Media+&+Tech+-+Assignments+for+Today

//The assignments due in class for Span 672/SLAT 610 will be posted here. Assignments are DUE on the date under which they are posted.// toc

=4-14-12= = = 1) Reflect on your experience during "The Great Debate" in [|this discussion forum].

2) Continue working on your Commitments Project (due April 14, 2012):

3) Study for the final exam. I will send you an e-mail when I have the study guide ready. In the meantime, you may wish to use these documents:



=4-10-12=

1) Be prepared to give a 30-second introduction (approximately 3 sentences) about yourself. The following template might help you prepare:

2) Review these two study guides in preparation for today's debate:



3) Continue working on your Commitments Project (due April 14, 2012):

=4-5-12=

1) Webinar Project due today:

2) Begin working on your Commitments Project (due April 14, 2012):

3) Skim [|20 Twitter Hashtags Every Educator Should Know]

=4-3-12=

1) Reflect on your THATCamp experience using [|Digital Dialog]. Be sure to include an answer to this question: Now that you have attended the unconference, how would you recommend we finish out the semester in this class?

2) Read in preparation for our last guest speaker: Becker, H. J., & Riel, M. M. (2000, December). [|Teacher professional engagement and constructivist-compatible computer use]. //TLC Snapshots & Reports - Report #7//. Center for Research on Information Technology and Organizations. Retrieved December 6, 2007, from http://www.crito.uci.edu/tlc/findings/report_7/report7.pdf

3) As you read, think about how the findings of the article relate to what you learned from THATCamp.

=3-29-12=

1) Reflect on your experience with Jeremy Burgess on Tuesday[| here].

2) In preparation for final projects I will explain in class today, please read:

[]

[]

[]

3) We will also finish our conversation from our last class session, so please come prepared to offer comments and opinions about the guiding questions below:


 * Why do some educators and parents **fear/resist the use of social media** in schools?
 * What are some of the primary cultural, economic, and social **tensions** revealed by the use of social media in schools?
 * How can social media contribute to the development of students' language **proficiency and 21st Century skills**?
 * What can we learn from social media use that might help us to engage students in **more meaningful, transformative kinds of educational experiences**?
 * How does **what we do in school differ from what the real world demands**?
 * What **needs to change**?
 * What does **social media teach us** about these issues?
 * How will you **decide which "side" you're on**?
 * Once you've taken a philosophical stand, **then what**?

=3-27-12=

1) Skim to see what a notetaker might do at THATCamp:

Marshall, Erik. (2011, May 2). [|Gamifying education session summary]. //THATCamp.// Retrieved January 6, 2012, from []

2) Read at least 3 entries from the Social Media & Schools section of this resource list. Comment on what you read [|here].

3) Make a list of the pros/cons of using technology in schools [|here]. We will use your list to prepare for our upcoming "Great Debate" with Dr. Pratt.

4) Read before 3-27-12: Burbules, Nicholas C. & Callister, Thomas A. (2000). Chapter 5: Misinformation, malinformation, messed-up information, and mostly useless information. Is censorship the best response? //Watch IT: The Risks and Promises of Information Technologies for Education//. Boulder, CO: Westview Press. (If you are in a hurry to get this done, you can read this article by the same authors instead): [|Just give it to me straight: A case against filtering the internet].

5) Complete this assignment for Tuesday, 4-3-12:

OPTIONAL (but VERY interesting):

Duhigg, Charles. (2012, February 16). [|How companies learn your secrets]. // The New York Times. // Retrieved February 17, 2012, from []

Hill, Kashmir. (2012, February 16). [|How Target figured out a teen girl was pregnant before her father did]. // Forbes. // Retrieved February 17, 2012, from []

=3-22-12=

1) Announcement: If you plan to attend/help with THATCamp, here is the [|schedule]. Sign-up for the things you are willing to help do[|here]. You can sign up for more than one thing!

2) Reflect on your experience with Lynn today and Cindy last week [|here]. If you had to give a colleague advice about teaching online or via Skype, what would you say?

3) Read: Rheingold, Howard. (1998). [|The art of hosting good conversations online].

4) Read: Henry, Jeff, & Meadows, Jeff. (2008, Winter). [|An absolutely riveting online course: Nine principles for excellence in web-based teaching]. // Canadian Journal of Learning & Technology, 34 // (1). Retrieved July 27, 2009, from []

5) Choose one to read:

Brandl, Klaus. (2012, January). [|Effects of required and optional exchange tasks in online language learning environments]. //Recall, 24//(1), 85-107//.// doi:10.1017/S0958344011000309.

