Also check three of my slides:
1. http://www.slideshare.net/sushigu1/how-to-start-twitter-for-students
2. http://www.slideshare.net/sushigu1/how-to-follow-everyone-in-the-class-for-students
3. http://www.slideshare.net/sushigu1/how-to-start-twitter-for-teachers-easiest-way
(I need to revise the third one a bit.)
Using Etherpad and Twitter to Teach and Learn Foreign/Second LanguagesShigetake Ushigusa
Etherpad is a synchronous collaborative editing tool that allows students to work together in real-time. Twitter is a microblogging tool that allows instructors to communicate with students about homework, schedules, and target language words. The workshop demonstrated how to use Etherpad for collaborative writing assignments and Twitter for classroom management and increasing language exposure. Both tools can facilitate distance learning and student collaboration when studying foreign languages.
This document discusses blogging in foreign language classes at the University of Mary Washington. It provides background on the university and describes how blogging has been incorporated into advanced German classes, with students required to blog 1-2 paragraphs and comment on others' blogs. However, many students are unwilling to blog in the foreign language.
The document then examines various factors that influence blogging in foreign language classes, including technology, teachers, students, and content. It notes challenges like a lack of teacher training, privacy issues for students, and the time-consuming nature of blogging. Surveys of students show mixed motivation for blogging, with most doing it for class rather than personal expression. Features like comments are liked, but privacy
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
Emerging Trends in Foreign Language Teaching with ICTssorden
The document discusses emerging trends in foreign language teaching with information and communication technologies, including changing learner expectations towards more personalized and interactive learning, and the potential of mobile apps, blended learning, and crowdsourcing to transform language instruction over the near and long term. New technologies like visual-syntactic text formatting also aim to improve reading comprehension and learning outcomes.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
The document discusses essential teaching skills. It defines teaching skills as having three key elements - knowledge, decision-making, and action. Effective teaching skills involve purposeful behaviors displayed with precision and sensitivity to context. Studies show teaching skills can be improved through training and practice, and that experienced teachers display well-organized actions developed through experience. Defining essential teaching skills, the document indicates they comprise a teacher's knowledge, their thinking and decision-making, and their overt classroom behaviors aimed at fostering student learning.
This document provides a schedule for Project 3, which focuses on intercultural communication. It outlines the tasks to be completed each week from weeks 7 through 9. In week 7, students are to brainstorm workplace scenarios and begin filling out a creative brief worksheet using cultural research guides. In week 8, students conduct peer reviews of their creative briefs and test recording tools for their slidecasts. Finally, in week 9 students design a slideshow, write and record a voiceover script, and conduct peer reviews of slidecasts. The final deliverable is due on March 21st and requires submitting the URL for a slidecast intercultural guide.
Using Etherpad and Twitter to Teach and Learn Foreign/Second LanguagesShigetake Ushigusa
Etherpad is a synchronous collaborative editing tool that allows students to work together in real-time. Twitter is a microblogging tool that allows instructors to communicate with students about homework, schedules, and target language words. The workshop demonstrated how to use Etherpad for collaborative writing assignments and Twitter for classroom management and increasing language exposure. Both tools can facilitate distance learning and student collaboration when studying foreign languages.
This document discusses blogging in foreign language classes at the University of Mary Washington. It provides background on the university and describes how blogging has been incorporated into advanced German classes, with students required to blog 1-2 paragraphs and comment on others' blogs. However, many students are unwilling to blog in the foreign language.
The document then examines various factors that influence blogging in foreign language classes, including technology, teachers, students, and content. It notes challenges like a lack of teacher training, privacy issues for students, and the time-consuming nature of blogging. Surveys of students show mixed motivation for blogging, with most doing it for class rather than personal expression. Features like comments are liked, but privacy
This document provides an overview of a course on fundamentals of programming. It introduces the instructor, teaching assistant, and their contact details. It outlines the course credits, grade distribution, textbook, and reference book. It describes the course contents which will cover topics like introduction to programming, variables, operators, conditional statements, loops, functions, arrays, structures, pointers, and file I/O over 18 weeks. It discusses the course outcomes and expectations, attendance, assignment, quiz, and lab policies. Ground rules for student civility are also outlined.
