Media+&+Tech+-+Agenda+for+Today

//The agenda for each day of Span 672/SLAT 610 will be posted here.//toc

=2-26-13: Creativity=


 * Today's Topic: Learning as a Creative Process **


 * Today's Objectives: **
 * Students will define creativity.
 * Students will assess their own creativity and evaluate it in light of their professional domains.
 * Students will explore characteristics and conditions commonly associated with creativity.
 * Students will identify and examine examples of key elements of the creative process.
 * Students will explore the relationship between creativity and technology.
 * Students will articulate the relationships between cultural values, 21st Century skills, and creativity.


 * Today's Guiding Questions: **
 * What do we mean by creativity? (Individually, Professionally, Societally, Culturally)?
 * How is individual creativity commonly assessed and how does that differ from how professional domains assess it?
 * Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?
 * In what ways is creativity supported/constrained by cultural values?
 * What are some of the elements of the creative process (according to research) and how do they align with key principles of SLA?
 * Why is creativity such a fundamental element of learning (especially in the 21st Century)?
 * How does technology support and constrain creativity?
 * How can teachers use key concepts and principles of creativity to design more compelling language learning environments and experiences?


 * Today's Tools: ** // [|Type with Me] //


 * ACTIVITY 1: ** What do we mean by creativity?

[|Creativity Brainstorming: Type with Me]


 * ACTIVITY 2: ** How is individual creativity commonly assessed and how does that differ from how professional domains assess it? Are you creative?

[|Creativity Test] (Associative Flexibility) [|School of Art & Design Creativity Test] (General Page) ([|Creative Uses of the Test]) [|How Far Does Your Creativity Go? (Os)] [|How Far Does Your Creativity Go? (Xs)] [|How Creative Are You?] (Diamonds) [|2-minute Creativity Test] (5-question self-assessment - one for individuals and one for organizations) [|Art Institute of Vancouver's Right/Left-brain Creativity Test](Reports results in a useful format with excellent explanations) [|Creax Creativity Test] (Provides a spiderweb results on 8 different metrics)

[|Self-scoring Creativity Test] (Must be ordered online: Originality, Fluency, Flexibility, Elaboration)


 * ACTIVITY 3: ** Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?

[|Flowers are Red] (Poem)

media type="youtube" key="qeJJOjb7fj4?rel=0" height="315" width="420"

**What is Creativity?** View more PowerPoint from David E. Goldberg


 * ACTIVITY 4: ** What are some of the elements of the creative process (and how do they align with key principles of SLA)?

Example of creativity





Homework: Hofstadter, Douglas. [|Variations on a theme as the crux of creativity].

MLC2006 - Creativity


 * ACTIVITY 5: Why is creativity such a fundamental element of learning?**


 * ACTIVITY 6: ** How does technology support and constrain creativity?

Creativity & Technology
 * Conceptual Transfer
 * Diffusion of Innovations
 * Distributed Cognition
 * Flow
 * Gamification
 * Motivation
 * Recontextualization
 * Scaffolding
 * Technology Adoption
 * Transformative Learning
 * Transliteracy

**ACTIVITY 7:** How can teachers use key concepts and principles of creativity to design more compelling language learning environments and experiences?


 * **[|Common Core]**
 * **[|21st Century Skills Map (ACTFL)] (Wiki)**
 * **[|21st Century Partnership]**

=4-10-12: Dr. Dale Pratt: The Great Debate=


 * Today's Topic: Pros & Cons of Technology in Educational Settings**


 * Guest Speaker: Dr. Dale Pratt**


 * Today's Objectives:**
 * Students will articulate and defend personal opinions regarding the affordances and constraints of technology use in educational settings using theoretical perspectives from a variety of different disciplines.
 * Students will generate and justify policy recommendations about technology use in world language education.


 * Today's Guiding Questions:**
 * What do we mean by "educational technology?" "Social media?"
 * Why is technology use in schools such a controversial topic?
 * How are some professionals using cultural, economic, financial, political, psychological, and social arguments to attack/defend the use of technology in school settings?
 * How can technology support/constrain language teaching/learning?


 * Today's Tools:** //[|Tricider]//


 * ACTIVITY 1:** Introductions


 * Dr. Pratt Introduction
 * 672/610 Student Introductions: How can you identify an expert? (2-sentence bio) [[file:Introduction Planning Template ST 2009.pdf]]
 * Purpose of the Debate
 * Synthesize information from the semester from multiple points of view
 * Apply theoretical perspectives as tools for discussing professional issues and addressing professional problems
 * Package understanding as professional advice and policy recommendations
 * Structure of the Debate
 * General Context for the Debate
 * Opening Statements
 * Specific Headlines/Issues
 * Participant Responses & Rebuttals
 * Closing Statements
 * Division of Groups


 * ACTIVITY 2:** The Debate

>> >> Mark Hopkins >> >> Look at this article... "Mark Hopkins and the Digital Log" Haha! >> []
 * General Context for the Debate (Dr. Montgomery)
 * Purpose of Debate:
 * Students synthesize learning
 * Students demonstrate learning
 * Students apply learning to the professional task of articulating and defending a professional opinion (using scholarship in the service of social policy re: educational issues)
 * Opening Statement (Dr. Pratt)
 * Anti-tech (non-user)
 * Post-human - permeability of body/mind
 * Examples: Cloning
 * Mind therapy
 * Alteration of bodies via tech
 * Organ printing
 * Trans-human = Sees relationship between body and technology as positive
 * Post-humanism = Cartesian divide between mind/body
 * Self is contingent and not easily separable from body (i.e., can't just download consciousness and locate it outside of the body somewhere)
 * Attacks traditional notions of selfhood espoused by university
 * Opening Statement (Dr. Montgomery)
 * Original Intent of the Course: Integrating tech into FL education
 * Transformation of the Course: Exposure to a variety of theoretical perspectives from different disciplines as lenses for understanding technology and its implications for education
 * Topics we have covered (see Table of Contents on this page)
 * Questions (Headlines & Resulting Issues) - Participant Responses & Rebuttals (Dr. Pratt, 672 Students)
 * [|Backchannel Chat for Today's Debate]
 * Some of the arguments used by people who are not in favor of the ubiquitous use of technology in schools include: Students' learning is diminished, students have trouble paying attention, safety is an issue
 * Brains are changing (Olga)
 * Students perform better with music in the background (Olga)
 * Time on task was an issue prior to technology (Jason)
 * Students can use technology for legitimate learning purposes (Jason)
 * If students are interested, we can use technology or not, but technology allows for a different kind of engagement/levels (Carolina)
 * Engagement is not always certain even in face-to-face settings (Heidi)
 * Backchannel chat - Heidi has been experimenting with Facebook in class based on Paul Sebastian's research (Heidi)
 * Role of the instructor - Teachers don't feel comfortable using tech and that threatens their expertise (Bethany)
 * What are the pros and cons of cell phone use in schools (Dr. M)
 * Sexting (Dr. Pratt)
 * Issues of access and responsibility for how students use it (Jason)
 * Control v. letting students have their freedom (Jason)
 * They have a cell phone and I'm helping them use it (Jason)
 * Dig into the deeper problems--sexting as a cry for attention (Heidi)
 * Sexting as a social/family problem (Ricardo)
 * Opportunity to teach students to use the tools appropriately (Carolina)
 * How might the integration of technology alter the typical roles of teachers/students? (Dr. M.)
 * Tech in our current classroom doesn't have much of a place--typing papers or doing research, but can't use Wikipedia, etc. (Ivan)
 * The role of the university as a transmitter of cultural literacy (Dr. Pratt)
 * Pedagogy of language teaching - language learning requires process (Dr. Pratt)
 * Students grab the first few hits on Google and don't know how to evaluate sources to know if anything is wrong or not (Dr. Pratt)
 * Jay Leno - Questions to people on the street/game show set as an argument against the lack of/declining cultural literacy (Dr. Pratt)
 * [[image:The_Digital_Divide.jpg width="182" height="286" link="http://www.amazon.com/The-Digital-Divide-Arguments-Networking/dp/1585428868"]] [[image:The_Dumbest_Generation.jpg width="186" height="281" link="http://www.amazon.com/The-Dumbest-Generation-Stupefies-Jeopardizes/dp/1585426393"]]
 * What is worth knowing? Which parts of culture are worth remembering/transmitting?
 * How do we make content meaningful? How do we ensure that we don't view our students as "containers?" (Carolina)
 * Technology used to teach the gospel has changed from flannel boards to flip charts (Ricardo)
 * A question of ethics re: films made by the church where actors were bearing testimonies instead of real members (Dr. Pratt)
 * Women - maybe they were following the structure and the men were dropping out of school
 * The problem is not tech, it is the user (Ivan)
 * Previously, the university has been the storer and transmitter of cultural knowledge and values. What is the role of the university in light of technological change? (Dr. M.)
 * The university should help us become a scholar and create things that will edify humanity (Ivan)
 * Tech has many benefits, people outside the bubble of privilege put more effort into things and using tech to solve real world problems - that is the shift that has to happen in education and tech (Jason)
 * In Spain, you have to know what book you want and request that specific book. In the U.S., we can browse the stacks. Google - we don't know what to ask for, we have to teach how to ask (Dr. Pratt)
 * Marc Prensky - [|Digital Natives/Digital Immigrants] are struggling to learn to communicate - we're all digital explorers - encounter between the old world and the new - devastating to the new world in many ways, but also beneficial. Is there a city of gold in this digital world? As we explore, how are we exploring? Are we exploring ethically? Are we building bridges and ports to help people come from the old world to the new? Maybe we can see divide as something that pushes us to the post-human - notebook computer v. water for those in Africa (i.e., equitable allocation of resources?) Getting water around the world is often a woman's job. Reporter filed the report via cell phone. People walk 2-3 miles to get clean water, but do have cell phone coverage for people who have phones (Dr. Pratt)
 * Posthumanism and the gospel - [|Section 130]