Doughty, Catherine J., & Long, Michael H. (2003, September). [|Optimal psycholinguistic environments for distance foreign language learning]. //Language Learning Technology, 7//(3), 50-80.

Eneau, Jérome, & Develotte, Christine. (2012, January). [|Working together online to enhance learner autonomy: Analysis of learners' perceptions of their online learning experience]. //Recall, (24)//1, 3-19. doi: 10.1017/S0958344011000267.

Nonnecke, Blair, & Preece, Jenny. (2000). [|Lurker demographics: Counting the silent]. //Proceedings of the SIGCHI Conference on Human Factors in Computing Systems//. New York.

OPTIONAL: Agger, Michael. (2008, June 13). [|How we read online]. // Slate Magazine. //

Gonzalez-Major, JoAnn (2005). [|Jumping down the rabbit hole]. [View this presentation (navigation on the left).]

Jacobs, Julie, & William Mueller. (2001). [|Design principles for interactive texts]. Based on a [|paper] presented at the 11th annual International Conference on Technology in Collegiate Mathematics (ICTCM), New Orleans, 1998. Available: [] (Pay particular attention to the psychological principles)

=3-20-12=

1) [|The impact of information technologies and internet on the teaching of foreign languages and on the role of teachers of a foreign language]. //International Certificate Conference.// Directorate General of Education & Culture.

a) Read the **Executive Summary** on pp. 4-5. b) Read the **Questions Addressed & Lessons Learnt** on pp. 8-17.

2) Bakia, M., Shear, L., Toyama, Y., Lasseter, A. (2012, January). [|Understanding the implications of online learning for educational productivity]. U.S. Department of Education.

a) Read the **Executive Summary** (pp. v-ix). b) Read the **Introduction** (pp. 1-2). c) Examine the **diagram** on p. 7. d) Examine the information in the **blue box** on p. 17. e) Look at the **graph** on p. 26. f) Read the **Implications** on pp. 33-34. g) Examine the format, structure, and content of the **appendices** pp. A-2 to A-8. How might you be able to use a similar strategy in your own research?

3) Read one research article of your choice in preparation for today.

a) Choose one of the following topics:


 * Blended Learning in World Language Education
 * Distance Learning in World Language Education
 * Hybrid Courses in World Language Education
 * Online Learning in World Language Education

b) Locate an article about your topic using http://scholar.google.com c) Post at least one question to stimulate interesting discussion on your topic [|here]. d) Post a brief synopsis of what you learned from your article [|here].

4) List at least 1 question you have for our guest presenter about these topics [|here].

5) OPTIONAL: Read/skim: Bañados, Emerita. (2006). [|A blended learning pedagogical model for teaching and learning EFL successfully through an online interactive multimedia environment]. //Calico Journal, 23//(3), 533-550.

= =

=3-15-12=

1) Read [|Integrated Performance Assessments (IPAs)]

2) Read [|Linguafolio]

3) Explore //[|Linguafolio Self-assessment Grid]// and //[|Linguafolio Self-assessment Checklists]//

4) Use what you have learned about gamification and assessment to create a game that you could use in a language class you teach.

a) Use this worksheet to help you plan your game: b) Strengthen your game by incorporating principles of flow:
 * Does the game capture players' interest, sustain their attention, and motivate them to want to continue playing?
 * Does the game have clear goal(s)?
 * Does the game provide adequate challenge?
 * Does the game balance challenge with sufficient support?
 * Does the game scaffold players' participation?
 * Does the game have mechanisms that provide players with regular feedback about their performance?

5) Create a rubric that you could use to assess games created by students (i.e., to help their peers review for a chapter test).

a) You may wish to use [|Rubistar] to help you

b) Use this evaluation criteria and rubric to assess your own rubric c) Test your rubric on your own game. Does applying the rubric to the game you created help you improve your game? If not, alter your rubric, if so, make those improvements to your game.

OPTIONAL: Here are links to the 2 lesson planning sites I showed you in class: [|Learning Score] //, //[|10-minute Lesson Plans]

=3-13-12=


 * 0) Sign up for [|THATCamp Rocky Mountain] on Mar. 30-31, 2012**


 * 1) Play these games: Do so in your target language when available.**

a) Play the game. Did it push you toward flow or frustration? b) What characteristics of this game make it fun/frustrating to play? c) What pedagogical insight could LANGUAGE teachers gain from this experience?

[|The Color Game]



[|First Person Tetris]

[|Pop Word] (Hint: Drag your cursor from letter to letter to make words. Letters must be contiguous.)