Emerging Trends in Foreign Language Teaching with ICTssorden
The document discusses emerging trends in foreign language teaching with information and communication technologies, including changing learner expectations towards more personalized and interactive learning, and the potential of mobile apps, blended learning, and crowdsourcing to transform language instruction over the near and long term. New technologies like visual-syntactic text formatting also aim to improve reading comprehension and learning outcomes.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
The document discusses essential teaching skills. It defines teaching skills as having three key elements - knowledge, decision-making, and action. Effective teaching skills involve purposeful behaviors displayed with precision and sensitivity to context. Studies show teaching skills can be improved through training and practice, and that experienced teachers display well-organized actions developed through experience. Defining essential teaching skills, the document indicates they comprise a teacher's knowledge, their thinking and decision-making, and their overt classroom behaviors aimed at fostering student learning.
This document provides a schedule for Project 3, which focuses on intercultural communication. It outlines the tasks to be completed each week from weeks 7 through 9. In week 7, students are to brainstorm workplace scenarios and begin filling out a creative brief worksheet using cultural research guides. In week 8, students conduct peer reviews of their creative briefs and test recording tools for their slidecasts. Finally, in week 9 students design a slideshow, write and record a voiceover script, and conduct peer reviews of slidecasts. The final deliverable is due on March 21st and requires submitting the URL for a slidecast intercultural guide.
This document outlines the schedule and assignments for Project 3 of the ENGL 313 Spring Business Writing course over Weeks 7-9. It details the following key tasks:
1) Students will brainstorm workplace scenario ideas in Parts 1 and 2 due on specific dates and respond to classmates' ideas.
2) They will research other cultures using provided resources to complete a Creative Brief worksheet due for peer review on set dates.
3) Students will design a slideshow, write a script, and record a slidecast Intercultural Guide due for peer review and as a final project deliverable by specified due dates.
4) The final slidecast URL must be correctly submitted and verified by the student to avoid
Updated English 313 Project 3 Schedule-Spr 2019-TThF2FShannon Dryden
This document outlines the schedule and assignments for Project 3 of an Intercultural Communication course over 3 weeks. It details the due dates and requirements for each week, which include brainstorming workplace scenarios, completing a creative brief worksheet on cultural differences, drafting a slideshow and script, recording a slidecast, conducting peer reviews, and submitting all project deliverables by the final due date. Students are instructed to test their slidecast recording and verify their submission is correct in the drop box.
This document provides a schedule and assignments for a business writing project over three weeks. It includes due dates for homework assignments such as brainstorming ideas, a creative brief worksheet, peer reviews of drafts, and developing a slidecast on intercultural communication. The final project deliverables of the slidecast and URL submission are due on Sunday, March 10. Students are instructed to verify their submissions have uploaded correctly to avoid point penalties.
JALT 2006 Presentation Sapporo
Technology for teaching narrative writing for large EFL university classes in Japan: videos, a Group Mailing List and Groupware on the Internet
This document outlines the requirements and expectations for passing the IMP-35 Programming course. It details that students must complete at least 30% of home exercises, which can earn extra points on exams. There are three exams or an optional final exam, which are open book and involve programming questions. An independent or group project is also required, such as developing a Tic-Tac-Toe game. The final grade is an average of exam scores and the project grade. Key deadlines are provided. Students are expected to dedicate around 16 hours per week to the coursework outside of lectures.
This document discusses using social media for adult educators. It covers how blogs, Twitter, podcasts and social networks can be used in education. Blogs allow learners and instructors to post content and comments. Twitter is proposed as an experiment where learners tweet glossary terms and discussion points. Podcasts provide additional audio and video resources that can be assigned or used for professional development. Finally, social networks like Ning allow creating online communities for learning.