 * Closing Statements (Dr. Pratt, 672 Students)


 * ACTIVITY 3:** Meta-analysis of the Debate
 * Content
 * Pedagogy
 * Learning
 * Theoretical Perspectives (for thesis)
 * Educational Technology
 * World Language Education
 * Professional Conversation/Participation in the Field

=4-3-12: Thomas Sauer: Leadership & Professional Growth=


 * Today's Topic: Technology as a Tool for Leadership & Professional Growth: Advocacy, Collaboration, Leadership, & Participation**


 * (Guest Speaker: Thomas Sauer)**


 * Today's Objectives:**
 * I can understand a compelling argument for personalized professional learning.
 * I can prepare to take steps to connect with other educators via Twitter.
 * I can plan to read blogs written by my colleagues.


 * Today's Guiding Questions:**
 * Where and how do you learn new things?
 * How does this learning compare today to 20 years ago?
 * How do you share your experience with others?
 * What motivates a person to learn something new?
 * How can using social media to share what you learn influence the profession?


 * Today's Tools:** [|Twitter]


 * ACTIVITY 1:** Discussion of Professional Learning


 * ACTIVITY 2:** What motivates a person to learn something new?

media type="youtube" key="rrkrvAUbU9Y?version=3" height="315" width="560"

The Daniel Pink TED Talk referenced today.


 * ACTIVITY 3:** Twitter

__How to Find Good People to Follow on Twitter__
 * Read bios
 * Use http://tweetchat.com, then follow people whose comments you like
 * Hashtags
 * See who others are following


 * ACTIVITY 4:** #langchat


 * 1) LangChat - Thursdays at 6 p.m.

Langchat book: http://goo.gl/JMvjG


 * ACTIVITY 5:** Blogs

Here are the blogs recommended by Thomas Sauer:

[]

[]

[]

[]

[]

[]

= = =3-27-12: Jeremy Burgess: Social Media in Schools=


 * Today's Topic: Social Media in Schools: Democratization v. Regulation, Censorship v. Digital Citizenship, Cybersafety v. Privacy, & Ethical Use of Technology in Schools**


 * (Guest Speaker: Jeremy Burgess)**


 * Today's Objectives:**
 * Students will explore tensions created by social media in schools
 * Students will articulate and justify an opinion about the following issues:
 * Democratization v. Regulation
 * Censorship v. Digital Citizenship
 * Cybersafety v. Privacy
 * Ethical Use of Technology in Schools
 * Students will make policy recommendations using their knowledge of social media in schools


 * Today's Guiding Questions:**
 * 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**?


 * Today's Tools:** [|Signup Genius]

ACTIVITY 1: [|THATCamp Sign-ups] & Discussion of [|Gamifying Education Session Summary]
 * Some names are missing
 * Attire (business casual)
 * Opportunities to shape the experience for attendees (leverage your expertise!)
 * Questions?
 * Chance to extend your PLN

ACTIVITY 2: Debrief of Homework
 * Readings & Discussion Forum Postings: Generate a Headline
 * Social Media in Schools: Policy & P.R. (scenarios in 30-second soundbites)
 * Questions on Webinar Assignment?
 * Questions about social media?

ACTIVITY 3: Guest Speaker: Jeremy Burgess - Independent Entrepreneur


 * 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? (Informal conversation about cultural, economic, and social tensions revealed by social media)
 * How will you decide which "side" you're on?
 * Once you've taken a philosophical stand, then what?

ACTIVITY 4: Other Issues to Consider: How might all of this impact language teaching & learning in K-12 and higher ed?


 * COPA
 * Cybersafety
 * Personal safety - example of kid game site used for child porn
 * Preserving students' privacy online (identifying info. - name, age, location - how to get around that in beginning language assignments)
 * Understanding reach (choice, voice, authentic audiences and purposes, but also long-term publication, impacts future)
 * Cyberbullying
 * Perception of anonymity
 * Anytime/anywhere/24-7/ubiquitous access = continuous harassment
 * Extension of classroom (time, space, AND culture/norms)
 * Tensions between privacy and security
 * Critical Literacy Skills - Authority, Coverage, Currency, Credibility, Packaging v. "Truth"
 * Sexting
 * School Policies - blanket policies, filtering, adult monitoring v. self-monitoring and community monitoring (culture), natural consequences
 * Liability v. Development of Students' Skills
 * Hypocrisy

ACTIVITY 5: Homework


 * Thursday is a Project Development Day
 * Commitments Project
 * PLN Project
 * Great Debate

=3-22-12: Crafting an Online Learning Community=


 * Today's Topic: Crafting an Online Learning Community**


 * Today's Objectives:**
 * Students will analyze common characteristics of online learning communities.
 * Students will identify key strategies for developing productive online learning communities.
 * Students will make recommendations for crafting effective online professional development for language teachers.


 * Today's Guiding Questions:**
 * What characteristics do online learning communities that are popular with language teachers have in common?
 * Why do some online communities support learning better than others?
 * How can teachers cultivate online communities that foster behaviors that support language learning and professional development?


