Vance Stevens 28 Sept 2007

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Celebrating 25 Years of CALL

Vance Stevens contributes to a colloquium at TESOL 2009 Denver in which the CALL-IS celebrates the 25th Anniversary of its founding. Former CALL-IS chairs and experts in CALL reflect on historical and current developments in theory, research, and practice. Having witnessed the changes over the years, they will highlight major achievements, paths that have been forged, and intriguing future directions.

Connecting the dots: Technogogy and the AHA! momentVance Stevens

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Wikis Blogs COEcarissa_tomlinson

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Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC). Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!

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This presentation is about a correspondence between two EVO (Electronic Village Online) sessions: 1) the EVO Minecraft MOOC (EVOMC16) and 2) Techno-CLIL (content and language integrated) approach to language development. There is much evidence that Minecraft can enhance language development; for example, the cases discussed in in an article by co-moderators of the EVOMC16 session (Smolčec & Smolčec, 2014). This presentation will suggest to educators interested in adopting the CLIL approach how they might consider Minecraft as a representation of content, and see how language development might derive from interaction in a gamified environment based on that content.

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Vance Stevens has been presenting lately on gamification in teacher professional development in the context of EVO Minecraft MOOC. Today's talk expands the context to the 16th iteration of Electronic Village Online, currently in preparation, and its varying approaches to TPD. EVOMC16 takes an approach which appeals to its moderators, which is to learn about gamification through experiential play. Vance will talk about how this works in EVO Minecraft MOOC, and how anyone is welcome to join us in January, 2016.

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These slides discuss how Learning2gether, http://learning2gether.net/about - Builds on decades-long experience with learners and colleagues in virtual spaces - Helps coalesce a plethora of connectivist learning opportunities - Reshapes our notions of engaging with students by modeling success in online and blended contexts - Encourages all educators who enjoy connecting with peers to contribute their voices - Works, and how you can contribute and participate

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This presentation updates earlier ones on how to use the voice affordances of iPads and other mobile devices to make writing as well as teaching writing and giving feedback increasingly easier and more effective when students are using such devices.than when voice tools are not appropriately enlisted. The presenter learns more every day about how to use these tools in teaching, and here he conveys what he has learned in hopes it will help other teachers of writing whose students are challenged when trying to write effectively on mobile devices.

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Thursday March 26 from 15:00-16:30 EST, Nery Alvarado, Daniela Coelho, Ellen Dougherty and Vance Stevens held a workshop on "iPad-agogy: a Bloomin’ Better Way to Teach" Links for my part of this presentation can be found in this slide presentation and might be updated here http://tinyurl.com/vance2015writing - while our wiki provides the information, applications, lesson plans, project-based learning exemplars, and web links covered in the workshop: http://tesol2015ipadogogyabloominbetterwaytoteach.pbworks.com/ The event was listed in the CALL-IS Electronic Village program: http://call-is.org/ev/schedule.php

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This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.

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Learning2gether is an initiative of Vance Stevens evolving from synchronous meetings with Webheads in Action taking place weekly since 1998 and more directly from three WiAOC (WiA Online Convergences) in 2005, 2007, and 2009. L2g started in 2010 and has hosted conversations most weeks since, usually on Sundays (but for this occasion, on a Saturday). L2g encourages all educators who enjoy connecting with peers to volunteer to contribute their voices to perpetuating weekly conversations at our L2g venues. This presentation explains how L2g works and how you can contribute and participate.

Developing online listening exercises for natural English

In our context, we can render the unclear audio to text by listening to it, parsing it mentally, saying it back into the SR engine, and then creating text manipulation exercises from it that force students to attend to certain details in the text / speech. We have created Hot Potatoes exercises where the audio is embedded in the exercise and the students can play the audio, complete the exercise, and get a score. This explains how and why we do it.

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Making trackable listening exercises with Hot Potatoes, BbLearn and Gradebook This KBZAC PD session was trialed Nov 26, 2014. It demonstrates how to use Dictanote to make quick transcripts of ATC broadcasts, embed the mp3 into a Hot Potatoes quiz, port it to Blackboard and integrate it with the Gradebook. (it is planned to update these slides as more is learned about how to actually make this work - perhaps viewers could leave suggestions or comments in the discussion space here)

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Becoming a Webhead is not offered as an EVO session for the first time in ten years, but its moderators have created an alternative EVO session to follow on the collaborative spirit of BaW - ICT4ELT at http://ict4elt2014.pbworks.com. Now that BaW is no longer being offered, its moderators think it important to introduce ICT4ELT participants to the Webheads <http: />, so they have invited Vance Stevens to join them in a live session in Week 5. This would be also an opportunity for ICT4ELT to get to know Learning2gether, at which, says Jose Antonio Da Silva, "there is always someone presenting something very interesting every weekend."

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