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Class:
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This document discusses using social networking to connect world language students globally. It outlines benefits like motivation, personalization and developing global citizenship. Tools mentioned include Edmodo, Skype, Twitter and Glog for virtual exchanges between classes. Guidelines are provided for appropriate Twitter use and bringing technology devices to French class, with expectations around respecting school policies, using devices for coursework and being sensitive online. The overall message is that social networking can provide collaboration opportunities for students to become global citizens.
This document provides suggestions for using blogging to meet curriculum expectations across various subject areas for primary students. It discusses blogging during literacy and math centers, on the smart board, and in the computer lab. Examples are given of blogs on topics like community helpers, patterns, shapes, science, and the arts. Platforms like Kidblog, Edublogs, and Class Blogmeister are recommended. Blogging is suggested for kindergarten students through wordles, videos, and audio recordings. [/SUMMARY]
This document provides an agenda and overview for a presentation on creating blogs and using Twitter for teachers. The agenda includes an introduction, short quiz, tutorials on creating a Tumblr blog and using Twitter in the classroom, and closing. Key terms related to blogging and social media are defined, such as hashtags, retweets, and direct messages. The presentation encourages teachers to use technology like blogs and Twitter to communicate with students and parents beyond the classroom if used correctly and with an understanding of the tools.
This document outlines the schedule and assignments for Project 3 of an Intercultural Communication course over 3 weeks. It details the due dates and requirements for each week which include brainstorming ideas, completing a creative brief worksheet on cultural differences, designing a slideshow and script, recording a slidecast, conducting peer reviews, and submitting all project deliverables by the final due date.
This document outlines the syllabus for COMM/INFO 2450 Communication and Technology course. The course will cover three lenses - design, psychological, and sociological perspectives on communication technology. It will focus on learning goals of mastering theories, applying them to new technologies, critically evaluating theories, and learning research methods. Expectations include professionalism, integrity, participating in class including breakout discussions and tweets. The semester structure divides the course into three modules focusing on each perspective, with exams at the end of each module. Course activities include exams, written assignments and comments on assignments, and participation through in-class discussion and tweets.
Analyzing Peer Influence in a L2 Daily Online PracticeFabrizio Fornara
2016 ACTFL Annual Convention and World Languages Expo - November 19, 2016 - Boston, MA
This study aims to observe the factors that influence L2 student production on Twitter. Students tweeted with no content restriction for 12 weeks. Results show that students influence each other's production when they use vocabulary and grammar that they have already mastered and tweet about personal preferences, events, and college life.
How to Fix the Import Error in the Odoo 17Celine George
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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1) Students will brainstorm workplace scenario ideas in Parts 1 and 2 due on specific dates and respond to classmates' ideas.
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9
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1. Workshop
Use of Web2.0 Technologies to Teach
Foreign/Second Languages
Facilitated by
Shigetake Ushigusa
M.S. Student in Educational Technology
sushigu1@purdue.edu
Time: Tuesday, April 7th, 1 – 2 P.M.
Place: Beering Hall 3288 (Computer Lab)
2. Web2.0 Technologies
• Twitter: strong networking but no video
• Seesmic: video but not private
• Ning: private
(Wikispaces, Etherpad, Slideshare)
3. back
Wikipedia Definition: Web2.0 Technologies
• A perceived 2nd generation of web
development and design
• Exist on the Internet
• Features: Facilitated communication, secured
information sharing, collaboration, …
Retrieved on April 6th 2009 from http://en.wikipedia.org/wiki/Web_2.0
4. Twitter
• Twitter:
– Social-networking (Forum and one-to-one)
– Micro-blogging (140 characters)
• Twitter in FLL/ESL:
– Communication tool among people in the class
• Manage a course
• Increase linguistic input and output
5. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
--For the first time teacher user of Twitter--
Class 1
-Introduction: Syllabus
-Twitter Homework 1
(Due: Class 2)
Class 2
-Twitter Homework 2
(Due: Class 3)
Class 3
-Twitter Homework 3
6. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Syllabus statement of Twitter :
Class 1
In this course, you will be expected
-Introduction: Syllabus
to use Twitter. It means that you will
-Twitter Homework 1
(Due: Class 2) create your own Twitter account to
communicate with the instructor
Class 2 and other students throughout the
-Twitter Homework 2 semester.