[|The Set Daily Puzzle] (Check boxes to make sets. You'll get pop-up feedback.)

[|Honoloko]

- Type the name of your target language in the search box in English. Choose one of the games to play.





[|Chinese New Year Scrambler Puzzles] (Culture)

[|South American Geography Games]

[|Chinese Games & Kids Games]

[|Games & Activities for the ESL/EFL Classroom]


 * 2) Explore:**










 * 3) Read these articles/watch these videos:**

a) Sumner, Aaron. (2011). [|Getting started with gamification]. (A PowerPoint presentation). Retrieved March 12, 2012, from []

b) media type="custom" key="13087464"

c) Purushotma, R., Thorne, S.L., & Wheatley, J. (2009, April 15). [|Ten key principles for designing video games for foreign language learning]. //Open Language & Learning Games Project//. Retrieved March 12, 2012, from []

d) CHOOSE ONE to skim and summarize it for the class:

Barajas, M., Trifonova, A., Veneri, A.D., Frossard, F., & Mellini, B. (2011, November). [|Games and creativity in education & training]. (SKIM one of the full papers from pp. 17-51 and come prepared to summarize it for the class in 3 sentences or less.)

Groh, Fabian. (2012). [|Gamification: State of the art definition and utilization]. Retrieved March 12, 2012, from [|http://vts.uni-ulm.de/docs/2012/7866/vts_7866_11380.pdf#page=39]

Johnson, W.L., Wang, N., & Wu, S. (2007). [|Experience with serious games for learning foreign languages and cultures]. Retrieved March 12, 2012, from []

Poels, Y., Annema, J., Zaman, B., Cornillie, F. (2012). [|Developing user-centered video game concepts for language learning]. //ThinkMind: ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions.// Retrieved March 12, 2012, from []

Rankin, Y., McNeal, M., Shute, M.W., & Gooch, B. (2008). [|User-centered game design: Evaluating massive multiplayer online role playing games for second language acquisition]. Retrieved March 12, 2012, from [|http://webhome.cs.uvic.ca/~bgooch/Publications/PDFs/p43-rankin.pdf]

Sorensen, B.H. & Meyer, B. (2007). [|Serious games in language learning and teaching--a theoretical perspective]. //Situated Play, Proceedings of DiGRA 2007 Conference.// Retrieved March 12, 2012, from []

=3-8-12=


 * 0) Course Schedule: [[file:Span 672-SLAT 610 Schedule W12.pdf]]**


 * 1) Read at least 3 posts from this blog:**

Rice, John. (2012). [|Educational games research (blog)]. //CASTLE.// Retrieved March 6, 2012, from []


 * 2) Read ONE:**

Bryant, Todd. (2006, September 26). [|Using world of warcraft and other MMORPGs to foster a targeted, social, and cooperative approach toward language learning]. //Academic Commons.// Retrieved May 14, 2008, from []

Mauro, Charles L. (2011, February 6). [|Why angry birds is so successful and popular: A cognitive tear-down of the user experience]. Retrieved March 11, 2011, from []


 * 3) Choose ONE to read or watch:**

[]
 * Watch:** Carr-Chellman, Ali. (2010, October). [|Gaming to re-engage boys in learning]. //TEDx.// Retrieved January 27, 2012, from

[]
 * Read:** ConnectED. (2012, February 27). [|Ten reasons why game based learning works in education]. //C////onnectED.// Retrieved February 27, 2012, from

[] (Blog post)
 * Read:** MindShift. (March 5, 2012). [|Game-based learning without video games]. //Mind/Shift.// Retrieved March 6, 2012, from

[|Games (Multimedia)]
 * 4) Explore ONE of these language learning games:** //Coming soon!//


 * 5) OPTIONAL:**

1) Join this Facebook page for notifications regarding gaming in education: [|3D Game Lab (Facebook Page)]

2) Explore the other links in the Gamification section of the reading list. Here are some useful ones:

Dulai, Shaminder. (2010, April 23). [|Fort bend video-game studies won't be all fun and games]. // Chron.com. // Retrieved April 29, 2010, from []

Guttenplan, D.D. (2012, January 29). [|Harnessing gaming for the classroom]. // The New York Times. // Retrieved March 6, 2012, from []

Heick, Terry. (2012, January 24). [|6 video games to use in your classroom tomorrow]. // Edudemic: Connecting Technology & Education. // Retrieved January 29, 2012, from []

Levine, Michael. (2012, February 28). [|Games: A textbook for digital best practices]. // Huff Post Education. // Retrieved March 6, 2012, from []