 * Today's Tools:** [|ACTFL Webinars], [|Edmodo], [|FLTEACH], [|Hootcourse], [|TED-Ed]


 * ACTIVITY 3:** [|ACTFL Webinar]


 * ACTIVITY 1:** Examples of Professional Uses of Facebook


 * Questions from Teachers
 * Discussions About Final Exams, National Policies
 * Requests for Letters of Recommendations (Use to locate, but not to request--especially in group chat to multiple professors)
 * Professional Credit & Responsibility (Retweets, Thank-yous, etc.)


 * ACTIVITY 2:** Safe Alternatives to Facebook & Twitter for Students






 * ACTIVITY 3:** Professional Listservs ([|FLTEACH])


 * ACTIVITY 4:** Open Learning

media type="custom" key="14065324"

[|MIT Open Courseware Initiative] [|Open Yale Courses] [|Introduction to Openness in Education (David Wiley)] [|EC&I 831: Social Media & Education (Alec Courosa)]

media type="custom" key="14065874"


 * ACTIVITY 5:** TED-Ed

(More information: [|TED-ED])

=3-20-12: Lynn Fulton-Archer: Blended, Distance, & Hybrid Courses=


 * Guest Speaker:** Lynn Fulton-Archer


 * Today's Topic: Blended, Distance, & Hybrid Courses**


 * Today's Objectives:**
 * Students will define and explain the differences between blended, distance, and hybrid courses.
 * Students will discuss some of the ways that common blended, distance, and hybrid approaches to language teaching support/constrain language learning.
 * Students will brainstorm pedagogical strategies that mitigate challenges typically associated with blended, distance, and hybrid approaches to language learning.


 * Today's Guiding Questions:**
 * What are some of the differences between blended, distance, hybrid, and face-to-face language teaching/learning?
 * Why are blended, distance, and hybrid approaches to language teaching/learning popular and how do they support/constrain language learning?
 * How can sound pedagogical strategies mitigate some of the challenges typically associated with blended, distance, and hybrid approaches to language teaching?


 * Today's Tools:** //[|Skype]//


 * ACTIVITY 1:** How does a teacher establish a productive classroom climate when teaching from a distance?


 * Introductions (Lynn Fulton-Archer)
 * Introductions (Students)
 * Have any of you had experiences with blended, distance, or hybrid language teaching or learning?


 * ACTIVITY 2:** What are some of the differences between blended, distance, hybrid, and face-to-face language teaching/learning?


 * Definitions
 * Distance Learning: Separated by time/distance; asynchronous
 * Blended/hybrid: Some f2f synchronous and some asynchronous
 * Key Characteristics of Distance Programs


 * ACTIVITY 3:** Why are blended, distance, and hybrid approaches to language teaching/learning popular and how do they support/constrain language learning?


 * ACTIVITY 4:** How can sound pedagogical strategies mitigate some of the challenges typically associated with blended, distance, and hybrid approaches to language teaching?
 * Common Misconceptions & Important Pedagogical Considerations
 * English is not a necessary component of an online program
 * Comprehensible Input – Gestures, repetition, variety of strategies, visuals
 * Strategies & Skills - Are the same, technology concerns or the tech you use to structure may be different
 * Language is a social endeavor = Need paired, small group, whole class, negotiating meaning
 * Sychnronous interactivity for the learner and with other learners and their instructor or will not lead to high levels of proficiency for the learner
 * Advantage: Spread geographically = don’t know each other so an increased need for communication
 * Picture cards: To show who will be called on – 2 students talk, etc.


 * ACTIVITY 5:** #langchat


 * Weekly professional development
 * Thurs. PM @ 8PM-9PM EST
 * Topic posted in advance
 * 2 moderators who guide the conversation
 * #langchat
 * Chats are archived

=3-15-12: Cindy Kendall: Models of Tech Integration=


 * Guest Speaker:** Cindy Kendall


 * Today's Topic: Models of Technology Integration**


 * Today's Objectives:**
 * Students will discuss the roles teachers and students typically take when integrating technology into teaching and learning.
 * Students will brainstorm ways different technology configurations might support teaching and learning in world language classrooms.
 * Students will list possible advantages and disadvantages for adopting different technology configurations in world language classrooms.


 * Today's Guiding Questions:**
 * What //**roles**// do teachers and students take when integrating technology into teaching and learning?
 * What learning can happen //**because of**// and //**within**// the structure?
 * What are the //**advantages and challenges**// of various technology structures?


 * Today's Tools:** //[|Google Docs], [|Tricider]//

[|Link to Cindy's Presentation Materials]


 * ACTIVITY 1:** Prior Knowledge, Expectations, Perspective, & Vision

media type="youtube" key="v0FVm_H_D18" height="315" width="420"


 * ACTIVITY 2:** Learning Experiences


 * Teacher as Manager
 * Teacher as Designer
 * Teacher as Facilitator
 * Student as Inquirer
 * Student as Creator
 * Student as Collaborator


 * ACTIVITY 3:** Technology Structures

[|Technology Configurations & World Language Learning Working Document]


 * ACTIVITY 4:** [|Advantages & Disadvantages of Each Structure (Tricider Voting)]

[]

=3-13-12: Assessment=


 * Today's Topic: Assessment**


 * Today's Objectives:**
 * Students will articulate the purposes of evaluation from the perspective of different stakeholders.
 * Students will examine current, technology-based approaches to assessment in world language education.
 * Students will explore ways to use web 2.0 tools for assessing and providing feedback on students' communicative language proficiency.


 * Today's Guiding Questions:**
 * What are some common purposes for evaluation and assessment in world language education?
 * How can technology be used to address common problems in world language assessment?
 * How can web 2.0 tools extend teachers' ability to assess and provide feedback to students regarding their communicative language proficiency?


 * Today's Tools:** //[|Audacity], [|Chat], [|Google Forms], [|Jing], [|Linguafolio], [|PollEverywhere], [|Rubistar], [|Screencastomatic], [|Screenr], [|Skype], [|Survey Monkey], [|Voicethread]//


 * ACTIVITY 1:** Purposes of Evaluation (Testing Miss Malarkey)


 * ACTIVITY 2:** 21st Century Skills, Common Core, & National Standards


 * **[|Common Core]**
 * **[|21st Century Skills Map (ACTFL)] (Wiki)**
 * **[|21st Century Partnership]**


 * ACTIVITY 3:** [|ACTFL Oral Proficiency Guidelines] & Computer-based Assessments // ( //[|AAPPL]//, OPI, //[|SOPA]// ) //


 * ACTIVITY 4:** Using Technology to Develop & Assess Communicative Proficiency in Beginning Language Learners Across the Three Modes of Communication

= =
 * Oral Assessment ([|Audacity]//,// [|Chat]//,// [|Linguafolio]//,// [|Skype]//,// [|Voicethread])
 * Polls, Quizzes, & Tests ([|Google Forms]//,// [|PollEverywhere]//,// [|Survey Monkey])
 * Project Development ([|Integrated Performance Assessments - IPAs]//)// Rubric Development (//[|Rubistar]//)
 * o Interpersonal
 * o Interpretive
 * o Presentational
 * Giving feedback //([|Jing], [|Screencastomatic], [|Screenr])//
 * //(Culture Connection, [|Learning Score], [|10-minute Lesson Plans]//)

=3-8-12: Gamification=


 * Today's Topic: Pedagogical Implications of 21st Century Skills for Language Learning: Gamification, Motivation, & Scaffolding**


 * Today's Objectives:**
 * Students will explore multiple perspectives on gaming as a tool for learning.
 * Students will articulate how gaming exemplifies 21st Century skills.
 * Students will explain what teachers can learn from research on gaming that can be used in designing motivating language learning environments and experiences.


