Media+&+Tech+-+Agenda+-+Winter+2016

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

=**4-12-16:**=


 * ACTIVITY 1:** **Return papers to their owners + Reflection Spinner**


 * ACTIVITY 2: [|Titan Pad]**


 * ACTIVITY 3: The Great Debate**


 * ACTIVITY 4: Infographics**


 * Key Principles for Becoming a Pro at Any Genre:**


 * Find examples (these will serve as your "mentor texts")
 * Select at least 3 excellent and 3 poor ones
 * Deconstruct them: Analyze why you like or dislike them, what makes them effective or ineffective
 * Use your answers to generate a list of overarching principles that can guide your attempt to imitate the good examples
 * Remember that the work itself will give you feedback


 * a) Why a visual résumé?**

[|Margaret Williams] media type="custom" key="28420673"


 * b) How do effective visual résumés transcend languages (or not)?**

[|Rocío Treviño]

[|Fernando Balderas Copto]

[|Laura Guerrero]

[|Moa Jansson]

[|James Michael Chong]


 * c) Is there an advantage to print v. video?**

[|CV vidéo - Lucie Le Squeren-Caulfield]

media type="youtube" key="QAS0_LS0knQ" width="504" height="283"


 * d) What kinds of things might you include in a visual résumé?**

//**Group 1: Multiple Representations**//


 * [|Jason Keys] - Multiple representations highlight professional skills**

[|Fabio Zanesco] - Multiple representations highlight professional skills


 * //Group 2: Timelines//**


 * [|Antonio Di Vico] - Icons and timeline represent basic information**


 * [|Doug Belshaw] - Photo combined with timeline (Flickr)**


 * [|Steve Jobs] - Photos combined with timeline (Flickr)**

[|Leonard] - Uses a series of cartoon-like images to demonstrate the development of his skills and experience over time

//**Group 3: Photos & Sentence Stems**//


 * [|Mike] - Photos combined with sentence stems and text boxes identify key information**


 * [|Krista Neher] - Photos combined with sentence stems in an advertising-type style highlight skills and experience**


 * [|Catrin DuChamp] - Photo combined with boxes and portfolio (Flickr) **


 * //Group 4: Icons//**

[|Laura] - Shapes, icons, and textboxes used to convey traditional content of a résumé


 * [|Matthew McNew] - Icon-laden format conveys large quantities of informéation common to most in a simple way**


 * [|David P. Ingram] - Photos combined, icons, and multiple forms of representation used to convey large quantities of info. in an engaging way that is much more like a true infographic**


 * [|Tina Chen]** - Uses a traditional infographic format to convey "statistics" about her work

[|Chris Rowe] - Bar-graph format showcases the proportion of skills commonly used in his field that he demonstrated in various positions

[|Ailton Henriques] - Large photo with lots of text, more traditional in content


 * e) What are some key mistakes people make? **

[|Deviant Art]

[|Eric Bar]

More examples: [|Infographic Visual Résumés on Pinterest]

f) Create your own visual résumé.

1) Decide what content you will include.

2) Select a style that appeals to you.

3) Choose a tool from the list below. (Read pros/cons [|here]). ([|More tools])









4) DRAFT a visual résumé highlighting your technology knowledge and skills.

5) Evaluate your efforts: [|What Makes an Infographic Bad and How to Make It Better])

Additional Resources:

[|Why Infographics in Education?]


 * [|5 Ways to Use Infographics in Language Classes]**


 * Examples of Tiered Assignments in World Languages**

=**4-7-16:**=

[|Course Review] = =

=**4-5-16: Conference Presentations**=


 * Today's Topic: Giving a Professional Conference Presentation**


 * Today's Objectives:**

1) Students will give a professional, research-based presentation on a technology-related topic. 2) Students will give effective feedback to colleagues.


 * Today's Can Dos:**

1) I can give a professional, research-based presentation on a technology-related topic. 2) I can give effective feedback to colleagues. 3) I can utilize feedback to improve my performance.


 * Today's Guiding Questions:**

1) What technology-related topic is of interest to me? 2) How can I interactively engage my colleagues with what I have learned? 3) How can I provide effective feedback to colleagues to strengthen the profession?


 * Today's Tools:** Varies by presentation


 * ACTIVITY 1: Tech Byte**


 * ACTIVITY 2: Conference Presentations**

4:05 - 4:15 -Scott Dohrman 4:20 - 4:30 - Lin Guo


 * ACTIVITY 3: ****Homework**

=**3-31-16: Conference Presentations**=


 * Today's Topic: Giving a Professional Conference Presentation**


 * Today's Objectives:**

1) Students will give a professional, research-based presentation on a technology-related topic. 2) Students will give effective feedback to colleagues.


 * Today's Can Dos:**

1) I can give a professional, research-based presentation on a technology-related topic. 2) I can give effective feedback to colleagues. 3) I can utilize feedback to improve my performance.


 * Today's Guiding Questions:**

1) What technology-related topic is of interest to me? 2) How can I interactively engage my colleagues with what I have learned? 3) How can I provide effective feedback to colleagues to strengthen the profession?


 * Today's Tools:** Varies by presentation


 * ACTIVITY 1: Tech Byte**


 * ACTIVITY 2: Conference Presentations**

4:05 - 4:15 - Eunsun You 4:20 - 4:30 - Serena Terrazas 4:35 - 4:45 - Dan Bates 4:50 - 5:00 -Lauren Truman 5:05 - 5:15 - Josh Hogue

= =
 * ACTIVITY 3: ****Homework**

=3-29-16: Conference Presentations=


 * Today's Topic: Giving a Professional Conference Presentation**


 * Today's Objectives:**

1) Students will give a professional, research-based presentation on a technology-related topic. 2) Students will give effective feedback to colleagues.


 * Today's Can Dos:**

1) I can give a professional, research-based presentation on a technology-related topic. 2) I can give effective feedback to colleagues. 3) I can utilize feedback to improve my performance.


 * Today's Guiding Questions:**

1) What technology-related topic is of interest to me? 2) How can I interactively engage my colleagues with what I have learned? 3) How can I provide effective feedback to colleagues to strengthen the profession?


 * Today's Tools:** Varies by presentation


 * ACTIVITY 1: Tech Byte**


 * ACTIVITY 2: Conference Presentations**

4:05 - 4:15 - Lisa Collier 4:20 - 4:30 - Rebecca Brinck 4:35 - 4:45 - Andy Nelson 4:50 - 5:00 - Michelle Anderson 5:05 - 5:15 -


 * ACTIVITY 3: ****Homework**

=3-24-16: Tech, Formative Assessment, & Feedback=


 * Today's Topic: Using Technology to Provide Formative Feedback**


 * Today's Objectives:**

1) Students will identify components of successful formative assessment tasks. 2) Students will give effective feedback. 3) Students will distinguish between a checklist and a rubric. 4) Students will develop rubrics that effectively assess technology-infused formative assessment tasks and IPAs. 5) Students will use a variety of web 2.0 tools to develop effective formative assessment tasks in world language education. 6) Students will use web 2.0 tools to motivate language learners to communicate across the three modes of communication.


 * Today's Can Dos:**

1) I can define formative assessment. 2) I can give effective feedback. 3) I can explain the difference between a checklist and a rubric. 4) I can develop a rubric that effectively assesses technology-infused formative assessment tasks and IPAs. 5) I can use a variety of web 2.0 tools to develop formative assessment tasks in world language education. 6) I can use web 2.0 tools to motivate language learners to communicate across the three modes of communication.


 * Today's Guiding Questions:**

1) What are the components of successful formative assessment tasks? 2) What are the elements of effective feedback? 3) What is the difference between a checklist and a rubric? 4) How do effective rubrics differ from those that are less effective? 5) How can web 2.0 technologies be used to facilitate formative assessment? 5) How can web 2.0 technologies be used to support language learners in communicating across the three modes of communication?


 * Today's Tools:** [[image:learn2assess/Flubaroo.JPG width="324" height="35" link="http://www.flubaroo.com/"]] [[image:formative-wordmark.png]] [[image:GoReactLogo.jpg width="164" height="57" link="https://byu.goreact.com/"]] [[image:learn2assess/GoSoapBox.jpg width="182" height="50" link="http://www.gosoapbox.com/"]] [[image:learn2assess/Kaizena.JPG width="132" height="42" link="https://kaizena.com/"]] [[image:learn2assess/QuickRubricLogo.png link="https://www.quickrubric.com/"]] [[image:learn2assess/rubistar_logo.gif link="http://rubistar.4teachers.org/"]] [[image:learn2assess/showbie@2x.png width="145" height="30" link="http://www.showbie.com/"]] [[image:project-basedlanguagelearning/Verso_Logo_small1.jpg width="140" height="41" link="http://versoapp.com/teaching-resources/sample-activities/"]]


 * Housekeeping:**
 * Roll
 * Tech Byte
 * Discussion of feedback on articles


 * ACTIVITY 1: Giving Effective Feedback**

1) Why isn't "95% Good job!" effective feedback?