Michigan State University. (2011, November 2). [|Video game playing tied to creativity, research shows]. // ScienceDaily. // Retrieved January 28, 2012, from []

=3-6-12=


 * 1) Prepare a presentation on a topic related to creativity.**

a) Sign your name next to a topic (one person per topic).
 * Conceptual Transfer **Bethany**
 * Diffusion of Innovations
 * Flow Jason
 * Independence/Individuality/Originality Heidi
 * Innovation **Ivan**
 * Motivation ** Céline **
 * Scaffolding OLGA
 * Transformative Learning - //Carolina//
 * Transliteracy- //** Ricardo Cetz **//

b) Research your topic using images, text, audio/video.

c) Organize, synthesize, and visually represent key ideas.

d) Package the information in a presentation (PowerPoint, Prezi, video).

e) Your presentation should teach the topic WITHOUT you. :-)


 * 2) Choose __ONE__ to read:**

Ask yourself, "What does this teach me about cognition, design, learning, and technology?"

a) [|Emotional Design] b) [|Ask Tog: Maximizing the Window] c) [|Hackers & Painters] d) [|Taking the Long View] d) [|The National Standards for Foreign Language Learning] e) The National Educational Technology Standards for [|Students] & [|Teachers]


 * 3) Explore the websites below.**
 * **[|Common Core]**
 * **[|21st Century Skills Map (ACTFL)] (Wiki)**
 * **[|21st Century Partnership]**

a) Ask yourself, "What aspects of this would a world language teacher need to know?" b) Ask yourself, "How should understanding this change what world language teachers do in their classes?" c) Come prepared to discuss your answers.


 * OPTIONAL - Here are the talks I mentioned during class today:**

//[|To Learn & To Teach More Effectively]// by Elder Scott

//[|Sweet Power of Prayer]// by Elder Nelson (April 2003 General Conference)

=3-1-12=


 * 1) Choose ONE to read:**

Csiksentmihalyi, Mihalyi. (1996). // Creativity: Flow and the psychology of discovery and invention. // NY: HarperPerennial. ISBN 0-06-017133-2. Read pages 77, 79-81, 83, 87-89, 90, 95, 100-102, 104-5, [|110-115], 48-49.

Hofstadter, Douglas R. (1986). //[|Metamagical themas: Variations on a theme as the essence of imagination.]//


 * 2) Choose ONE to read:**

Arnzen, Michael. (2005, August). [|Shifting the paradigm: Transformative learning theory]. // Pedablogue. // Retrieved February 19, 2009, from []

Babauta, Leo. (n.d.). [|Education needs to be turned on its head. Zen Habits]. Retrieved November 4, 2010, from []

Ferriter, Bill. (2012, January 29). [|What if schools created a culture of "do" instead of a culture of "know?"] The Tempered Radical. Retrieved January 29, 2012, from []


 * 3) Choose ONE to watch:**

Florida, Richard. The flight of the creative class.

media type="youtube" key="6iHwVaPwOnY" height="315" width="420"

Leadbeater, Charles. (2005). [|Charles Leadbeater on innovation]. //TED Talks.// media type="custom" key="12721802"

Lessig, Larry. (2007, March). [|On laws that choke creativity]. //TED Talks.// (18:59)

media type="custom" key="12721520"

Robinson, Sir Ken. Do schools kill creativity?

media type="youtube" key="iG9CE55wbtY" height="315" width="420"


 * 4) Choose ONE to explore/play with:**

[|2-minute Creativity Test]

[|Self-scoring Creativity Test]

media type="custom" key="12724056"



[|Honda Accord Ad (took 605 takes to make it)]

[|Langu(im)age]

[|Mike Stern Time Lapse Paintings]

[|The Simpsons: Real Life v. Cartoon]



[|Visual DNA Personality Test]

=2-28-12=

No homework for today. :-) You've earned a break!

=2-23-12=

Meet in Granite.


 * HOMEWORK**

1) Select a partner.