 * Today's Guiding Questions:**
 * What does research on gaming teach us about the relationship between learning and flow, motivation, scaffolding, and feedback?
 * How does the philosophy of //gamification// seek to address problems of teaching and learning?
 * Why do some educators feel that the philosophy of //gamification// has severe limitations//?//
 * What can teachers learn about designing compelling language learning environments and experiences from video gaming?


 * Today's Tools:** [|Google Alerts], [|Google Reader]


 * ACTIVITY 1:** Explanation of Class Projects


 * PLN Project
 * THATCamp
 * Commitments Project
 * The Great Debate


 * ACTIVITY 2:** Synthesis of Key Concepts & Principles of Creativity


 * ACTIVITY 3:** Gamification ([|Signature Search])




 * ACTIVITY 4:** Exploring Games

- Top Online Flash Games

[|Interactive Video for Keep Your Head Up]

[|Interactive Advertising (Madewell)]

[|Top 10 Interactive YouTube Games]

[|Fastr - A Flickr Game]

[|LineRider]

[|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.)


 * ACTIVITY 5:** Educational Games













[|Ten Puzzle Websites to Sharpen Your Programming Skills]

[|Picture Dots]


 * ACTIVITY 6:** Language Learning Games

[|Mind Snacks]

[|Second Life]



[|7 Great Games to Learn Spanish, French, & Other Languages]

[|Language Games]



[|Asia Society - Students] (also, click on For Kids)

[|Chinese Games & Stories]

[|Laboratoire]

[]

[|Signing Time Games]

[|Why use games in teaching EFL?]

[|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]




 * ACTIVITY 7:** Motivation Activity


 * ACTIVITY 8:** Homework - Design a game using the worksheet

[|The Gamification]

=3-6-12: Transformative Learning=


 * Today's Topic: Transformative Learning: Cognition, Conceptual Transfer, & the Diffusion of Innovations**


 * Today's Objectives:**
 * Students will explore multiple perspectives on transformative learning and 21st Century skills.
 * Students will articulate key concepts and principles of 21st Century skills as they relate to world language education.


 * Today's Guiding Questions:**
 * Why are businessmen, educators, parents, politicians, and researchers so concerned about 21st Century skills?
 * How are practicing teachers approaching the integration of 21st Century skills into their language classes?
 * What can teachers learn about designing compelling language learning environments and experiences from these conceptual topics?


 * Today's Tools:** [|Prezi]


 * ACTIVITY 1:** Conceptual Presentations
 * Conceptual Transfer **Bethany**
 * Diffusion of Innovations
 * Flow Jason
 * Independence/Individuality/Originality Heidi
 * Innovation **Ivan**
 * Motivation ** Céline **
 * Scaffolding OLGA
 * Transformative Learning - //Carolina//
 * Transliteracy- //** Ricardo Cetz **//


 * ACTIVITY 2:** Debrief Conceptual Presentations


 * ACTIVITY 3:** Assign Homework

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 []

Jakes, David. (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 []

=3-1-12: Learning as a Creative Process=


 * Today's Topic: Learning as a Creative Process**


 * Today's Objectives:**
 * Students will articulate the relationships between cultural values and creativity.
 * Students will explore how conceptual transfer, the diffusion of innovations, and distributed cognition teach us about learning.
 * Students will explain why creativity is considered an essential 21st Century skill.


 * Today's Guiding Questions:**
 * In what ways is creativity supported/constrained by cultural values?
 * Why is creativity such a fundamental element of learning (especially in the 21st Century)?
 * How can teachers use key concepts and principles of creativity to design more compelling language learning environments and experiences?


 * Today's Tools:**


 * ACTIVITY 1:** Jigsaw of Homework


 * ACTIVITY 2:** Summary of Creativity (PowerPoint)


 * ACTIVITY 3:** Creativity & Technology
 * Conceptual Transfer
 * Diffusion of Innovations
 * Distributed Cognition
 * Flow
 * Gamification
 * Motivation
 * Recontextualization
 * Scaffolding
 * Technology Adoption
 * Transformative Learning
 * Transliteracy


 * ACTIVITY 4:** Creativity, Technology, & World Language Education


 * **[|Common Core]**
 * **[|21st Century Skills Map (ACTFL)] (Wiki)**
 * **[|21st Century Partnership]**

=2-28-12: Conceptual Core of Creativity=


 * Today's Topic: Conceptual Core of Creativity**


 * Today's Objectives:**
 * Students will define creativity.
 * Students will assess their own creativity and evaluate it in light of their professional domains.
 * Students will explore characteristics and conditions commonly associated with creativity.
 * Students will identify and examine examples of key elements of the creative process.


 * Today's Guiding Questions:**
 * What do we mean by creativity? (Individually, Professionally, Societally, Culturally)?
 * How is individual creativity commonly assessed and how does that differ from how professional domains assess it?
 * Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?
 * What are some of the elements of the creative process (according to research) and how do they align with key principles of SLA?


 * Today's Tools:** //[|Type with Me]//


 * ACTIVITY 1:** What do we mean by creativity?

[|Creativity Brainstorming: Type with Me]


 * ACTIVITY 2:** How is individual creativity commonly assessed and how does that differ from how professional domains assess it? Are you creative?

[|Creativity Test] (Associative Flexibility) [|School of Art & Design Creativity Test] (General Page) ([|Creative Uses of the Test]) [|How Far Does Your Creativity Go? (Os)] [|How Far Does Your Creativity Go? (Xs)] [|How Creative Are You?] (Diamonds) [|2-minute Creativity Test] (5-question self-assessment - one for individuals and one for organizations) [|Art Institute of Vancouver's Right/Left-brain Creativity Test](Reports results in a useful format with excellent explanations) [|Creax Creativity Test] (Provides a spiderweb results on 8 different metrics)

[|Self-scoring Creativity Test] (Must be ordered online: Originality, Fluency, Flexibility, Elaboration)


 * ACTIVITY 3:** Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?

[|Flowers are Red] (Poem)

media type="youtube" key="qeJJOjb7fj4" height="315" width="420"

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 * ACTIVITY 4:** What are some of the elements of the creative process (and how do they align with key principles of SLA)?

Example of creativity





Homework: Hofstadter, Douglas. [|Variations on a theme as the crux of creativity].

MLC2006 - Creativity

=2-23-12: PD in Granite=

NO CLASS AT BYU TODAY! Meet at the Granite Education Center for the PD session

=2-16-12: Preparing for PD=


 * Today's Topic: Preparing for Professional Development**


 * Today's Objectives:**
 * Students will discuss storytelling as a tool for fostering meaningful communication, cultural explorations, and personal transformation
 * Students will explore student-created stories
 * Students will experiment with low-tech and technology-infused tools for storytelling


 * Today's Guiding Questions:**
 * Why is the story-form a powerful tool for organizing instruction, engaging students, and developing/assessing language proficiency?
 * How are practicing teachers using digital storytelling in their language classes?
 * What resources, strategies, and tools are available to support digital storytelling?