2) What does effective feedback look like?

3) How does effective feedback change learners' performance?

media type="youtube" key="PZo2PIhnmNY" width="560" height="315"


 * ACTIVITY 2: Screencastify as a Tool for Giving Effective Feedback (An example from Andy)**

1) What does this teacher do well? 2) What could this teacher change in order to improve the "uptake" of his feedback? 3) Why is this method of giving feedback more effective than written feedback?


 * ACTIVITY 3: Developing Effective Rubrics for Technology-infused Tasks**

1) Get a donut. 2) Discussion of criteria for "rating" the best donuts. 3) Discussion of criteria for effective rubrics. 4) How might you use tech tools to make these tools more accessible to students? - Rubric generator with basic categories and descriptions that you can customize

- SUPER easy-to-use tool that generates a very professional rubric


 * ACTIVITY 4: Tech Tools for Giving Feedback**

- Give feedback on video performances

- Amazingly simple, flexible feedback tool. Add documents using a dropbox, provide audio or text-based comments and highlights on the document, set up "frequently used comments," rubrics, etc., and use those to provide feedback.

- Similar to Kaizena, except it allows you to assign work through the tool, as well as collects student so you can add voice, comments, or highlights


 * ACTIVITY 5: Other Tech Tools for Giving Feedback**

- This formative assessment tool allows you to upload different question types (including images, whiteboards, and YouTube videos as prompts), view student work, grade student work with highlights, audio, video, and ratings.

[|BYOD: Personalizing Assessment with Formative]

- Allows the teacher to create and moderate quizzes, polls, and discussions that students can take on their cell phones

- Tool that you could use to support collaborative brainstorming, questioning, etc. (requires quick download)

// We didn't get to these. //


 * ACTIVITY 5:** **[|Amy Leonard's Customizable Assessment Tools]**

1) What is useful about these tools? 2) What needs to be changed?


 * ACTIVITY 6: ****Polls, Quizzes, Surveys, & Tests**


 * **Cell Phone Tools**
 * [|Cloze Test]
 * [|Plickrs]
 * [|PollEverywhere]
 * **QR Code Scanner Responses**


 * ACTIVITY 7: Using Tech Tools to Facilitate Grading**

[|Doctopus + Goobric] - Give students instant feedback and distribute it quickly and easily to a class list with rubrics using Google extensions and scripts




 * ACTIVITY 8:** **Examples of Oral Assessment with Other Tools**



[|All About Me Project (Spanish)] Note that students can include their own voices! media type="custom" key="28356081"




 * [|Chinese III Dating Story]
 * [|Episode 1 Scene 2: La tourmente]
 * [|Mi rutina]
 * [|Revolution Francaise]
 * [|Spanish Project]






 * [|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






 * [|Camila y Gozo] - Sample conversation between 2 roommates made in Xtranormal (in Spanish)


 * ACTIVITY 7: Discussion of Homework**

(Culture Connection, [|//Learning Score//] //, //[|//10-minute Lesson Plans]

=3-22-16:= = =
 * Today's Topic: Developing Effective Professional Articles & Conference Presentations**


 * Today's Objectives:**

1) Students will give effective feedback.


 * Today's Can Dos:**

1) I can give effective feedback.


 * Today's Guiding Questions:**

1) What are the elements of effective feedback?


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


 * Housekeeping:**
 * Roll
 * Tech Byte


 * ACTIVITY 1:** Debrief UCET Conference


 * Purpose of Conference
 * Most Useful?
 * Least Useful?
 * Insights Into Professional Culture, Content, Tech?


 * ACTIVITY 2: Discuss Technology Innovation Center Design Thinking Event**


 * Discussion of Flagship Program & Goals
 * Discussion of Purpose of Event
 * Discussion of Strategies Used
 * Empathetic Interviews
 * Rapid Prototyping
 * Emissaries


 * ACTIVITY 3: Giving Peer Feedback on Articles**
 * Ideal Editor
 * Potential Topics for Feedback
 * Fit for Audience
 * Ideas & Content
 * Organization & Flow
 * Word Choice & Clarity
 * Classroom Examples
 * Mechanics

**ACTIVITY 4: Giving Peer Feedback on Conference Presentations**
 * Form a group of 3
 * Spend 3 minutes viewing the presentation
 * Presenter sits with back to the presentation
 * Partners discuss presentation
 * Presenter takes notes


 * ACTIVITY 5:** [|Screencastify]
 * Demonstration of the Software
 * Open a Google Chrome Browser
 * Download the extension
 * Try making a screencast
 * Discussion of possible classroom applications

=3-17-16: UCET Conference=

No class today so that you can attend the UCET conference.

=3-15-16: Assessment & Tech=


 * Today's Topic: Using Technology for Assessment Across the Three Modes of Communication**


 * Today's Objectives:**

1) Students will define formative assessment. 2) Students will use a variety of web 2.0 tools to facilitate formative assessment in world language education. 3) Students will use web 2.0 tools to motivate language learners to communicate across the three modes of communication.


 * Today's Can Dos:**

1) I can define formative assessment. 2) I can use a variety of web 2.0 tools to facilitate formative assessment in world language education 3) I can use web 2.0 tools to motivate language learners to communicate across the three modes of communication.


 * Today's Guiding Questions:**

1) What is formative assessment? 2) Why is formative assessment a critical part of language learning? 3) How can web 2.0 technologies be used to facilitate formative assessment? 4) How can web 2.0 technologies be used to support language learners in communicating across the three modes of communication?


 * Today's Tools:** [[image:learn2assess/AnswerGarden.jpg width="132" height="29" link="http://answergarden.ch/about-AnswerGarden/"]] [[image:learn2assess/FotobabbleLogo.jpg width="98" height="44" link="http://www.fotobabble.com/"]] [[image:PearDeck.JPG width="172" height="70" link="https://www.peardeck.com/"]] [[image:learn2assess/VocarooLogo.gif width="133" height="49"]] [[image:learn2assess/VoicethreadNewLogo.jpg link="http://voicethread.com/"]]


 * Housekeeping:**
 * Roll
 * Tech Byte


 * ACTIVITY 1: Purposes of Assessment**

- Type a brief question, share with your social network (or class), answers appear as a tag cloud

1) Click on the icon above. 2) Answer the question. 3) Refresh your screen.

__// Pedagogical Possibilities: //__

1) Learners with novice-level proficiency respond to a simple question. 2) Learners respond to questions that are easy to answer with a one- or two-word phrase:

3) Learners view a photo and respond to a question asking them to name objects in the photo. Learners then get into small groups and use the words to collaboratively create sentences or stories that describe the photo. (Picture Walk) 4) Learners all read or view the same text, then each generates a question about the text. They move from computer to computer, submitting a response to each question. 5) The teacher generates a variety of different questions and learners move from station to station answering them. Students then use the responses at each station to progressively complete a task or project of some sort.
 * How old are you?
 * How many people are in your family?
 * What is your favorite food?
 * What is your favorite thing to do in your spare time?


 * ACTIVITY 2: Key Principles of Assessment in Language Learning PowerPoint & Responses **



a) Go to http://www.peardeck.com/Join b) Sign into PearDeck with your Google account. c) Type in the join code displayed on the teacher's screen. d) Follow the instructions that appear on YOUR screen.

__//Pedagogical Considerations//__


 * Students could participate using their own devices (BYOD) if you don't have a computer lab.
 * You could pair up students if access to devices is limited.
 * This tool embodies a number of sound pedagogical strategies. All of these strategies can be implemented in a low tech way.
 * Thumbs up/down - Literally
 * Agree/Disagree - Stand if you agree, sit if you disagree. Move to a certain side of the room based on whether you agree or disagree. Place yourself on a graph based on the extent to which you agree or disagree.
 * A, B, C, D - Move to a particular corner if you pick A, a different corner for B, etc.
 * Text answers - Write on an individual whiteboard and hold up your answer. You can make "whiteboards" by inserting blank paper into plastic sheet protectors and having students write on them with whiteboard markers.
 * Sometimes what is engaging isn't the response, but what you DO next with the responses.
 * You can use the same response option for an ongoing activity.
 * Make controversial statements about conceptual or cultural content in the target language and have students place their dots somewhere on the continuum of agree to disagree, for example. Then keep changing statements (refining the wording or giving new ideas) so that they have to progressively think more deeply before sharing their opinion.


 * ACTIVITY 3: Oral Assessment with Vocaroo**

media type="custom" key="28356083"


 * What could we ask students to do with this photo for oral assessment?**

1) Go to 2) Press record. 3) Name what you see in the photo. 4) Click stop. 5) Listen to your recording. If you like it, click save.