2) Together, choose __one__ of these tools:


 * [[image:languagelinks2006/AnimotoLogo.jpg link="http://animoto.com/"]] -- Carolina & Olga
 * [[image:languagelinks2006/GoAnimateNewLogo.jpg link="http://goanimate.com/"]]-Heidi
 * [[image:languagelinks2006/PhotopeachLogo.jpg link="http://photopeach.com/"]] [[file:Photopeach Instruction Sheet - English.doc]] - Dr. M.
 * [[image:languagelinks2006/StorybirdLogo.gif link="http://storybird.com/"]]--Céline and Bethany & Ricardo
 * [[image:languagelinks2006/StoryCreator2Logo.jpg link="http://myths.e2bn.org/story_creator/"]] Jason & Ivan
 * [[image:languagelinks2006/TagxedoLogo.jpg link="http://www.tagxedo.com/"]] - Dr. M.
 * [[image:languagelinks2006/VoicethreadNewLogo.jpg link="http://voicethread.com/"]] - Dr. Martinsen
 * [[image:languagelinks2006/VokiLogo.jpg link="http://voki.com/"]] - Dr. Martinsen

3) Familiarize yourselves with the tool.

4) Create a __language assignment__ for the tool in ENGLISH.

a) The assignment should be for beginning students (i.e., Level 1 or Level 2). b) Students should use the tool to create a product. c) The product should be simple. d) The product should require students to create with language. e) Your __model__ of the finished product should use one of these languages:


 * ASL
 * Chinese
 * French
 * German
 * Italian
 * Japanese
 * Spanish

5) Create an instruction sheet in ENGLISH:

a) List step-by-step instructions for using the tool. b) Keep instructions simple (7-10 words per line where possible). c) Use screenshots. d) Use principles of good graphic design. e) Try to make it look simple and easy!

Send Dr. Montgomery your assignment sheet, instruction sheet, and a link to your sample project as soon as you get them done so you can get feedback.


 * Please dress PROFESSIONALLY (i.e., NO JEANS) as you will be functioning in a professional capacity. Suits and ties are not necessary (too formal), but slacks and/or skirts would be appropriate.**

Be ready to share the assignment sheet, the model you created, and the instruction sheet with teachers on Thursday, February 23, 2012 at the [|Granite Education Center] (2500 S. State Street, Salt Lake City, UT, 84115) in Room C121 (first floor of the 2-story building on State Street). Photo: []

Directions from BYU: Go North on I-15. Merge onto I-80 E (Exit 304). Take the State Street Exit (Exit 124). Turn right off the ramp. The Granite Education Center will be on your right almost immediately after you come off the exit.

Carpools: Olga's car will leave at 3:00 p.m. Jason's car will leave at 3:45 p.m. Heidi's car will leave at 5:00 p.m.

We will NOT have class at BYU on Feb. 23. = =

=2-21-12=

No class - Monday Instruction

=2-16-12=

1) Explore the following sections of the StoryTools wiki: a) Resources b) Story Sites (Online) c) Templates

2) Create a simple, digital story.

a) Choose a concept, idea, or issue that matters to you. b) What do you wish the rest of the world understood about it? c) Summarize B in three sentences. Use these questions to help you: d) Select one of the tools below. e) Use various elements (conceptual content represented/explored through text, images, music, etc.) to create a story that "moves" your audience to action.
 * What is the problem?
 * How can I get people to think about the problem in a new way/see it from a new perspective?
 * Why do I want people to care about this? What action do I want them to take?


 * Tools: **



(Storybird)



-

= =

=2-14-12=


 * 1) Create a mashup:**

a) Identify a topic you find interesting. b) Select 3 related texts, media types, and/or perspectives. c) Layer or integrate them into a mashup. d) Choose tool(s) to create and share your mashup. e) Don't stress! This is practice for a future assignment.


 * 2) Read the syllabus:** [[file:Syllabus Span 672-SLAT 610 Winter 2012.pdf]]

a) Read the syllabus. b) List any questions you have. c) Come to class prepared to ask your questions.

=2-9-12=

1) **Represent** your understanding of //mashups.//

a) Use these guiding questions to help you think about what you might want to include in your representation:


 * What is a //mashup//?
 * Why do some educators feel that mashups are a powerful model for transforming education?
 * How might world language educators use both [|"mashups by aggregation" and "mashups by integration"] in their classrooms?

b) Use one of the following tools:













c) You will participate in a "gallery walk" to view everyone's representations in class.