 * Today's Tools:** [|Audacity], [|Picnik], [|Pixlr Grabber], Snipping Tool, [|Splashup], [|Splicd], [|SumoPaint], [|TrakAxPC], [|Zamzar]


 * ACTIVITY 1: Key Issues in PD**


 * ACTIVITY 2: Matching Requested Content with Participants' Needs**


 * Survey Monkey
 * What do the results tell us?


 * ACTIVITY 3: WHAT?: Content**


 * CANVAS
 * Web 2.0 Tools


 * ACTIVITY 4: HOW?: Participant Tasks & Scaffolding**


 * Format (Follow CANVAS navigation)
 * Sequence (Easy and engaging to more cognitively challenging and technically difficult)
 * Scaffolding
 * Support (Don't touch the mouse!)


 * ACTIVITY 5: WHY?: Participants' Perspectives v. District Perspectives v. Our Perspectives**

=2-14-12: Digital Storytelling=


 * Today's Topic: Digital Storytelling**


 * Today's Objectives:**
 * Students will discuss storytelling as a tool for fostering meaningful communication, cultural explorations, and personal transformation
 * Students will explore student-created stories
 * Students will experiment with low-tech and technology-infused tools for storytelling


 * Today's Guiding Questions:**
 * Why is the story-form a powerful tool for organizing instruction, engaging students, and developing/assessing language proficiency?
 * How are practicing teachers using digital storytelling in their language classes?
 * What resources, strategies, and tools are available to support digital storytelling?


 * Today's Tools:** [|Audacity], [|Picnik], [|Pixlr Grabber], Snipping Tool, [|Splashup], [|Splicd], [|SumoPaint], [|TrakAxPC], [|Zamzar]


 * ACTIVITY 1:** Why stories?

media type="youtube" key="D9Ihs241zeg" height="344" width="425"

Stories Convey Culture - Tell a partner about some of the cultural products, practices, and perspectives that are embedded in (or missing from) the activities and culturally authentic materials you use in your classroom.

Stories Reflect Understanding - Do you think your students see themselves reflected in the stories you tell in your classroom?

Single Stories Eliminate Possibilities - Tell a partner about a time when someone else interpreted you through the framework of a single story

Power Is The Ability to Determine & Define the Story of Another Person - Tell a partner about a time when someone started the story of a group of people you know "in the wrong place"

Stories Convey Stereotypes & Shape Identity - Give your partner a list of three bullet points that encapsulate the stories that have been most important in forming who you are and how you experience the world. OR Tell about a time when someone "flattened your experience" by viewing or interpreting you through the lens of a stereotype.

We Must Tell Multiple Stories In Order for Them to be Complete - Tell a partner some ways you achieve "a balance of stories" when discussing different cultures in your classroom.


 * ACTIVITY 2:** Why storytelling?

Kieran Egan


 * //What does the research say about learning, literacy, and transliteracy?//**

Stories are like. . ..


 * " Story, as a pattern, is a powerful way of organizing and sharing individual experience and exploring and co-creating shared realities" ([[image:CoIntelligenceInstitute.gif]], 2003)
 * Good stories have rich layers of meaning . ..
 * Good stories reframe our perspectives
 * Good stories move and motivate us--transforming us
 * Stories reduce cognitive load
 * Concepts trump content
 * Stories convey important disciplinary concepts and social issues
 * Aesthetic considerations and rhetorical strategies are important parts of storytelling
 * Representing conceptual content assists students in internalizing it
 * Producing stories = creativity, critical thinking, and self-expression


 * ACTIVITY 3:** What makes these "good" stories? How might you incorporate such characteristics into a rubric?

media type="youtube" key="BgAlQuqzl8o" height="315" width="560"

//What does this story teach us about the characteristics of a good story? How does might this story be transformative in the lives of your students? W// //hat kinds of "talking" tasks might you give students to complete during these videos?//

media type="youtube" key="9DXL9vIUbWg" height="315" width="560"


 * ACTIVITY 4:** Why storytelling?

or

** Blabberize Examples & Instructions: **


 * [|Gargoyle with a headache (French)]
 * [|La casa inteligente]
 * [|El sacapuntas del futuro]
 * [|Spoke German Story (Einstein)]
 * [|German 3 Architect]
 * [|Chinese (Guy)]
 * [|Chinese 12.2.11 (Giraffe)]

1) Select photo 2) Crop photo 3) Place mouth 4) Record voice:


 * My name is . . ..
 * One thought I have about storytelling in the world language classroom is . . ..
 * One question I still have about storytelling is . . ..

5) Use PREVIEW to share with a partner (you have to register first to save it).


 * Voki Examples & Instructions:**


 * [|Edgehill College Spanish Blog (Ben describe el medioambiente)]
 * [|German Voki]
 * [|Japanese Voki]
 * [|Voki poèmes]
 * [|Voki Project] - Helpful example of project directions for Spanish
 * [|Voki Project Samples] - In Spanish

1) Select an avatar 2) Select a background 3) Record voice: 4) Save and share with a partner
 * My name is . . ..
 * One thought I have about storytelling in the world language classroom is . . ..
 * One question I still have about storytelling is . . ..


 * ACTIVITY 5:** What can students do with stories?

(Storybird)


 * French Examples
 * German Examples
 * Italian Examples
 * Spanish Examples

1) Choose an artist 2) Type a story 3) (Copy and paste from Word to get diacritical marks) 4) Share with a partner


 * ACTIVITY 6:** How can stories be used as pedagogical tools?




 * [|La famille] - Slideshow that uses possessive adjectives, family vocab., and famous people to create a fictional family in French
 * [|Fotos del espacio] - Slideshow of photos of black holes, supernovas, etc., labeled in Spanish
 * [|Polar Bear Quiz] - Interactive quiz about polar bears and their habitat
 * [|¿Vida o sida?] - Slideshow about AIDS in Spanish (note, some images may not be suitable for classroom use
 * [|Y ahora . . . qué?] - Slideshow about aging in Spanish




 * Homework:**

media type="youtube" key="xjBmnfI4Tn4" height="315" width="420"

Task: Use your Cell Phone or Flip Camera or one of the tools below to make story in which you and your group each tell your sentence

-

= =

=2-9-12: Mashups (Continued)=


 * Today's Topic: Mash-ups (Continued)**


 * Today's Objectives:**


 * Students will define the term //mashup// in both a technical and an educational context.
 * Students will examine examples of mashups.
 * Students will experiment with mashup creation.


 * Today's Guiding Questions:**


 * 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?


 * Today's Tools:** [|Animoto], [|Audacity], [|Glogster], [|GoAnimate], [|Issuu], [|Mixbook], [|Motivator], [|MyBrochureMaker], [|Piclits], [|Picnik], [|Pixlr Grabber], [|Scrapblog], Snipping Tool, [|Splashup], [|SumoPaint], [|Tagul], [|Tagxedo], [|TrakaxPC], [|Voicethread], [|Wordle], [|Xtranormal]


 * ACTIVITY 1:** Layering the Learning - Images (Presentation of Homework)

media type="custom" key="11616030"

Comics & Graphic Novels
















 * ACTIVITY 2:** Layering the Learning - Music


 * [|Silent Night/7 O'clock News]
 * [|Like OMG, Baby: Capital FM Ball Summertime Mashup] (By DJ Earworm)

- Excellent grammar practice activities based on culturally authentic multimedia materials

Corduroy Activity with: OR



include component="page" wikiName="startalk" page="Teaching Methods - Circling" title="Teaching Methods - Circling" wrap="1"


 * ACTIVITY 3:** Layering the Learning - Film

media type="youtube" key="zA2Qp5DizpE" height="315" width="420"

- (Example: [|Hans] ) Although created by students ages 12-20, some of the content on this site is not appropriate for students, so be sure to preview before using in class









[|Lexus IS Campaign] - The unique editing techniques, metaphorical illusions, and powerful slogan, // Why live in one dimension? // combine to produce a powerful message about teaching, learning, and life.