[|Example]: media type="custom" key="28356097"

__//Pedagogical Considerations//__


 * Notice this tool is easy to use.
 * Students will practice a lot because they can listen and re-record.
 * Notice you can save the recording.
 * Notice you can share a link to the recording.
 * Notice you can embed the recording in a website or ppt.
 * Thus, teachers can have students post these on their personal wiki pages for grading, as part of a personal portfolio that documents progress, etc.


 * ACTIVITY 4: Oral Assessment with** [[image:learn2assess/FotobabbleLogo.jpg link="http://www.fotobabble.com/"]]

1) Choose an example.


 * [|Adolescents Americans vs. Adolescents][|Francais] - Example in French comparing teenage life in the U.S. and France
 * [|Adopt-a-Pet for Spanish 101] - Example in Spanish
 * [|Chinese Oral] - Example of an oral exam in Chinese
 * [|Chinese Picture Description] - Example in Chinese of a student describing a photo from a play
 * [|Francais 95's fotobabble] - Example in beginning French about a visit to an art museum
 * [|Japanese City/Town/Village] - Description of a Japanese community
 * [|Japanese City Park] - Description of a Japanese park
 * [|Meine familie] - Example in beginning German describing family
 * [|Monkey King] - Example in fluent Chinese of storytelling
 * [|Qual é o seu nome?] - Example in Portuguese of two people introducing themselves

2) Play the Fotobabble.

3) Create your own account.

4) Upload a photo.

5) Make a sample assessment.

__//Pedagogical Considerations//__


 * Although this tool tends to lend itself best to presentational communication, it could be used to generate interpersonal conversations in pairs.
 * The photos selected will heavily influence the quality of students' output.
 * The teacher could upload a photo of themself and have students respond to questions or instructions given by the teacher. For example, the teacher could tell a story or give a series of instructions, embed the Fotobabble on the class wiki, and then ask students to draw what they heard or execute the instructions given orally for homework.
 * Teachers could use Fotobabble to display a single question. Students could generate as many questions as they can think of about the photo shown, for example. Or as many descriptive sentences as they can, etc.
 * Fotobabble could be used as the prompt and Vocaroo as the means by which students record and share their responses.


 * ACTIVITY 5: Oral Assessment with VoiceThread**

media type="custom" key="28356079"

1) View this photo.

2) Click on this tool.

3) Click the plus sign at the bottom of the photo.

4) Choose an oral input method (i.e., phone, microphone, or video).

5) Describe what you see, tell a 3-sentence story, and state your name.

6) If you finish early, try creating your own.

__//Pedagogical Considerations//__


 * This tool allows for a variety of different types of input.
 * This tool fosters INTERPERSONAL communication better than many of the other tools because learners can reply to one another's comments.
 * This tool enables students to communicate across all three modes--interpretive (reading and listening), interpersonal (speaking and writing), and presentational (narrating a monologue to an unknown audience).
 * Possible activities:
 * Each student can contribute one sentence to a progressive story.
 * Each student can ask a question about the photo and other students can respond.
 * Each student can share a personal experience related to the photo.
 * Each student can express an opinion about the issue depicted in the photo.
 * Students can record funny conversations in pairs response to the photo that has been posted--pretending they are actually there in the photo.
 * Discussing the view while on "vacation" in the Grand Canyon"
 * Kidnapped by aliens when viewing the "Scream" photo
 * Discussing what they see, think, and wonder about a photo of a cultural celebration
 * Generating as many questions or comments about cultural products, practices, and perspectives as they can within a given time period.


 * ACTIVITY 6: Discussion of Homework**

=3-8-16: Personalized Learning=


 * Today's Topic: Personalizing Learning Environments**


 * Today's Objectives:**

1) Students will use technology to personalize learning. 2) Students will create an effective professional presentation.


 * Today's Can Dos:**

1) I can combine pedagogical strategies and technology to customize learning environments and activities for students. 2) I can use technology to create a professional presentation.


 * Today's Guiding Questions:**

1) How can web 2.0 technologies be used to facilitate personalized learning? 2) How can web 2.0 technologies be used to facilitate effective professional presentations?


 * Today's Tools: [[image:SymbalooLogo.jpg link="http://www.symbaloo.com/"]]**


 * Housekeeping:**
 * Roll
 * Tech Byte


 * ACTIVITY 1: Discussion of Homework**


 * ACTIVITY 2: Peer Feedback on Bulleted Summary of Conference Presentations**


 * ACTIVITY 3: Peer Feedback on Conference Presentation Drafts**


 * ACTIVITY 4: Differentiated Instruction v. Differentiated Learning v.** **[|Personalized Learning]**

Considerations:
 * The world needs flexible thinkers who can learn quickly, frame problems creatively, and work together collaboratively.
 * Learning should be personally meaningful and move learners to social action in ways that transform society.
 * "'Personalized' learning is something that we do to kids; 'personal' learning is something they do for themselves." - Will Richardson

Concepts:


 * Access (cognitive tools, [|expertise], information, materials, mentoring, personal learning networks, resources, social capital, technology)
 * Accountability
 * Autonomy (choice; control; decision-making; flipped classroom; gradual release of responsibility--show me, help me, let me; "personalized" learning; scaffolding; Zone of Proximal Development; voice)
 * Complexity (distributed cognition, "wicked" problems)
 * Creativity (knowledge creation, self expression, social transformation)
 * Flexibility (blended/hybrid/ubiquitous learning)
 * Identity (cognitively challenging, emotionally engaging, personally pertinent, socially/spiritually satisfying--flow, motivation)
 * Transformation (of content, self, school, community, world)
 * Transliteracy (increases access, removes boundaries--cultures, languages, tools)

media type="youtube" key="YEls3tq5wIY" width="420" height="315"
 * ACTIVITY 5: [|Welcome to My PLE Video]**

media type="custom" key="28340129"
 * ACTIVITY 6: Symbaloo**


 * ACTIVITY 7: Students with Special Needs, [|BYOD], [|Cell Phones] ([|Toys to Tools Excerpt])**







[|Flipping the Classroom]



Learning Centers

= 3-3-16: Pedagogy & Tech =


 * Today's Topic: Pedagogical Applications of Technology in World Language**


 * Today's Objectives:**

1) Students will use technology to facilitate interpersonal speaking. 2) Students will use technology to facilitate instruction in the presentational mode. 3) Students will create an effective professional presentation.


 * Today's Can Dos:**

1) I can create an interpersonal speaking assignment. 2) I can use a technological tool to explain something in the presentational mode. 3) I can use technology to create a professional presentation.


 * Today's Guiding Questions:**

1) How can web 2.0 technologies be used to facilitate interpersonal communication? 2) How can web 2.0 technologies be used to facilitate effective professional presentations?


 * Today's Tools:** [[image:languagelinks2006/FlickrLogo.JPG link="https://www.flickr.com/"]] [[image:GooseChase.png width="111" height="30" link="https://www.goosechase.com/"]] [[image:languagelinks2006/LingtClassroom.png width="112" height="80" link="http://lingtlanguage.com/"]] [[image:languagelinks2006/Moovly.JPG width="125" height="45" link="https://www.moovly.com/en/"]]


 * Housekeeping:**
 * Roll
 * Tech Byte


 * ACTIVITY 1: Review of** ** Digital Stories **


 * ACTIVITY 2: Interpersonal Communication: Tools or Pedagogy?**

a) Go to

b) Search for something culturally authentic (Eiffel Tower, for example) c) Change the "any license" dropdown arrow to "All Creative Commons" d) Select an image. e) Find a partner. f) Listen for the professor's additional instructions.


 * ACTIVITY 3: Interpersonal Communication: Tools AND Pedagogy**


 * CHOOSE ONE TASK TO COMPLETE:**



a) Sign up for a free account. b) Find a partner. c) Collaboratively create an interpersonal speaking assignment. d) Include a cultural image, audio clip, or video clip as your speaking prompt.
 * [|Example of a photo prompt]
 * [|Example of a video prompt]



a) Sign up for a free account. b) Find a partner. c) Collaboratively create a scavenger hunt. d) Include a cultural image, audio clip, or video clip. e) Be sure the scavenger hunt requires interpersonal communication in some way. [|More ideas here] [|Collecting Biological Phenomena in Daily Life] - How could you use this "homework" activity as the basis for interpersonal speaking in class?


 * ACTIVITY 4: Presentational Communication**

a) Watch this video: [|Hans] ([|The One Minutes Jr.]) b) Find a tool. c) Generate a simple Quickfire Challenge. d) Your challenge should require some form of communication.

Extra Challenge:

a) Watch this video example: media type="youtube" key="zDZFcDGpL4U" width="560" height="315" b) Sign up for a free account. c) Find a partner. d) Collaboratively create a 1-minute video that explains something. e) Include an image and an audio clip. f) Low-tech way:


 * ACTIVITY 5: Professional Conference Assignment**

a) Examine these presentation examples:


 * [|Bridging the Gap]
 * [|Learning from Life]

b) Draft your conference presentation in bullet points.