2) **Create** a comic strip.

a) Explore this page: Comics

b) Read these two blog posts: [|Understanding Comics with Scott McLeod] AND [|Making Comics]

c) Keep these principles in mind as you create your own comic about a topic of your choice

d) Use one of these tools: http://layering2learn.wikispaces.com/Comics#Tools

e) For inspiration, consider these:


 * [|Calvin & Hobbes]
 * [|Howtoons]
 * K-12 Comic Examples from Different Subject Areas
 * PhD Comics (scroll down to the second table of contents to see the topics)

f) You will participate in a "gallery walk" to provide FEEDBACK on everyone's comics in class. = =

=2-7-12=

1) Read this blog post:

Orlando, John. (2010, December 1). [|Education remix: Unlocking creativity to boost learning]. // Faculty Focus. // Retrieved December 6, 2010, from []

2) Watch all 3 videos:

media type="youtube" key="he5fpsmH_2g" height="315" width="420"media type="youtube" key="Gb6wwDyX55E" height="315" width="420"media type="youtube" key="4Ex3k3yKjYk" height="315" width="420"

3) Read this short blog post: Hodgins, Wayne. (2007, July 25). [|Mishmash of mashups]. // Off Course--On Target. // Retrieved March 3, 2008, from [] (Discusses the idea of mashups as a concept, not a tool)

4) Read this article from //Educause:// Lamb, Brian. (2007). [|Dr. Mashup; or, why educators should stop worrying and love the remix]. // Educause. // Retrieved Sept. 5, 2008, from [] Now available from:

[]

5) Post a comment, personal experience, or question related to the "texts" you just read/viewed in [|this discussion forum]. = =

=2-2-12=

1) Explore:
 * At least 3 additional links from either Examples or Interactive Activities
 * Prepare to explain how these ideas apply to teaching the target language

2) Look at these examples from Issuu, Glogster, and Scrapblog:

What do these examples teach you about how you might begin to incorporate principles of visual cognition into language teaching and learning?


 * Issuu**
 * [|Charoná]
 * [|Rik, el niño sin imaginación]


 * Glogster**

[|All About Me Project (Spanish)] Note that students can include their own voices!
 * [|Spanish Vida Sana Project]
 * [|Spanish 3 Instructions]
 * [|Joan Miró]
 * [|Pablo Picasso]
 * [|Les freres lumieres (French)]
 * [|Linguistics Poster (University Level)]


 * Scrapblog**
 * [|Linguafolio Español]
 * [|Comida española deliciosa]
 * [|Las comidas de España]
 * [|Bienvenida a la ciudad de Memphis]
 * [|Mi viaje a Utah]

=1-31-12=

1) [|How might web 2.0 tools support students' ability to master the Common Core Standards?] (Read pp. 4, 7, 8, 35, 41, 48, 51, 60, 63, 65-66, 10, 18, 22, 25; Skim pp. 57, 13-14, 31)

__5 Changes for Utah (from Anne-Marie Harrison)__

1) Increased rigor 2) Relevance 3) Emphasis on informational texts 4) Content literacy standards for Science, Social Studies, and technical subjects 5) Assessments (Read, synthesize, and analyze within the context of science or social studies themes and text)


 * 2) Explore:** [|A Periodic Table of Visualization Methods]


 * 3) Choose ONE article. Read it and complete ONE of the reading guides:**

A) Jonassen, David. (2003). [|Using cognitive tools to represent problems]. // Journal of Research on Technology in Education, 35 // (3). Retrieved April 30, 2005, from: []

B) McLoughlin, C., & Krakowski, K. (2001). [|Technological tools for visual thinking: What does the research tell us?]Retrieved April 30, 2005, from [] (If you choose this article, CREATE a reading guide for it)

C) Sankey, Michael D. (2002). [|Considering visual literacy when designing instruction]. // e-Journal of Instructional Science and Technology, 5 // . Retrieved December 15, 2007, from []


 * OPTIONAL:**

Callow, Jon. (2003, April). Talking about visual texts with students. // Reading Online, 6 // (8). Available: [|http://www.readingonline.org/articles/callow/#theoretical] and []

Jacobs, Julie, & William Mueller. (2001). [|Design principles for interactive texts]. Based on a [|paper] presented at the 11th annual International Conference on Technology in Collegiate Mathematics (ICTCM), New Orleans, 1998. Available: [] (Pay particular attention to the psychological principles)

Fadeyev, Dmitry. (2009, February 18). [|9 common usability mistakes in web design]. // Smashing Magazine. // Retrieved February 18, 2009, from [|http://www.smashingmagazine.com/2009/02/18/9-common-usability-blunders/#comment-315307]

Few, Stephen. (2004, September). Data presentation: Tapping the power of visual perception. // Intelligent Enterprise. // Retrieved July 3, 2005, from[|http://www.intelligententerprise.com/showArticle.jhtml?articleID=31400009]

Johnson-Laird, P.N. (1998). Imagery, visualization, and thinking. In J. Hochberg (Ed.), // Perception and cognition at the century's end // (pp. 441-467). San Diego, CA: Academic Press. Retrieved April 30, 2005, from []