=2-7-12: Mashups=


 * Today's Topic: Mash-ups**


 * Today's Objectives:**


 * Students will define the term //mashup// in both a technical and an educational context.
 * Students will examine examples of mashups.
 * Students will experiment with mashup creation.


 * Today's Guiding Questions:**


 * 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?


 * Today's Tools:** [|Tagul], [|Tagxedo], [|Wordle]


 * ACTIVITY 1:** Multiple Representations

1) What are //multiple representations?//
 * //[|A mathematical example]//
 * //A multimedia example:// [|Dave Werner's Portfolio]
 * //A conceptual example:// [|Visualizing Sustainability]

2) How might the concept of multiple representations be used as a pedagogical tool?

Underground Railroad Example created by Alisa Kessler (based on Weintraub)

3) According to research and scholarship, why are multiple representations powerful?


 * ACTIVITY 2:** Mashups

1) What is a //mashup?//

2) Why do some educators feel that mashups are a powerful tool for transforming education?

Teachers incorporate mashups into their curriculum in order to:
 * Create a base of digital literacy
 * Demonstrate conceptual understanding
 * [|Shaking Up Shakespeare]


 * Develop critical thinking skills
 * [|Mibazaar] - Blog devoted to mashups of data related to education (and many other fields)


 * Encourage cognitive flexibility through creativity
 * [|Karen's Mashups]
 * [|Over the Confluence of Giants] - Very smooth mashup made from 5-6 different songs
 * [|United States of Pop] - Mashup made from 25 of the most popular songs from 2007 by same DJ(Earworm)
 * [|Music Mash-up Charts] - Top 10 charts
 * [|Bluesfear Worm] - Ongoing graffiti-like online mashup created by artists (some parts of the mashup are more successful than others)
 * [|Grafik Dynamo] - RSS feeds generate random image/text mashups in comic strip style
 * [|One Semester of Spanish Love Song Mashup] - Mashup created from student videos that were imitations or video responses to [|this video].


 * Engage students in social activism and critical commentary
 * [|A Fair(y) Use Tale]
 * [|StoryMapping: Projects]
 * [|Waiting on the World to Change] - Mashup of audio, video, newspapers, and images that comments on deafness


 * Expand students' experience with the world
 * [|Access Denied] - Maps censorship of web 2.0 sites from around the world and provides information and links re: the rationale behind each case and its resolution
 * [|Alphalearner] - Rudimentary mashup that generates image strips based on the letter you select
 * [|GeoGreeting] - Type in a message and it will find features of the earth that look like the letters you have typed, plot the message on a Google map, and display it.


 * Foster the development of transliteracy skills
 * [|Fine Art Mashup]
 * [|Green Day & Oasis Mashup Video]
 * [|Titanic Sequel] - Mashup created from over 10 different videos.


 * Increase the relevance of your lessons
 * [|Map Your Ancestors]


 * Represent information in more powerful ways
 * [|Presidential History]
 * [|Sunlight Projects]
 * [|Ucrime] - Mashup that tracks crime for 200 different universities across the U.S. (organized by state, then by university)

3) How might world language educators use both [|"mashups by aggregation" and "mashups by integration"] in their classrooms?


 * ACTIVITY 3:** Mashups by Aggregation


 * Text:**


 * [|Estadísticas]
 * [|La guerra civil]
 * [|Guerra civil española]
 * [|A las brigadas internacionales] (Albertí)


 * Images:**
 * [|They Still Draw Pictures] - Drawings made by French and Spanish school children during the Spanish Civil War
 * // [|Barcelona] //
 * // [|Madrid] //
 * // [|Albacete] //
 * // [|Valencia] //
 * [|The Visual Front] - Propaganda posters from the Spanish Civil War
 * [|A Spanish Civil War Photo Essay] - Actual photos taken of the people and politics of the Spanish Civil War


 * Music:**
 * //[|Himnos y canciones de la Guerra Civil]//
 * //[|¡Ay, Carmela!]//


 * Multimedia/Film:**

media type="youtube" key="jGLKpyWFyS8" height="315" width="420"

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

media type="youtube" key="yUEzEEqT92k" height="315" width="420"

How could you use the pattern from the //Historical Thinking// wiki to organize this content for student exploration?


 * ACTIVITY 4:** Layering the Learning - Text



// [|Two Women] - A dramatic reading for 2 voices (also available in Spanish from the magazine [|Americas]) ( // [|Lesson plan for using dialogue poems, including this one, from Diane Tedick])

// [|Joyful Noise: Poems for Two Voices] // by Paul Fleischman

// [|Big Talk: Poems for Four Voices] // by Paul Fleischman

How might layered texts be useful for exposing students to multiple cultural perspectives?









= 2-2-12: Images & Proficiency =


 * Today's Topic: Using Images to Support the Development of Language Proficiency **


 * Today's Objectives:**


 * Students will identify and explain key principles of graphic design.
 * Students will apply principles of graphic design to the creation of effective instructional materials.
 * Students will explore technological tools that support visual cognition.


 * Today's Guiding Questions:**


 * What are some of the key principles of graphic design?
 * What are some instructional strategies, activities, and materials that draw on principles of visual cognition to support the development of students' language proficiency?
 * How and why do principles of graphic design and visual cognition improve language teaching and learning?
 * Why do some teachers resist applying principles of visual cognition in their language classes?


 * Today's Tools:** [|Colors Magazine], [|Glogster], [|Google Plus], [|Issuu], [|Letterpop], [|Mixbook], [|Motivator], [|MyBrochureMaker], [|Piclits], [|Picnik], [|Pixlr Grabber], [|Scrapblog], Snipping Tool, [|Splashup], [|SumoPaint]


 * ACTIVITY 1:** **Images as a Tool for Making Input Comprehensible**

// [|¡Papá!] //

// [|Ma première encyclopédie en autocollants: Le moyen âge] //

//[|The Pet Dragon]//

//El secreto en la caja de fósforos//


 * ACTIVITY 2: Images as a Tool for Teaching Culture**

//[|Xiang yao bu yi yang]//

//Por fin es carnaval//

//[|What Would You Imagine?]//

//[|Renoir]//

//[|Pablo recuerda]//

//La princesa y el pintor//

//Artist Stories Demo//

//[|Mi primer libro de dichos]//

//Chumba, la cachumba//

[|Colors Magazine]


 * ACTIVITY 3: Images as Writing Prompts**



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Comics


 * ACTIVITY 4: Images as Speaking Prompts**

[|Carlos y la calabaza]

[|Look, I Can Talk More!]

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=1-31-12: Visual Cognition=


 * Today's Topic:** Visual Cognition


 * Today's Objectives:**


 * Students will explore principles of graphic design through learning centers.
 * Students will apply principles of graphic design to present information in ways that capture attention and guide cognition.
 * Students will synthesize the research on visual cognition using principles of graphic design and visualization tools.


 * Today's Guiding Questions:**


 * What does the research say about visual cognition?
 * Why is visualization a powerful tool for language teaching and learning?
 * How can principles of graphic design be used to guide world language students' attention and cognition?