 * Main Point:** //What is the main idea of your presentation?//


 * Purpose of the Presentation: ** //What action do you want audience members to take after participating in your presentation?// //(//Please write this as no more than 3 "can do" statements.)

I can...


 * 7 Key Principles: ** // What important ideas does your audience need to understand in order to "do" what you listed above? // (These principles should "add up" to your main point and "can dos.")


 * 3 Pedagogical Strategies: ** // What basic steps does your audience need to take in order to put the principles you listed above into action? // (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)


 * 1 Example: ** // What would the principles and strategies you are advocating look like in a real world language classroom? // (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)


 * ACTIVITY 6: Small Group Conferences with Dr. Montgomery**


 * ACTIVITY 7: Homework**

=3-1-16: Online Learning=


 * Today's Topic: Designing Online Learning Environments**


 * Today's Objectives:**
 * Students will distinguish between blended/hybrid, distance, and online learning.
 * Students will consider pedagogical adaptations that may improve success in blended, distance, and online learning environments.
 * Students will explore fora for online discussions.


 * Today's Guiding Questions:**
 * How are blended/hybrid, distance, and online learning different from one another?
 * Why should teachers become familiar with tools for creating blended, distance, and online learning environments?
 * What pedagogical adaptations might teachers need to make in order to successfully implement blended, distance, and online learning environments in world language settings?


 * Today's Tools:**, [[image:moodle.png link="http://www.moodle.com/"]], [[image:schoology.JPG link="https://app.schoology.com/"]], [[image:WeeblyLogo.gif link="http://www.weebly.com/"]], [[image:WixLogoNew.jpg link="http://www.wix.com/"]]


 * Housekeeping:**


 * Roll
 * Tech Byte
 * Lingering Issues


 * ACTIVITY 1:** ** What does the research say about teens, social media, and identity? **


 * Who is danah boyd?
 * What does she research?
 * Where does she currently work?
 * Why is she famous?
 * What does the research say about teens, social media, and identity?


 * ACTIVITY 2: How can we manage our own digital footprints?**

a) What is a "digital footprint," why should we care about where we leave our digital footprints, and how can we manage our personal digital footprints? b) What are each of these items? What do they have to do with cybersafety, personal privacy, and personal security? How can we use them to our advantage in personal and professional settings? How do we manage each one? c) What are some examples of literature or news items that highlight the complexity of the relationship between technology and privacy?
 * **Cookies**
 * **History/Cache**
 * **Incognito Browsing**
 * [[image:languagelinks2006/statcounter-logo.png link="http://statcounter.com/"]]
 * [[image:languagelinks2006/WeeblyLogo.gif link="http://www.weebly.com/"]]
 * [[image:languagelinks2006/WixLogoNew.jpg link="http://www.wix.com/"]]
 * [|Person of Interest] - TV Series on Netflix
 * [|The Minority Report] - Movie
 * 1984 by George Orwell (Could you have your students do a book trailer or retell a story digitally that they have read in print?)
 * 1984 – [|Animated in less than 5 minutes]
 * 1984 – [|Book Trailer – Student Project]
 * 1984 - [|Animated, no words]
 * Farenheit 451
 * Apple iPhone v. Federal Government
 * Red Light Cameras
 * Student Information Systems in K-12 and higher education
 * Obamacare & Health Care Databases


 * ACTIVITY 3: Definitions: Blended, Distance, Hybrid, & Online Learning**


 * ACTIVITY 4: Pedagogical Adaptations**
 * Interpersonal Communication--especially speaking activities
 * [|Interaction]
 * Opportunities to Receive Clarification
 * Scaffolding


 * ACTIVITY 5: [|The Art of Hosting Good Conversations Online]**

1) What does the research say about moderating online discussions? 2) What does the research say about teacher involvement in online or face-to-face discussions? 3) What pedagogical strategies can teachers use to reduce their involvement in class discussions in ways that improve them?
 * Classroom set-up
 * Teacher sits outside the circle
 * Teacher refrains from responding during the discussion
 * Teacher teaches strategies for obtaining the floor, sharing opinions, challenging others' opinions, and eliciting responses from shy students
 * Timer
 * Debriefing and clarification of both content and process


 * ACTIVITY 6: Online Collaboration**


 * Professional Networking
 * Google Docs
 * Google Hangouts
 * Skype


 * ACTIVITY 7: Assessing Participation**

[|Rubric for Asynchronous Discussion Participation]


 * ACTIVITY 8: [|Designing & Assessing Online Courses]**

a) [|Pick a PD Pathway and click on the green buttons to see how it leads you through the materials]

b) [|Now look at this excellent checklist that identifies what students need to learn and then scaffolds TEACHER questioning to help them accomplish each goal]

c) Now look at the [|Talk Strategies section of this video library] and notice that there is a video example of each strategy mentioned on the previous worksheet

d) Then, teachers can try to implement the strategies and use this [|reflection tool] to figure out if they are actually affecting student achievement

e) Finally, this very nice [|handout]explains the importance of academic talk

f) Now compare that structure with these three PD initiatives

[|Annenberg] - Look at both the [|workshop] and the [|video library of classroom practices]

[|Carla Immersion] - Click on the purple links on the left


 * [|Rubric for Assessing Interactive Qualities of Distance Learning Courses] - Located in the middle of the PDF document **


 * Homework: Conference Presentation & //The Language Educator -// Next Steps**

= = =2-25-16: Psychology of Online Identity & Behavior=


 * Today's Topic: The Psychology of Online Identity & Behavior**


 * Today's Objectives:**
 * Students will investigate the online behavior of teenagers.
 * Students will identify implications of social media for personal identity.
 * Students will explore strategies for developing and managing their own digital footprints.


 * Today's Guiding Questions:**
 * What does research suggest about how teenagers behave online?
 * How does social media influence personal identity?
 * What resources, strategies, and tools can be used to manage one's digital footprints?


 * Today's Tools:** [|Audacity], Cookies, Google - Incognito Browsing, [[image:statcounter-logo.png link="http://statcounter.com/"]], [[image:languagelinks2006/TodaysMeetLogo.jpg link="https://todaysmeet.com/UFLA"]] [|TrakAxPC], [[image:WeeblyLogo.gif link="http://www.weebly.com/"]], [[image:WixLogoNew.jpg link="http://www.wix.com/"]]


 * Housekeeping:**


 * Roll
 * Tech Byte


 * ACTIVITY 1: Course Evaluation **

Creating an Online Survey Low Tech: Wows, Wishes, Words of Wisdom


 * ACTIVITY 2: Debrief UFLA: [[image:TodaysMeetLogo.jpg link="https://todaysmeet.com/UFLA"]]**


 * ACTIVITY 3: Explanation of Upcoming Assignments **
 * PLN Project - Due ???
 * Professional Conference Assignment - Due 3/17/16
 * Professional Development Project Presentations (Google Time) - Due 3/29/16
 * The Language Educator - Due 4/5/16


 * ACTIVITY 4: Digital Storytelling Work Time & Q&A**


 * ACTIVITY 5: Exploration of Teen Behavior Online**


 * ACTIVITY 6: What does the research say about teens, social media, and identity?**


 * ACTIVITY 7: How can we manage our own digital footprints?**


 * **Cookies**
 * **History/Cache**
 * **Incognito Browsing**
 * [[image:languagelinks2006/statcounter-logo.png link="http://statcounter.com/"]]
 * [[image:languagelinks2006/WeeblyLogo.gif link="http://www.weebly.com/"]]
 * [[image:languagelinks2006/WixLogoNew.jpg link="http://www.wix.com/"]]


 * ACTIVITY 8: Homework **

Open Note Midterm (a.k.a. study guide)

=2-23-16: Digital Storytelling=


 * Today's Topic: Digital Storytelling & Layering Multimedia**


 * Today's Objectives:**
 * Students will discuss storytelling as a tool for fostering meaningful communication, cultural explorations, and personal transformation.
 * Students will explore and evaluate student-created stories for quality, pedagogical utility, and accuracy.
 * Students will experiment with using culturally authentic materials in conjunction 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], Snipping Tool, [|TrakAxPC], [|TubeChop], [|Zamzar]


 * Housekeeping:**


 * Roll
 * Tech Byte


 * ACTIVITY 1: Why stories?**

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


 * ACTIVITY 2:** [|TubeChop Practice]: Snip the first quote from the video


 * ACTIVITY 3:** [|DotSub Transcripts]

a) Change the video language to your target language. b) Notice what happens to the subtitles and the transcript.

media type="custom" key="28296205"

c) Go to the [|DotSub] site and push "Play" on the video. d) Click anywhere in the transcript. e) Notice what happens to the transcript AND to the video!