Lengler, Ralph, & Eppler, Martin J. (n.d.). Towards a periodic table of visualization methods for management. Retrieved January 7, 2006, from: [|http://www.visual-literacy.org/periodic_table/periodic_table.pdf]

Matei, Sorin A. (2004). Mental maps: Making the invisible visible. Retrieved November 14, 2006, from [|http://www.mentalmaps.info]

McCloud, Scott. (1993). // Understanding comics: The invisible art. // NY: [|HarperPerennial]. ISBN 0-06-097625-X =

= =1-26-12=


 * 1) Complete this worksheet and E-MAIL it to Dr. Montgomery.[[file:Conceptual Connections.doc]]**


 * 2) Read the abstract, Section 3, and the conclusion of this article:** Chu, Clara. (2007, August). [|(Re)considering literacy and linguistic diversity in a multicultural society]. //International Federation of Library Associations and Institutes (IFLA) Section on Library Services to Multicultural Populations//, 15-17. Also available: []


 * 3)** **Read:** What the prophets say about technology use:

a) Skim this note-taking sheet: (complete it only if it seems helpful)

b) Skim BOTH articles:


 * [|Using New Media to Support the Work of the Church] by Elder Ballard (Abbreviated version: [|Sharing the Gospel Using the Internet])
 * [|Things as They Really Are] by Elder Bednar

c) Post your favorite "sound bite" (i.e., your favorite quote) from one of these readings (OR from the reading in #2 above) and WHY you like it [|here].


 * 4) Explore:** [|Inanimate Alice] and consider what it teaches you about 21st Century literacy and learning.


 * 5) Complete** PAGE 2 of the following evaluation form anonymously and bring a hard copy with you to class. [[file:Midterm Evaluation General.doc]]

= =

=1-24-12=


 * A) Globalization & World Language Education Concept Map**

1) Think about the question: What implications does //globalization// have for world language teaching and learning? 2) Record your thoughts using a concept map. 3) Use one of these tools to generate your concept map:

[|Concept Mapping Tools]

 * [|Bubbl.us] - (Heavily used in the edtech community w/ K-12 students - easy to use - limited formatting - esp. good for elementary, special flash effects are fun at first)
 * [|Exploratree] (Templates)
 * [|Freemind] (Free from Sourceforge, but requires download)
 * [|Gliffy] - (Heavily used in the edtech community w/ K-12 students - very robust (but ugly) interface. Allows you to upload your own images, includes many libraries of images, shapes, etc.; also allows you to do floor plans)
 * [|Mindomo] (Beautiful interface, not quite as intuitive as some of the others, but can handle attachments of multimedia, documents, etc., and produces a more professional product)
 * [|Mindmeister] - (Doesn't appear to be as robust in features as some of these other options)
 * [|Webspiration] - (Similar to Inspiration & Kidspiration - free trial, then you have to pay)

I am not as interested in a beautiful final product as I am that you explore the pedagogical and technical possibilities a concept map affords the user.


 * B) Transliteracy**

1) Watch this: media type="youtube" key="NLlGopyXT_g" height="315" width="420"

2) Read this: Leu Jr., Donald J., Kinzer, Charles K., Coiro, Julie, & Cammack, Dana W. (2004). [|Toward a theory of new literacies emerging from the Internet and other information and communication technologies]. // Theoretical Models and Processes of Reading, 5, // 1570-1613. Retrieved December 15, 2007, from []

3) Post a comment, connection, question, resource, or personal experience related to transliteracy in [|this discussion forum]

4) OPTIONAL: [|Explore Future Work Skills 2010]

=1-19-12=


 * 1) Finish Your Personal Wiki Page **

a) Locate your personal wiki page (look for your initials). b) Click your initials to load your page. c) Click "Edit" to open your page so you can edit it. d) Add:
 * text
 * a link
 * a copyright-safe image
 * a document
 * a video
 * a widget

2) Do an image search for the word "globalization." What do the images that appear in the search results teach you about the topic?

3) Skim this Wikipedia article on [|globalization]. How did what you skimmed change your understanding of the concept of //globalization//? (**NOTE:** The article that will pop up for the next 24 hours will be about SOPA/PIPA. Although it isn't the one I had intended for you to read, this is a great "teaching moment"--an opportunity for you to experience how social media can be used as a tool for catalyzing social--and political--change. In other words, I encourage you to go ahead and skim what Wikipedia WILL let you access--the SOPA/PIPA article. Thanks to those of you who contacted me to let me know there was an issue.)