 * Today's Tools:** [|Glogster], [|Google Plus], [|Issuu], [|Letterpop], [|Mixbook], [|Motivator], [|MyBrochureMaker], [|Picnik], [|Pixlr Grabber], [|Scrapblog], Snipping Tool, [|Splashup], [|SumoPaint]

1: Watch these 2 short videos:

media type="custom" key="12302030"

media type="youtube" key="BIctMbYL0d4" height="315" width="420"

2: Warm-up: [|Alphabet Game] ([|Round 2])

3: Review of Homework: How might the things you learned about visual cognition from your readings and explorations help you become better world language teachers?

[|Common Core Standards] [|A Periodic Table of Visualization Methods] [|Using cognitive tools to represent problems] [|Technological tools for visual thinking: What does the research tell us?] [|Considering visual literacy when designing instruction].

4: Graphic Design Learning Centers 5: Summary of Graphic Design Principles for Teachers:

6: Explore:
 * At least 3 additional links from one of these 2 sections of the page: //Examples// or //Interactive Activities//
 * Prepare to explain how these ideas apply to teaching the target language


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

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

7: Homework:

Graphic Organizer FLTEACH Project Digital Storytelling Prep

=1-26-12: Web 2.0=


 * Today's Topic:** Web 2.0


 * Today's Objectives:**


 * Students will define //web 2.0//.
 * Students will explore web 2.0 technologies for the classroom.
 * Students will discuss how teachers can use web 2.0 technologies to support the development of students' language proficiency.


 * Today's Guiding Questions:**


 * What is //web 2.0//?
 * How are language teachers using web 2.0 tools in their world language classrooms?
 * Why are some educators and administrators reluctant to incorporate web 2.0 tools into their classes?


 * Today's Tools:** Animoto, Assistive Technology Simulations, Blogger, BrochureMaker, Bubble.us, Dumpr, Gliffy, Glogster, GoAnimate, Issuu, Letterpop, Make Belief Comix, Mindomo, Mixbook, Motivator, Photopeach, Protopage, Second Life, Storybird, Voicethread, Voki, Weebly, Wikispaces, Wix, Xtranormal


 * ACTIVITY 1: Discussion of Homework**


 * ACTIVITY 2: Circle of Inquiry** (Quotes from Comm 360)

What is web 2.0?


 * Do an [|image search for "web 2.0."]
 * Skim the first paragraph of this [|Wikipedia article on web 2.0]
 * Explore some of the tools at [|Go2Web20]
 * With a partner, create a working definition of "web 2.0"


 * ACTIVITY 3: Literacy Exploration Stations**


 * ACTIVITY 4: Homework**

[|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)


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


 * 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

=1-24-12: Literacy=


 * Today's Topic:** Literacy


 * Today's Objectives:**


 * Students will identify current trends in technology use.
 * Students will define transliteracy.
 * Students will explore how teens are repurposing technology.
 * Students will articulate how teachers can use technologies as tools for teaching and learning.


 * Today's Guiding Questions:**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which people work, play, live, and learn?
 * What implications do trends in the use of emerging technologies have for what teachers need to do to prepare their students to thrive in 21st Century communities?
 * Why is it important for __world language educators__ to use emerging technologies to facilitate teaching and learning?
 * What is //transliteracy//?
 * Why is the development of //transliteracy// skills of paramount importance to language teaching and learning?
 * How might teachers design learning environments and experiences that will systematically develop students' transliteracy skills?


 * Today's Tools:** //[|YouTube], [|Zamzar]//


 * ACTIVITY 1: Defining Literacy & Text - Group Discussions**


 * ACTIVITY 2: Defining Literacy & Text - Videos**

The Machine is Using Us media type="youtube" key="NLlGopyXT_g" height="315" width="420"


 * ACTIVITY 3: Literacy by Design (Table Tents)**

Wilhelm, Jeff. (2000, March). [|Literacy by design: Why is all this technology so important?] //Voices from the Middle, 7//(3), 4-14. Retrieved December 23, 2011, from []


 * ACTIVITY 4: Transliteracy**

[|MIT's I/O Brush] media type="youtube" key="AARs00nrW7I" height="315" width="420"

[|Splicd: Surface Computing (Intro)]

[|Splicd: Explanation of Surface Computing & Demo of Info Exchange Between Devices]

[|Full Video: Surface Computing (Popular Mechanics)] (See same video below from //YouTube//) media type="youtube" key="kr1O917o4jI" height="315" width="420"

[|Surface Computing Innovations: Play Together] media type="youtube" key="Mk_-G96Szw0" height="315" width="420"

Playing Lego with Kinect media type="youtube" key="4Ttb7zCwJ4w" height="315" width="560"

[|Lytro]


 * ACTIVITY 5:**

media type="youtube" key="NeJPBuBEJ50" height="315" width="420"

media type="youtube" key="imbFjtX0Gc0" height="315" width="420"

media type="custom" key="12192730"

=1-19-12: Globalization=


 * Today's Topic:** Globalization


 * Today's Objectives:**


 * Students will define //globalization.//
 * Students will discuss the problems and possibilities of globalization.
 * Students will explore the implications of globalization for world language teaching and learning.


 * Today's Guiding Questions:**


 * What is //globalization//?
 * How is //globalization// affecting business, communication, culture, economics, health, fine arts, knowledge management, law, literacy, policy, etc.?
 * Why is //globalization// an important issue for world language educators to consider?


 * Today's Tools:** [|Concept Mapping Tools], [|Bubbl.us] , [|Exploratree] (Templates), [|Freemind] (Free from Sourceforge, but requires download), [|Gliffy] , [|Mindomo] , [|Mindmeister] , [|Webspiration]


 * ACTIVITY 1: Problems & Possibilities of Globalization**


 * ACTIVITY 2: Concept Mapping -** What are the problems and possibilities of globalization? Create a collaborative concept map of what you learned from your homework.

[|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] - (Looks similar to Inspiration & Kidspiration - free trial, then you have to pay)
 * [|Text 2 Mind Map] - Lets you convert text-based outlines into mind maps






 * ACTIVITY 3: Extended Explorations**


 * Choose a question you have about globalization (the one you mentioned in your discussion post, someone else's, or one that has just occurred to you during our conversations)
 * Seek deeper answers to your question during the next 10 minutes
 * Prepare a summary of what you learned to share with the class


 * ACTIVITY 4: Critical Conversations (Report on Extended Explorations**


 * ACTIVITY 5: Homework**

=1-17-12: Social Bookmarking=


 * Today's Topic:** Social Bookmarking (Personal Learning Networks, Continued)


 * Today's Objectives:**


 * Students will define and explain the purposes of social bookmarking.
 * Students will explore and evaluate technologies frequently used for social bookmarking.
 * Students will bookmark culturally authentic resources and materials.


 * Today's Guiding Questions:**


 * What is //social bookmarking//?
 * Why is social bookmarking more powerful than "favoriting" online resources?
 * How can social bookmarking be used as a tool for both teaching and research?