 * ACTIVITY 4: Paired Work**

a) Read the title and the prompt. b) Discuss the prompt with a partner. c) Read the quote from the video. d) Move to the next section. e) You have 5 minutes to do as many quotes as you can.


 * 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.**

"[|I was also an early writer,] [|and when I began to write, at about the age of seven,][|stories inpencil with crayon illustrations][|that my poor mother was obligated to read,][|I wrote exactly thekinds of stories I was reading:][|All my characters were white and blue-eyed,][|they played in thesnow,][|they ate apples,][|and they talked a lot about the weather,][|how lovely it was][|that the sunhad come out.][|(Laughter)][|Now, this despite the fact that I lived in Nigeria.][|I had never beenoutside Nigeria.][|We didn't have snow, we ate mangoes,][|and we never talked about theweather,] [|because there was no need to] " (Adichie, 2009).


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

"[|What this demonstrates, I think,] [|is how impressionable and vulnerable we are][|in the face of astory,][|particularly as children.] [|Because all I had read were books] [|in which characters were foreign,][|I had become convinced that books by their very nature had to have foreigners in them][|and had to be about things with which][|I could not personally identify.][|Things changed when I discovered African books.][|There weren't many of them available, and they weren't] [|quite as easy to find as the foreign books] " (Adichie, 2009).

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|But because of writers like Chinua Achebe and Camara Laye][|I went through a mental shift in my perception][|of literature.][|I realized that people like me,][|girls with skin the color of chocolate,][|whose kinky hair could not form ponytails,][|could also exist in literature.][|I started to write about things I recognized"] <span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px;">(Adichie, 2009).


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

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|All of these stories make me who I am.][|But to insist on only these negative stories][|is to flatten my experience][|and to overlook the many other stories][|that formed me.][|The single story creates stereotypes,][|and the problem with stereotypes][|is not that they are untrue,][|but that they are incomplete.][|They make one story become the only story] " (Adichie, 2009).

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|So that is how to create a single story,][|show a people as one thing,][|as only one thing,][|over and over again,] <span style="background-color: #ffffff; color: #336880; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px;">[|and that is what they become] " (Adichie, 2009).


 * 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"**

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|It is impossible to talk about the single story][|without talking about power....][|Like our economicand political worlds,][|stories too are defined][|by the principle of nkali:][|How they are told, who tells them,][|when they're told, how many stories are told,][|are really dependent on power] " <span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px;">(Adichie, 2009).

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|Power is the ability not just to tell the story of another person,][|but to make it the definitive story of that person.][|The Palestinian poet Mourid Barghouti writes][|that if you want to dispossess a people,][|the simplest way to do it is to tell their story][|and to start with, 'secondly.'][|Start the story with the arrows of the Native Americans,][|and not with the arrival of the British,][|and you have an entirely different story.][|Start the story with][|the failure of the African state,][|and not with the colonial creation of the African state,][|and you have an entirely different story] " <span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px;">(Adichie, 2009).


 * 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. **

<span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|Years later, I thought about this when I left Nigeria] <span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|to go to university in the United States.][|I was 19.][|My American roommate was shocked by me.][|She asked where I had learned to speak English so well,][|and was confused when I said that Nigeria][|happened to have English as its official language.][|She asked if she could listen to what she called my 'tribal music,'][|and was consequently very disappointed][|when I produced my tape of Mariah Carey.] <span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;"><span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|(Laughter)]  <span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|She assumed that I did not know how] <span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;"><span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|to use a stov] e" (Adichie, 2009).

<span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|What struck me was this: She had felt sorry for me] <span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|even before she saw me.][|Her default position toward me, as an African,][|was a kind of patronizing, well-meaning pity.][|Myroommate had a single story of Africa:][|a single story of catastrophe.][|In this single story there was no possibility][|of Africans being similar to her in any way,][|no possibility of feelings more complex than pity,] <span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;"><span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|no possibility of a connection as human equals] " (Adichie, 2009).


 * 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.**

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,'Helvetica Neue',Helvetica,Arial,sans-serif; font-size: 16px; text-decoration: none;">[|I've always felt that it is impossible][|to engage properly with a place or a person][|without engaging with all of the stories of that place and that person.][|The consequence of the single story][|is this: It robs people of dignity.][|It makes our recognition of our equal humanity difficult.] [|It emphasizes how we are different][|rather than how we are similar] " (Adichie, 2009).


 * ACTIVITY 5: 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 6: 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 7: Why storytelling?**


 * Novice**

media type="youtube" key="GLoOsbYHN1A" height="315" width="420"


 * Intermediate**

- Fiction in 140 characters or less


 * [|Bus Stop Man]
 * [|Jammed]
 * [|Sixty 25-Word Stories]
 * media type="custom" key="28296801"
 * [|Story Maps]


 * ACTIVITY 8: Your turn to try a tool!**

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

4) Save and share with a partner

(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 9: What can students do with stories?**


 * Mockumentaries **

[|A Day without a Mexican]

[|Underfunded Schools Forced to Cut Past Tense]

media type="youtube" key="FCPg05vx54c" width="560" height="315"


 * ACTIVITY 10: 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




 * Activity 11: What's My Sentence?**

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

-






 * ACTIVITY 12:** ** Homework **


 * Debrief UFLA
 * Collect UFLA reports
 * Explanation of Assignments for Next Week - Begin long-term projects:
 * PLN Project - Due 2/25/16
 * Professional Conference Assignment - Due 3/17/16
 * Professional Development Project Presentations (Google Time) - Due 3/29/16
 * The Language Educator - Due 4/5/16

=2-18-16: No class - UFLA Conference=

=2-16-16: No class - Monday Instruction=

=2-11-16: Cultivating Communication=


 * Today's Topic:** Cultivating Communication: Implications of Web 2.0 Technologies for the Development of Transliteracy Skills


 * Today's Objectives:**

1) Students will evaluate the affordances and constraints of web 2.0 tools for language learning. 2) Students will use principles of visual cognition to create pedagogically sound instructional materials. 3) Students will use web 2.0 tools to cultivate communication in the target language in the interpretive, interpersonal, and presentational modes.


 * Today's Guiding Questions:**

1) Which web 2.0 tools are most useful to language learners? 2) How can you apply principles of graphic design and visual cognition to improve the instructional materials you create? 3) How can you use web 2.0 tools to scaffold and more deeply engage language learners in communication across all 3 modes?


 * Today's Can Dos:**

1) I can quickly evaluate the potential of a web 2.0 tool for language learning. 2) I can use a variety of web 2.0 tools to create pedagogically sound instructional materials. 3) I can use web 2.0 tools to support communication in the target language across all 3 modes.


 * Today's Tools:** ** Technology Tools **


 * TODAY'S AGENDA:**


 * Housekeeping: **


 * Roll
 * Tech Byte
 * Explanation of Assignments for Next Week (Begin long-term projects:
 * PLN Project - Due 2/25/16
 * Professional Conference Assignment - Due 3/17/16
 * Professional Development Project Presentations (Google Time) - Due 3/29/16
 * The Language Educator - Due 4/5/16
 * Reminder that mini-course participants leave at 5:00 p.m.


 * ACTIVITY 1: Brief Discussion of Homework**
 * Groups of 3
 * What did you create or revise?
 * Which tool did you use?
 * Evaluate the pedagogical effectivenes of your creation. (What works? What doesn't?)
 * Evaluate the tool.
 * Repeat the process for your second creation.


 * ACTIVITY 2: Tools for Scaffolding Interpretive Communication **


 * Annotation Tools **


 * Comic Creation Tools **


 * Infographic Tools**


 * Language Learning Tools**


 * ACTIVITY 3: Tools for Scaffolding Interpersonal Communication**

- Free videoconferencing for up to 8 people



- Videoconference with colleagues
 * [[image:flteacherresearch/GoogleHangoutsLogo.jpg link="http://hangout.google.com/"]] ||

- Hold videoconferences with colleagues from around the world for free


 * ACTIVITY 4: Tools for Scaffolding Presentational Communication**


 * Brochure Creation Tools**


 * Flyer Creation Tools**


 * Magazine Creation Tools**


 * Newspaper Creation Tool**


 * __Presentation Creation Tools__ **


 * ACTIVITY 5: Chunking** **PowerPoint**


 * ACTIVITY 6: Homework**

=2-9-16: Visual Cognition=


 * Today's Topic: Graphic Design & Visual Cognition**


 * Today's Objectives:**


 * Students will identify key principles of graphic design.
 * Students will explore principles of graphic design through learning centers.
 * Students will analyze and evaluate written materials using principles of graphic design.
 * Students will use principles of graphic design to improve the materials they produce.


 * Today's Guiding Questions:**

1) Why is it so important for world language teachers to understand the idea of visual cognition? 2) What key principles do graphic designers use to guide cognition? 3) How might teachers utilize principles of graphic design and typography to support student learning?