(Due: Class 3)
Class 3
-Twitter Homework 3
7. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Syllabus statement of Twitter :
Class 1
-Introduction: Syllabus How?
-Twitter Homework 1 -Use a computer or mobile
(Due: Class 2)
phone
-Log in Twitter at least once a day
Class 2
-Twitter Homework 2
(Due: Class 3)
Class 3
-Twitter Homework 3
8. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Syllabus statement of Twitter :
Class 1
-Introduction: Syllabus Why?
-Twitter Homework 1 -Instructor’s posts: homework
(Due: Class 2)
assignments, hints for upcoming
exams, changes of schedule,
Class 2 today’s expression...
-Twitter Homework 2
-Other students’ posts:
(Due: Class 3)
questions, comments, target
language output
Class 3
-Twitter Homework 3
9. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Syllabus statement of Twitter :
Class 1
-Introduction: Syllabus
-Twitter Homework 1
Here are some manners and tips
(Due: Class 2)
regarding how to use Twitter:
Class 2
(This part will be explained later)
-Twitter Homework 2
(Due: Class 3)
Class 3
-Twitter Homework 3
10. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Class 1 Homework assignment:
-Introduction: Syllabus
Go to http://www.slideshare.net//...
-Twitter Homework 1
and
(Due: Class 2)
open your Twitter account and
Class 2 “Follow” the instructor.
-Twitter Homework 2
(Due: Class 3)
Class 3
-Twitter Homework 3
11. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Class 1 Homework assignment:
-Introduction: Syllabus
-Twitter Homework 1
Go to http://www.slideshare.net/...
(Due: Class 2)
and
“Follow” everyone in the class.
Class 2
-Twitter Homework 2
The instructor will email you the
(Due: Class 3)
classmates’ email addresses. Use
the addresses to follow them.
Class 3
-Twitter Homework 3
14. Twitter: Breakdown
Still “Home”:
2 followers
When Gyutaro1 says
something publicly, it will go
to the followers’ Homes.
15. Twitter: Breakdown
Still “Home”:
Gyutaro1 follows 5 people.
When any of them writes a
line publicly, it will come to
Gyutaro’s Home (here).
16. Twitter: Breakdown
Still “Home”:
This works like bookmark.
Bookmark goodmessages
Everyone’s posts so that
youare viewabletheir Twitter
will evaluate here.
performances efficiently later.
17. Twitter: Demonstration of the first three face-to-
face classes of a foreign/second language course
Class 1 Homework assignment:
-Introduction: Syllabus
-Twitter Homework 1
One half of the classmates will
(Due: Class 2)
receive someone’s name, and
Class 2 will answer questions. The
-Twitter Homework 2 other half will ask Yes/No
(Due: Class 3)
questions. Use your target
foreign language to post Qs
Class 3
and As.
-Twitter Homework 3
18. Positive things of using Twitter
• Anonymity lowers affective filter and increases
outputs.
• Twitter can be used to provide “today’s
expression!” in a daily flip calendar.
• Twitter helps classroom management (reminders,
schedule changes, etc.)
• Students’ mobiles can be activated.
• Authentic language input from people who speak
the target language. (Or your previous student in
study abroad)
• Twitter poll and Twitpic expand the use.
20. Seesmic
• Video version of Twitter
• Positive:
– Easy
– Teacher can provide visual and auditory
information for students after the class.
• Negative:
– Public