 * Today's Tools:** [|Delicious], [|Diigo], [|Tagul], [|Wordle], [|Zotero]


 * ACTIVITY 1:** Review homework


 * Screenshots (Keyboard Commands, Pixlr Grabber Extension, Snipping Tool)
 * Photo Editing ([|Picnik], [|Portable Apps: Inkscape], [|Splashup])
 * Wiki pages: Embedding widgets


 * ACTIVITY 2:** Tagging [[file:Hablo, Escucho, Escribo Parte 1.pptx]][[file:Hablo, Escucho, Escribo Parte 2.ppt]]

1) Is there a difference between a "hashtag" and a "tag?" 2) Why is explaining digital tools in concrete, "analog" ways an important strategy in professional development? 3) How might you capitalize on this activity as a tool for learning language and technology simultaneously?


 * ACTIVITY 3:** Social Bookmarking in Plain English

media type="custom" key="12128080"


 * ACTIVITY 4:** [|Delicious]




 * ACTIVITY 4:** [|Diigo]




 * ACTIVITY 5:** [|Zotero]


 * FAST FINISHERS:**

Explore:

[|Thirteen Tips for Effective Tagging]





[|Hublog]

[|Cloudalicious]

[|The Tagging Toolbox: 30 Tools]

[|Collection of Sites to Create Tag Clouds]

[|Semantic Tagging Services]

[|Social Software Works in Triangles]

[|Edutagger]

FLTEACH Project

=1-12-12: Personal Learning Networks=


 * Today's Topic:** Personal Learning Networks


 * Today's Objectives:**


 * Students will define and explain the purposes of a personal learning network.
 * Students will explore technologies frequently used to facilitate personal learning networks.
 * Students will create their own personal learning network.


 * Today's Guiding Questions:**


 * What is a //personal learning network (PLN)//?
 * Why are personal learning networks so important in 21st Century society?
 * How can students establish their own PLNs?


 * Today's Tools:** [|Edmodo], [|Facebook], [|FLTEACH], [|Google Reader], [|Hootcourse], [|Twitter], Wikispaces


 * ACTIVITY 0:** Homework Presentations


 * [|Personal Metaphor: Google Presentations]


 * [|Favorite Quote: PowerPoint/Google Presentations]


 * ACTIVITY 1:** [|What is a personal learning network (PLN)?]




 * ACTIVITY 2:** Why are personal learning networks so important in 21st Century society?


 * Pre-viewing:** Sketch a diagram of all the networks in which you currently participate.


 * During Viewing:** When Dr. M. stops the video, turn to your partner and answer one of the following questions.


 * 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"


 * Post-viewing:** Use [|Hootcourse] to share at least one "aha" you had while viewing the video.

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.


 * ACTIVITY 3:** How can you establish your own personal learning network?: Interpretive Communication ([|FLTEACH], [|Google Reader], & RSS)



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






 * ACTIVITY 4:** How can you establish your own personal learning network?: Interpersonal Communication ([|Edmodo], [|Facebook], [|Hootcourse], [|Twitter])












 * ACTIVITY 5:** How can you establish your own personal learning network?: Presentational Communication (Wikispaces)

=1-10-12: Copyright & Fair Use=


 * Today's Topic:** Copyright & Fair Use


 * Today's Objectives:**


 * Students will locate information and images using advanced search techniques.
 * Students will apply principles of copyright and fair use.
 * Students will manipulate copyright-safe images.


 * Today's Guiding Questions:**


 * What is //fair use//?
 * When using digital media in the classroom, how do students and teachers frequently misunderstand copyright, fair use, and digital citizenship?
 * What pedagogical strategies might you use to teach students to use digital media safely and ethically?


 * Today's Tools:** [|Google], [|Google Presentations], [|Google Scholar], [|Playlist], PowerPoint, [|Stock Xchng], [|YouTube]


 * ACTIVITY 0:** Personal Password List [[file:Personal Password List 2012 Categorized.doc]][[file:Personal Password List 2012 Categorized.pdf]]


 * ACTIVITY 1:** [|Speed Search]


 * ACTIVITY 2:** Copyright [[file:Course Photo Video Permission Form Span 672-SLAT 610.doc]]


 * ACTIVITY 3:** [|Personal Metaphor: Google Presentations]


 * ACTIVITY 4:** [|Favorite Quote: PowerPoint/Google Presentations]


 * ACTIVITY 5**: Register with Wikispaces & Join Language Links


 * ACTIVITY 6:** Personal Wiki Page


 * ACTIVITY 7:** Homework

=1-5-12: Technology=


 * Today's Topic:** Technology


 * Today's Objectives:**


 * Students will define "technology."
 * Students will explain terms commonly used in educational technology circles.
 * Students will discuss technology adoption in education.


 * Today's Guiding Questions:**


 * //What do we mean by "technology?"//
 * //How has technology evolved in the last 40 years?//
 * //Why do many people find technology difficult to integrate into their personal and professional lives?//


 * Today's Tools:** [|Storify], Wikispaces, [|YouTube] (Homework: [|Google Forms], [|Survey Monkey])


 * ACTIVITY 1:** Buzzword Bingo [[file:Buzzword Bingo EdTech.pdf]][[file:Buzzword Bingo EdTech.doc]] [|EdTech Cheat Sheet]
 * ACTIVITY 2:** [|Help Desk]

media type="youtube" key="4pyjRj3UMRM" height="315" width="420"


 * ACTIVITY 3:** [|Pencil Chat] (What is a hashtag? How are they used? Why are they useful?)


 * ACTIVITY 4:** [|The Evolution of Classroom Technology]


 * ACTIVITY 5:** Course Format


 * **A**ctivities & Assignments (TPACK in World Languages)
 * The Great Debate (with Dr. Pratt)
 * Guest Speakers (ACTFL Board Member, ACTFL Teacher of the Year, Business Owner, District Media Specialist, FLTEACH Founders)
 * [|Ignite Presentations]
 * PLN Project
 * Professional Development Project: Granite School District
 * Social Technologies as Pedagogical Tools
 * THATCamp
 * Webinar (Social Media in the Schools)
 * Wiki


 * **B**asic Skills (Skills)
 * Advanced search techniques
 * Borders and shading
 * Browsing in tabs
 * Cascading style sheets (CSS)
 * Embedding
 * Formatting text
 * Headers, footers, page breaks, etc., in Word (for worksheets and theses)
 * Manipulating images
 * Screen captures
 * Screencasting
 * Social bookmarking
 * Tiling windows
 * Using review tools
 * Using RSS feeds
 * Using shortcut keys


 * **C**reate (Products)
 * Avatars
 * Comics
 * Digital stories
 * Discussion posts
 * Interactive activities
 * Maps
 * Mashups
 * Polls, quizzes, surveys, tests
 * Presentations
 * Professional web presence
 * Webquests
 * Wikis
 * Worksheets


 * **D**iscover (Conceptual Content - Disciplinary Perspectives, Theoretical Frameworks, Research Studies, Craft Wisdom)
 * Anthropology
 * Business (change, creativity & innovation, globalization, technology adoption)
 * Design (aesthetics, convergence, customization, personalization, portability)
 * Education (gamification, literacy, pedagogy, transliteracy)
 * Psychology (cognition, flow, motivation)
 * TPACK


 * **E**xplore (Tools)
 * Creativity
 * Cybersafety
 * PLNs
 * Professional Development
 * Professional Productivity
 * Research


 * **F**eedback (Developing autonomy and professional judgment)


 * ACTIVITY 6:** Read & Respond (Pre-reading activity)


 * ACTIVITY 7:** Say Something: //[|Digital Natives, Digital Immigrants]//

[|Are You a Digital Native? (Cartoons)] media type="youtube" key="NZCMkAB875I" height="315" width="420"


 * ACTIVITY 8:** Homework