 * Today's Can Dos:**

1) I can explain the importance of visual cognition in world language education. 2) I can analyze and evaluate written materials using principles of graphic design. 3) I can apply principles of graphic design to the materials I produce in order to improve learners' success.


 * Today's Tools:** ** Technology Tools **


 * TODAY'S AGENDA:**


 * Housekeeping:**


 * Roll
 * Tech Byte
 * Reminder that mini-course participants leave at 5:00 p.m.
 * Brief Discussion of Homework
 * Groups of 3
 * What did you like?
 * What did you learn?
 * Recommendations?
 * [|Brand Name Alphabet] - Do images/typography matter?


 * ACTIVITY 1: The Evolution of A Flyer**


 * ACTIVITY 2: Graphic Design Learning Centers**


 * Focal Point**
 * Rule of Thirds**
 * Flow**
 * Directs attention/cognition
 * Guides the eye to and through key elements/information
 * Keeps the eye circulating on the page
 * Spotlights primary information


 * Contrast**
 * Color (light v. dark)
 * Conceptual (opposite meanings - draws heavily on allusions)
 * Elemental (e.g., photo v. drawings)
 * Font (typeface)
 * Size (hierarchy, guides the eye)


 * Repetition**
 * Color
 * Image/patterns
 * Text
 * Thematic or design elements
 * (Mind searches for patterns - odd one out is easier to locate - implications for teaching grammar)


 * Conceptual Strength & Visual Interest**

1) What is the conceptual core? 2) What theme is used to convey the concept? 3) What elements support and extend the theme? 4) How is prior knowledge activated and used? 5) Why is coherence/unity a critical aspect of conceptual strength?


 * ACTIVITY 3: Presentation of Information - World Language Examples**

1) What do you notice about the ads, articles, flyers, and worksheets that capture your attention and are easy to read/absorb? 2) How do the principles of graphic design work together in each of these examples to consolidate information, capture and direct attention, engage emotion, guide cognition, and ensure retention? 3) Why are layout and principles of graphic design so critical to ensuring that students can access and retain information?

([|Example 1], [|Example 2: Fire])

[|Learn to Read Korean in 15 Minutes by Ryan Estrada]

[|Learn to Read Russian in 15 Minutes by Ryan Estrada]

[|Word Order in Thai]

**ACTIVITY 4:** **Conversation About Visual Cognition**


 * 80% of information processing occurs in the visual cortext
 * [|Picture Superiority Effect]
 * [|Dual Coding Theory]
 * [|Five Taxonomies of Instructional Graphics] (See also: [|Effect Sizes by Picture Function])
 * [|Phases of Visual Storytelling]
 * [|The Typical Slide]
 * Visual cognition supports integration of information and reduction of cognitive load

media type="custom" key="28257323"


 * ACTIVITY 5: Quickfire Task**

a) Choose a culturally authentic image b) Create a worksheet c) Give clear instructions in your target language d) Carrousel walk and debrief


 * ACTIVITY 6:** ** Lingering Issues **

The Creative Process PowerPoint (Products, Practices, Perspectives) What are some of the elements of the creative process (and how do they align with key principles of SLA)?

Conditions That Support Creativity Jigsaw: Why is it easier to be creative in some settings than in others? What are some of the conditions that seem to foster creativity?

[|The Little Boy] (Poem)


 * ACTIVITY 7: Homework**

Create a worksheet or other instructional materials using what you've learned.

a) Choose a topic that is hard to teach. b) Consider principles of visual cognition & graphic design. c) Create a worksheet to help students understand. d) Give clear instructions in your target language. e) Prepare to show your worksheet in class.

2-4-16: Creativity (Continued) ** Today's Topic: Language Learning as a Creative Process: Classroom Applications **


 * Today's Objectives: **
 * 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: **
 * 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?
 * How do principles of creativity impact world language learning?


 * Today's Can Dos:**

1) I can explain how principles of creativity impact world language learning. 2) I can engage students in using web 2.0 tools for creative language production.


 * Today's Tools: Technology Tools **

a) Examine the resource book. b) How it could be used to foster proficiency in a world language classroom? c) How could it be adapted for use with older learners?
 * Housekeeping**
 * Roll
 * Tech Byte
 * ACTIVITY 1:** **Sample Resources for Creative Teaching**





Math Mats: Robots [|Paper Bag Puppets]

Google Image Search, Structured in PowerPoint **ACTIVITY 3: Creativity as Perspective** [|Steve Jobs] http://www.ronnestam.com/tag/creativity/
 * ACTIVITY 2: What is creativity?**

http://palamas.info/wp-content/uploads/2011/12/creativity_or_Art_by_amr_nkim5.jpg

[|Osho]

[|1,000 Ventures]

[|Dr. Robert Sternberg]

[|Henry David Thoreau] [|Creativity with Food] [|3 Components of Creativity] [|Creative Output] [|Sir Ken Robinson] [|C.S. Lewis] **ACTIVITY 4: Creativity as Product** Images of "creative" products made from apples such as: [|Golden Delicious on White] Discussion of the importance of recontextualization with FL examples ** ACTIVITY 5: Creativity as Process ** **ACTIVITY 7: Creative Tools**
 * [|Retail Alphabet]
 * [|More examples]
 * Examples of Implications for Language Learning
 * How could we use this as a tool for teaching culture?
 * Critical Thinking
 * Brain stores by similarities, but retrieves by differences
 * Examples of Implications for Language Learning
 * Language
 * Culture
 * Cognitive Flexibility
 * [|Cognitive Flexibility Test]
 * Examples of Implications for Language Learning
 * [|What creativity really is]
 * [|Ariston Aqualtis Ad]
 * media type="youtube" key="2j2f5ONDU4c" width="420" height="315"
 * How could we use this as a tool for teaching language?
 * [|Fires in the Mind] (Deliberate practice)
 * [|Habits of Experts]

1) Choose a topic from your textbook. 2) Choose a category of creative tech tool. 3) Try out 3 tools from the category. 4) Use the tool to create something on the topic.
 * A language learning activity
 * A model of an assignment students will do

= = 2-2-16: Creativity
 * Today's Topic: Language Learning as a Creative Process: The 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 Can Dos:**

1) I can define creativity. 2) I can evaluate creativity. 3) I can engage students in using web 2.0 tools for creative language production.


 * Today's Tools: Technology Tools **


 * Housekeeping**


 * Roll
 * Tech Byte


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

[|Creativity Brainstorming: TitanPad]


 * ACTIVITY 2: What is creativity? **

(Food, art, superhero images ppt)


 * ACTIVITY 3: Defining Creativity **




 * ACTIVITY 4: FL Examples of Student Metaphors **

(I am like a .... because ....)


 * ACTIVITY 5: ** **Evaluating Creativity** - Big C v. little c - How is individual creativity commonly assessed and how does that differ from how professional domains assess it? Are you creative from a cultural, societal, and/or global perspective?

[|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 6: Discussion of Homework**



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

MLC2006 - Creativity

1-28-16: Pedagogical Implications of Emerging Tech
 * Today's Topic: Pedagogical Implications of Emerging Technologies**


 * 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 Can Dos:**

1) I can explain the relationship between learning, flow, motivation, scaffolding, and feedback 2) I can use principles of flow, motivation, scaffolding, feedback, and proficiency to evaluate language learning games. 3) I can explain advantages and disadvantages of a //gamification// approach to learning.


 * Today's Tools:** Language Learning Games, Kahoot,


 * Housekeeping**


 * Roll
 * Tech Byte


 * ACTIVITY 1: Discussion of Homework **


 * 1) Read: [|Willing to be Disturbed] ( **** [|Alternate version]) **


 * 2) Watch: ** [|Did you know? Shift Happens (2014 Remix)] ( Translated versions if you want to try another language )


 * 3) Choose at least one tool and try it out. **

a) Choose a concept-mapping tool (see the list below). b) Pick one of these articles OR a text you are teaching in your class. c) Create a simple concept map of the content of the text you chose. d) The point of the assignment is to give you a chance to try out the tool.
 * [|What is globalization?]
 * [|The Pros & Cons of Globalization]
 * [|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
 * __Other Concept Mapping Tools__

Social Bookmarking in Plain English (DotSub)
 * 4) Optional - ** Explore:

[|Thirteen Tips for Effective Tagging]

[|Hublog]

[|The Tagging Toolbox: 30 Tools]

[|Social Software Works in Triangles]

[|Mystery Skype] – [|Step-by-step How To]


 * 1) Read: ** Burbules & Callister, pp. 41-66.

a) Read Chapter 3 (pp. 41-66). b) Complete the yellow thinking template I distributed in class. (It says Chapter 2, but you will be reading pp. 41-66).


 * 2) Play with at least 3 tools from this list. **


 * 3) SKIM the articles on this page. Consider these questions: **
 * How old is the student?
 * What did the student accomplish, discover, or invent?
 * Did the student impact the world in any significant way?
 * What implications does this have for your teaching?