4) Watch these 2 videos. As you do, think about what they add to your understanding of //globalization//:

media type="youtube" key="6ILQrUrEWe8" height="315" width="560"

media type="youtube" key="QzZyUaQvpdc" height="315" width="560"

5) Choose ONE of these two tasks:


 * SCAN this page and then click on one or two issues of interest to you from the menu in the lower, left-hand corner of the page. Has your understanding of globalization changed at all? []


 * SCAN this lesson plan and then click on one or two links of interest to you and explore them. How does this influence your thinking about the role globalization might play in terms of curriculum or pedagogy?

6) Choose 2 websites to explore. What are some of the pedagogical implications of //globalization?//
 * [|A Multiverse of Exploration: The Future of Science 2021]
 * [|Map of Future Forces Affecting Education] (Click "Go to the Map" then click and drag to play with this one)
 * [|Project Tomorrow] (Skim the charts and tables in either the Educator or Parent/Student reports from //Project Speak-up//)
 * [|Where 2.0] - Mapa del web 2.0 (in Spanish)

7) Skim: [|Critical Challenges] & [|Technologies to Watch] from:

Horizon Report. (2011). // [|2011 Horizon Report]. // Retrieved February 19, 2009, from []

8) Post a brief comment about what you have learned about the relationship between globalization and world language teaching and learning in this [|discussion forum].

=1-17-12= = =
 * 1) Personal Learning Networks (PLNs) and Professional Development for Teachers**

a) Read these questions:

> b) Watch this 3 minute, 42-second video on PLNs:
 * What implications do PLNs have for learning?
 * What are the pedagogical implications of PLNs for teachers?
 * What implications do PLNs have for the policies, practices, and procedures of our current educational systems?

media type="youtube" key="mghGV37TeK8" height="315" width="420"

c) S hare at least one "aha" you had while viewing the video using either this [|discussion forum]or [|Hootcourse].
 * 2) Stages of PLN Adoption **

a) Read this blog post: Warlick, David. (2008, April 3). Stages of PLN adoption. // The Thinking Stick. // Retrieved January 12, 2012, from

[] Used under a Creative Commons 3.0 License. b) S hare at least one "aha" you had while viewing the video using either this [|discussion forum] or [|Hootcourse]


 * 3) FLTEACH Assignment **

a) Click on this image: b) Choose a month. c) Choose at least one "thread of conversation" to read (i.e., a discussion topic). d) Read all of the comments pertaining to the discussion topic you choose (click on each link in the conversation).


 * 4) RSS**

a) Watch this video. b) Come prepared to explain RSS in 3 sentences or less.

media type="youtube" key="VSPZ2Uu_X3Y" height="315" width="560"


 * 5) Personal Wiki Page**

a) Locate your personal wiki page (look for your initials). b) Click your initials to load your page. c) Click "Edit" to open your page so you can edit it. d) TRY to add: e) Do as much as you can. Don't worry about what you cannot do.
 * text
 * a link
 * a copyright-safe image
 * a document
 * a video
 * a widget

=1-12-12=

1) Read the Search Handout:

2) Explore the sites on the one-page handout:

3) [|Personal Metaphor: Google Presentations] (To edit: Go to //Actions// in the lower, left-hand corner of the screen, then click //Edit//)

4) [|Favorite Quote: PowerPoint/Google Presentations] (To edit: Go to // Actions // in the lower, left-hand corner of the screen, then click // Edit // )

5) Register with Wikispaces & Join Language Links

6) Personal Wiki Page (OPTIONAL)

=1-10-12=

1) Take the [|True Colors Quiz] (submit results to Dr. Montgomery using this [|form])

2) Complete the [|technology survey].

3) Complete the [|course information survey].

4) Finish reading: // [|Digital Natives, Digital Immigrants]. //

5) Decide on the username you want to use online.

For 1/12/12: Sign up to give the bienvenida.

//**Goal:** "Move" your audience// //to change by shifting its perspective.//


 * //Guiding Questions://**


 * //What do I want the audience to understand about my topic?//
 * //What misconceptions may keep my audience from taking action regarding my topic?//
 * //How can I help the audience to see my topic from a new angle or perspective?//


 * //Instructions://**

a) Identify an idea/issue about which you are passionate. b) List 3-5 concepts/principles with transformative power. c) Represent your selected content in meaningful ways. d) Layer/mash up different "texts," media types, or perspectives. e) Choose tool(s) to create and share your mashup.


 * //Note://** //If this seems too hard, just create a media mashup that is at least 30-seconds long and then you can tackle this assignment for your digital story.//