies (e.g. Vinagre and Munoz, 2011) .

19. Research Method 4 • “ Snapshot” studies provide data sets that show how learner ( and teacher! ) activity, particularly s-s/s-t negotiation and noticing, in online tasks promotes SLA (e.g.Dooly, 2011; Wagner, 2009; Sing and Khine, 2006 ) .

20. Research Method 5 Detailed course reports by teachers of online courses track student progress and effects of topic and task types (Baralt et al, 2011; Healy et al, 2011) .

21. The upshot: Online learning alone is generally not as effective as classroom learning alone => Attempt to have appropriate balance of classroom to online. Online learning + Classroom learning is almost always more effective than classroom learning alone. => Find ways of supplementing classroom learning with online learning.

22. Differences in effect are due to: teacher involvement learner strategy training accountability of Ss (record keeping) choice (and variety) of online tools choice (and variety) of content

23. The Challenge! Foundation Program: 12 months to achieve: - Intermediate language proficiency in 4 skills - Readiness for academic study in the L2 - 21 st Century learning skills

24. What kinds of interventions are needed? Goal 1: Language Acquisition • Reading = increase in speed/quantity, comprehension, semantic depth, strategy development • Listening = increase in speed/quantity, comprehension, semantic depth, strategy development • Conversation =increase in accuracy, depth, participation strategies, presentation quality • Writing = increase in accuracy, semantic depth, appropriateness

25. Aside: How long does it take to learn a L2?

26. What kind of interventions are needed? Goal 2: Academic Readiness • Massive Vocabulary Growth • Comprehension of Lectures • Participation in Discussions • Self Management of Tasks and Goals

27. Aside: What strategies lead to readiness?

28. What kind of interventions are possible? Goal 3: 21 st Century Skills • Connection • Communication • Collaborations • Critical Thinking • Creative Expression

29. Aside: What are 21 st Century Skills

30. Best in Show Language Acquisition Academic Preparation 21 st Century Skills

31. Best in Class: Listening • Broadcasts from the BBC A range of audio and video broadcasts available for online streaming. www.bbc.co/uk/worldservice/BBC_English/progs.htm • YouTube Selection Selected YouTube videos, subtitled by members http://yappr.com • Free TV Watch your favorite TV shows. Anytime. For free. http://www.hulu.com/ • English Language Listening Lounge Massive number of interesting interviews, tasks, vocabulary and cultural notes www.elllo.org • Awesome Stories “The story place of the web” Tell yours, listen to others’. www.awesomestories.com

32. Power of Five

33. Best in Class: Grammar • Grammarly “ World’s most accurate grammar checker ” – checks written texts http://www.grammarly.com • Azar Grammar Teacher-created worksheets on discrete grammar points www.azargrammar.com • Many Things Simple interactively scored activities, organized topically http://www.manythings.org/ • Activities for ESL Range of self-scoring quizzes http://a4esl.org • Listen and Write Dictation practice, lots of dictation practice http://www.listen-and-write.com/

34. Best in Class: Conversation • Google Voice Free phone voice messages, transcribed automatically (80%), feedback mechanism https://www.google.com/voice/ • ESL Gold includes situations, conversation topics, speaking tasks www.eslgold.com/speaking.html • Chatterbox Challenge – variety of controlled conversations with chatterbots www.chatterboxchallenge.com • Voice Thread – Group conversations (asynchronous) around images, documents and video clips www.voicethread .com English Baby – Forums and chat rooms for conversation www.englishbaby.com

35. Best in class: Vocabulary Vocabahead – short videos to illustrate vocab for standardized tests http://www.vocabahead.com • Word a Day – receive a new word each day http://dictionary.reference.com/wordoftheday/list/ • Visual Thesaurus – Visualize word webs http://www.visualthesaurus.com • Corpus Based Learning – Use large database of spoken English to learn collocations and contexts http://corpus.byu.edu/coca/ Listen to English Focuses on short pedagogic podcasts and vocabulary building www.listen-to-english.com

36. Best in Class: Academic Prep • Khan Academy Learn almost anything (mostly about science) http://www.khanacademy.org/ • Academic Earth Online courses from the world's top scholars. www.academicearth.org • Brain Pop animated, curriculum-based content that engages students http://www.brainpop.co.uk/ • Wikiversity – Audio and Text-based courses, “set learning free” http://wikiversity.org/wiki/Wikiversity • Literacy Net Graded and supported readings on a range of topics, with skill building exercises http://www.literacynet.org