 * ACTIVITY 2: Gamification Bingo**

Gamification ([|Signature Search])




 * ACTIVITY 3: ** Exploring Games


 * [[image:languagelinks2006/TechCultLogo.gif caption="TechCultLogo.gif" link="http://www.techcult.com/the-150-best-online-flash-games/"]] ||
 * 150 Best 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 4: ** 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?]

- Type the name of your target language in the search box in English. Choose one of the games to play. ([|Explore this one first]) ([|Create a game here])





[|Chinese New Year Scrambler Puzzles] (Culture)

[|South American Geography Games]

[|Chinese Games & Kids Games]

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




 * ACTIVITY 5: Learning, Flow, Scaffolding, Motivation, Feedback **
 * ** Learning **
 * ** Flow **
 * ** Scaffolding **
 * ** Motivation **
 * ** Feedback **
 * ** Gamification **
 * ** Open Source/Ubiquitous Learning **
 * ** Transliteracy **


 * ACTIVITY 6: ** Motivation Activity


 * ACTIVITY 7: ** Homework - Design a game using the worksheet

[|The Gamification]

([|Classroom Architect], [|Discipline Help], [|Kahoot][|Online Stopwatch], [|Ppt Timers]) = = [|Blogs], [|Bubbl.us], [|Flipsnack], [|GoogleDocs], [|Google Translate], [|Infogr.am], [|Issuu], [|Letterpop],, [|Lyrics Gaps], [|Lyrics Training], [|Motivator], [|Penzu], [|Tagul], [|Tagxedo], [|Thinglink], [|TitanPad], [|ToonDoo], [|Touchcast], TubeChop, [|Wordle], [|YouTube],[|Zamzar], [|Zaption] = =

1-26-16: 21st Century Literacies
 * Today's Topic:** 21st Century Literacies


 * Today's Objectives:**


 * Students will describe the relationship between literacy and technology.
 * Students will identify trends in the development, use, and implications of emerging technologies.
 * Students will experiment with a variety of technologies as tools for facilitating teaching and learning.


 * Guiding Questions:**


 * How are trends in the development, availability, and use of emerging technologies impacting the ways in which students 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?
 * How are world language educators currently using emerging technologies to facilitate teaching and learning?
 * How can teachers design learning environments and experiences that will systematically develop students' skills with multiple literacies?


 * Today's Can Dos:**

1) I can describe the relationship between literacy and technology. 2) I can explain trends in the use of emerging technologies. 3) I can use web 2.0 technologies to facilitate teaching and learning. 4) I can define transliteracy.


 * Today's Tools:**


 * Housekeeping:**


 * Roll
 * Tech Byte


 * ACTIVITY 1: Writing Spaces Through Time**

Emerging technologies change how we approach daily tasks

Think about writing spaces through time. How have the following facets changed or evolved?
 * the technology itself
 * the access to the technology
 * the pace of (r)evolution
 * the control of content
 * the authoring of content
 * the sharing of content
 * the proliferation of content-creating devices in the 21st century

Consider how the following technologies changed over time and space:

[|Papyrus scrolls] - [|Codices] - [|Printing Press] - [|Typewriter] - [|Personal Computer] -[|Email] - [|Visual Websites] - Wikis ([|Wikipedia] began in 2001)


 * ACTIVITY 2: Literacy Quote Table Tents **

From: [|Literacy by Design: Why Is All This Technology So Important?]


 * ACTIVITY 3: **** Digital Natives, Digital Immigrants **

Pre-reading: [|Are You a Digital Native? (Cartoons)]

media type="youtube" key="NZCMkAB875I" width="420" height="315"

During Reading Activity: Say Something


 * ACTIVITY 4: 21st Century Technologies**

[|Chat with A.L.I.C.E.]

[|MIT's I/O Brush]

media type="custom" key="28207615"

[|Goldfarming]


 * Machinima **

[|Canterbury Tales] (World of Warcraft) media type="custom" key="28207607"

[|Silver Bells & Golden Spurs] media type="custom" key="28207611"

[|The Awakening - by April Hoffman] (The Sims) media type="custom" key="28207609"

[|Second Life]

Organ Printing media type="youtube" key="NeJPBuBEJ50?rel=0" height="315" width="420"

[|Create a Beating Heart in the Lab] media type="custom" key="28207617"

[|Instructables: Ghost Heart in a Jar]

Wearables media type="youtube" key="IX-gTobCJHs" width="560" height="315"


 * ACTIVITY 5: Transliteracy - What skills do students need in order to thrive in a globalized world? **

1) 21st Century Skills media type="custom" key="28207143"
 * [|21st Century Skills]

2) Transliteracy

3) Attempts to "Standardize" Transliteracy
 * [|World-Readiness Standards for Language Learning]
 * [|The Common Core]
 * ISTE Standards for [|Students], [|Teachers], & [|Administrators]


 * ACTIVITY 6: 21st Century Learners**


 * ACTIVITY 7: Web 2.0 Tools - Developing Transliteracy in World Language Classrooms**

1) Form a group of four. 2) Choose one of these tools.

3) Use the tool to collaboratively brainstorm all the web 2.0 tools you know.

=media type="custom" key="28220595"=
 * Plickers
 * QR Codes: [|QR Code Generator]
 * Professional Collaboration ([|Google Presentations)]


 * ACTIVITY 8:** ** Homework **

1-21-16: Tech in 21st Century Language Learning
 * Today's Topic:** Contexts & Justifications for Technology in 21st Century Language Learning: Globalization, National Security, Proficiency, & National Standards


 * Today's Objectives: **


 * Students will define //globalization.//
 * Students will explore the problems and possibilities of globalization for world language teaching and learning.
 * Students will use national issues and concerns to justify technology use in world language education.
 * Students will identify key affordances and constraints of technology use in 21st century language learning.
 * Students will use immigration as a metaphor for explaining technology adoption in world language education.


 * Today's Guiding Questions: **


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


 * Today's Can Dos: **

1) I can define globalization. 2) I can explain the implications of globalization for world language teaching and learning. 3) I can use national issues to justify technology use. 4) I can use metaphors to help others understand factors that influence technology adoption. 5) I can use concept mapping tools to help others visualize my ideas.


 * Today's Tools: ** [|Concept Mapping Tools], [|Bubbl.us], [|Gliffy], [|Mindomo], [|Mindmeister], [|Padlet]//<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">, //[|Popplet], <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[|Text 2 Mind Map] //<span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt; line-height: 1.5;">, //[|Webspiration], <span style="font-family: 'Times New Roman',serif; font-size: 10pt;">[|Wisemapping]


 * Housekeeping**


 * Roll
 * Tech Byte
 * [|Install Diigo Tools on Workstations]

**Lingering Issues**



[|Ñandutí]

[|ACTFL Online Community]












 * ACTIVITY 1: ** **What is globalization?**

1) Find a partner. 2) Discuss what you THINK //globalization// means. 3) Do not consult any other sources. 4) Read the first two paragraphs of this [|Wikipedia article]. 5) Revise your definition.

Fast Finishers 1: Skim [|What is globalization?] for additional information. Fast Finishers 2: Do an image search for globalization. Choose the most meaningful/powerful one you find.


 * ACTIVITY 2: What are some of the problems and possibilities of globalization? **

1) Form a group of four. 2) Choose one of these tools.

3) Use the tool to collaboratively generate a concept map. 4) The concept map should show problems and possibilities of globalization.

Fast Finishers: [|The Pros & Cons of Globalization]

Fast Finishers:

Fast Finishers: Explore these concept mapping tools.


 * [|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

media type="custom" key="28206739"


 * ACTIVITY 3: **** How is globalization influencing students? **

[|Did you know? Shift Happens (2014 Remix)] (Translated versions) media type="custom" key="28207121"


 * ACTIVITY 4: Homework **

=1-19-16: Personal Learning Networks= //Technology as a Tool for Collaboration, Professional Learning, and Personal Growth//
 * 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:** [|Diigo], [|Edmodo], [|Facebook], [|Feedly], [|FLTEACH], [|Hootcourse], [|Pinterest], [|Tweetdeck], [|Twitter], [|Zotero], Wikispaces


 * Housekeeping**


 * Roll
 * Tech Byte


 * ACTIVITY 1: TPACK**



Image source: http://tpack.org

a) What is TPACK? b) What is distributed cognition? c) What is constructivism? d) What implications do distributed cognition, constructivism, crowdsourcing, social networking, and TPACK have for teaching and learning world languages? For professional growth?


 * ACTIVITY 2:** [|What is a personal learning network (PLN)?]