37. Best in Class: Connection and Collaboration • The Common Language Project Inform each other on “crucial human issues of our time.” http://clpmag.org/about.php • Language Exchange Meet other international students and communicate via Skype http://www.language-exchanges.org • Livemocha “Welcome to the world’s largest language learning community.” www.livemocha.com • Social Networks Connect with others, locally and internationally, promote yourself and your interests; pre-fab communities www.facebook.com , www.orkut.com • Online Communities Connect with others for specific purposes http://mashable.com/?s=online+communities

38. Best in Class: Critical Thinking TED (Technology, Entertainment, Design) Leading innovators, short illustrated talks www.ted.com Survey Monkey Inquire about people’s opinions, analyze results (with e.g. Compelling Conversations ) www.surveymonkey.com Critical Thinking Course Students learn about claims, arguments, validity, conclusions www.criticalthinkingcourse.com • Qualia Soup A YouTube channel discussing controversial topics and arguments http://www.youtube.com/watch?v=-h9XntsSEro&feature=relmfu • Journal Writing Prompts 300 prompts for reflective journal writing http://creativewritingprompts.com

39. Best in Class: Communication (Self-Expression) Write and record your own story www.storycorps.org Direct and post your own videos www.vimeo.com • Assemble and narrate multimedia shows slideshows www.smilebox.com www.animoto.com • Share your own presentations www.slideshare.com • Design original multimedia presentations http://prezi.com/

40. Learning Games • The Experiential Learning Group Offers listening games oriented for adults. www.experiential-learning-games.com/listeninggames.html • ESL Games World Flash-based games for lower levels http://www.eslgamesworld.com/ http://topwordgames.com/ • Multiplayer Games (MMOG) Interact with other players around the world http://www.novelgames.com/multiplayerflashgames/ • English Wizz A Jeopardy style board game on over 300 world topics www.englishwizz.com • Free Thinking Games A variety of critical thinking games www.freethinkinggames.com

41. Best in Class: Free Tools Skype (+ Ecamm) - record your conversations www.skype.com , www.ecamm.com Google Docs - use spreadsheets to track students’ tasks http://docs.google.com • Facebook - create a class page www.facebook.com • Drop Box keep a portfolio of student work https://www.dropbox.com • i-Tunes Post and access audio, video, learning apps www.apple.com/itunes

42. Keys to Successful Online Interventions • Compelling Content • Transparent Navigation • Learning Strategy Instruction • Adding Clear, Doable Tasks • Adding Evaluation (+/-, Performance Scales ) • Adding Learner Feedback (Likert Scales, “Yelp!” suggestions) • Adding Learner Presentations • Keeping Records of learner performance (spreadsheets)… And the missing pieces: • Learner Commitment and Trust • Teacher Commitment, Confidence, and Belief

43. Thank you for your participation… … and collaboration Michael Rost [email_address] latcomm.com/blog michaelrostseminars.pbworks.com

44. Best in Class: Teacher Blogs English with Jennifer http://englishwithjennifer.wordpress.com/ English Raven http://jasonrenshaw.typepad.com/ ELT from A to Z http://scottthornbury.wordpress.com/ That’s Life http://slife.dudeney.com • TEFL Matters http://www.facebook.com/Marisa.Constantinides Critical mass elt http://sjhannam.edublogs.org

45. If you have time to check out… Some References Healy, D. et al. (2011_ TESOL Technology Standards. TESOL. Horizon Project http://horizon.wiki.nmc.org/About+The+Horizon+Project MSU Michigan State's Confucius Institute and MMOG for Chinese: http://b2e.nitle.org/index.php/2007/01/26/massively_multiplayer_online_learning Thorne, S. L. (2009). 'Community', Semiotic Flows, and Mediated Contribution to Activity. Language Teaching , 42(1): 81-94. Thorne, S. L. & Reinhardt, J. (2008). “Bridging Activities,” New Media Literacies and Advanced Foreign Language Proficiency. CALICO Journal, 25(3): 558-572. Wesch, Michael (2011) The Machine is Us: http://www.youtube.com/watch?v=6gmP4nk0EOE&eurl =

46. Some ( advance organizer ) aphorisms No ______to lose 3000 _____________a day • all learning is __________learning • acquisition is initiated by “_________” • best teaching is through “_________”