Image: [|Langwitches]


 * ACTIVITY 3:** 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" width="420" height="315"


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


 * ACTIVITY 4: ** [|The Machine is (Us)ing Us]

media type="youtube" key="NLlGopyXT_g" height="545" width="970"


 * ACTIVITY 5: What is a hashtag?**






 * ACTIVITY 6:** How can you establish your own personal learning network?: Interpretive Communication ([|FLTEACH], [|Feedly], & [|RSS])












 * ACTIVITY 7:** How can you establish your own personal learning network?: Interpersonal Communication ([|Edmodo], [|Facebook], [|Hootcourse], [|Twitter])












 * ACTIVITY 8: Mystery Skype**


 * <span style="background-color: #ffffff; font-family: 'Century Gothic',sans-serif; font-size: 12pt;">[|Mystery Skype] [[image:languagelinks2006/SkypeLogo.png link="https://education.microsoft.com/skypeintheclassroom"]]


 * ACTIVITY 9:**

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 10: Homework**

**1-14-16: Learning as a Social Process** //Curating, Tagging, and Sharing Professional Resources//


 * Today's Objectives:**

1) Students will evaluate collections of resources for teaching and learning world languages. 2) Students will use tags to locate relevant professional resources. 3) Students will gather, tag, and share relevant professional resources.


 * Today's Can Do Statements:**

1) I can explain some of the ways that constructivism and technology are related. 2) I can identify and evaluate high quality resources for teaching and learning world languages. 3) I can curate, tag, and share professional resources for language teaching and learning.


 * Today's Guiding Questions:**

1) How can we identify high quality resources for teaching and learning world languages? 2) How can tags support us in locating high quality professional resources more efficaciously? 3) What are some of the most effective ways to gather, tag, share, and use professional resources in world language classrooms?


 * Today's Tools:**


 * ACTIVITY 1: Tagging: Interactive Mixer & Affinity Diagram **





2) What is a hashtag?

3) What is social bookmarking?


 * Complete the blue Diigo Scavenger Hunt worksheet**. [[file:Diigo Scavenger Hunt.docx]][[file:Diigo Scavenger Hunt.pdf]]



4) How can teachers use Diigo to organize information, share materials with colleagues, and direct students' inquiry-based activities?





=1-12-16: Digital Citizenship, Copyright, & Fair Use=

** Today's Topic: ** Digital Citizenship, 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 //digital citizenship//? //Fair use//? //Creative Commons?//
 * 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: ** [[image:FotoflexerLogo.jpg link="http://fotoflexer.com/"]][[image:GoogleScholarLogo.gif link="http://scholar.google.com/"]] [[image:languagelinks2006/ZoteroLogo.png link="https://www.zotero.org/"]]


 * Today's Agenda:**


 * ACTIVITY 1:**


 * Roll
 * Tech Byte


 * ACTIVITY 2:** [|Technology, Democracy, & Power]

1) Jot down an answer to this question: How are technology, democracy, and power related? 2) Find a partner and discuss your answers. 3) Click on the link above. 4) Read the article until you get to the heading "Making a Change." 5) Discuss the insights you gained from the article with your partner.


 * ACTIVITY 3: Copyright Questionnaire [[file:Copyright Questionnaire.pdf]]**

1) Find a NEW partner. 2) Work through the above questionnaire together. 3) Discuss your answers.


 * ACTIVITY 4:** [|A Fairy Use Tale] Video

1) Put on headphones. 2) Watch the first half of this video.


 * ACTIVITY 5: Navigating Copyright Laws**

1) Find a new partner. 2) Open the links & skim the information.


 * // [|Fair Use: Four Factors] //


 * // [|Copyright Chart (from Hall Davidson & Tech & Learning)] (PDF) //


 * // [|Can I Use That Picture?] //

3) Discuss what this means for you with your partner.


 * ACTIVITY 6: Sources for Copyright-safe Materials**

1) Explore the image, multimedia, and text links.

2) Explore //Culture Connection//


 * ACTIVITY 7: Scholarly Search **



1) Click on the link above. 2) Search for terms related to your thesis topic. 3) Explore ONE of the results. 4) Explore these pages: ** Other Research Tools ** 5) Discuss what you discovered with a partner.


 * ACTIVITY 8:** ** Individual Student Wiki Pages **

1) Click on the link above. 2) Click on your initials. 3) Work with a partner to be sure you know how to do these things:
 * Creating pages
 * Adding text
 * Linking text and images
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other items

Dr. Montgomery should be back by this time in order to guide you through the rest of the agenda.


 * ACTIVITY 9: Just the Basics **
 * Navigating in tabs
 * Tiling windows/working in two windows
 * [|Accents] and other diacritical marks
 * Headers, footers, page breaks, etc. (in Word for worksheets & theses)
 * Formatting and manipulating text, images, and shapes in //MSWord//
 * Screen captures
 * Grouping and editing images - [[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]]


 * Borders and shading
 * Cascading style sheets (CSS)
 * Using shortcut keys
 * [[image:ZoteroLogo.png link="https://www.zotero.org/"]]


 * ACTIVITY 10: Homework **

Today's Homework


 * Conference Proposals
 * Questions/Comments About True Colors
 * Burbules & Callister Ch. 2 (Questions About Thinking Template?)
 * Questions About Wiki - Save for that section of the agenda

Homework for 1/14/16: Read Burbules & Callister, pp. 71-94.

=1-7-16: The History of Technological Change=


 * 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.
 * Students will develop basic skills in search, image manipulation, Microsoft Word, and wiki use.


 * 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?//
 * //Which technology skills are helpful/essential for teachers to develop?//


 * Can Do Statements:**

1) I can define technology. 2) I can explain the history of technology use in education. 3) I can search effectively. 4) I can manipulate Microsoft Word documents and images. 5) I can navigate and edit the course wiki.


 * Today's Tools: [[image:FotoflexerLogo.jpg link="http://fotoflexer.com/"]][[image:GoogleScholarLogo.gif link="http://scholar.google.com/"]]** [[image:Storify.JPG link="https://storify.com/"]] [[image:SurveyMonkeyLogo.jpg link="http://www.surveymonkey.com/"]][[image:ViewPureLogo.JPG link="http://www.viewpure.com/"]],[[image:WikispacesNewLogo.png link="www/home"]][[image:YouTubeLogo.jpg link="http://www.youtube.com/"]] ,


 * HOUSEKEEPING:**

Roll Tech Bytes


 * ACTIVITY 1: Buzzword Bingo** [[file:Buzzword Bingo EdTech 2016.doc]] [|EdTech Cheat Sheet]


 * ACTIVITY 2: Review of Homework**


 * ACTIVITY 3: What do we mean by "technology?"**

[|Kids React to Rotary Phones] media type="youtube" key="XkuirEweZvM" height="545" width="970"

[|The Evolution of Classroom Technology]

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


 * ACTIVITY 4: Search **


 * Advanced Search Tools & Techniques
 * [|Country-specific Google]
 * [[file:FL Search Tips & Tricks - One Page.pdf]] [[file:FL Search Tips & Tricks 2016.pdf]]


 * Google yourself or a colleague - Present an interesting fact to your small group
 * Speed Searches


 * ACTIVITY 5: Just the Basics **
 * Navigating in tabs
 * Tiling windows/working in two windows
 * [|Accents] and other diacritical marks
 * Headers, footers, page breaks, etc. (in Word for worksheets & theses)
 * Formatting and manipulating text, images, and shapes in //MSWord//
 * Screen captures
 * Grouping and editing images - [[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]]


 * Borders and shading
 * Cascading style sheets (CSS)
 * Using shortcut keys


 * ACTIVITY 6: Individual Student Wiki Pages **
 * Creating pages
 * Adding text
 * Linking text and images
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other items


 * ACTIVITY 7: Course Schedule**
 * **Conceptual Frameworks**
 * Cognition, Conceptual Transfer, & the Diffusion of Innovations
 * Collaboration
 * Creativity & Flow
 * Democratization, Digital Citizenship, Regulation, & Participation
 * Ecological Perspective & Evolutionary Change
 * Flow
 * Gamification & Scaffolding
 * Globalization
 * Immigration
 * Leadership
 * Motivation
 * Power & Authority
 * Privacy
 * Social Networking
 * Transliteracy
 * Visual Cognition


 * ACTIVITY 8: Homework**

=1-5-16: Intro. to the Course=


 * Today's Topic:** Introduction to the Course


 * Today's Objectives:**


 * Students will use technology tools to get acquainted with one another.
 * Students will explore the general structure and content of the course wiki.


 * Today's Guiding Questions:**


 * //Who am I?//
 * //Who are you?//
 * //What is the nature, content, and structure of this course?//
 * //How is the course wiki organized?//


 * Today's Tools:** [[image:GoogleDocsLogo.gif link="https://docs.google.com/forms/"]], [[image:SurveyMonkeyLogo.jpg link="http://www.surveymonkey.com/"]][[image:ViewPureLogo.JPG link="http://www.viewpure.com/"]],[[image:WikispacesNewLogo.png width="170" height="34" link="www/home"]][[image:YouTubeLogo.jpg link="http://www.youtube.com/"]] ,


 * HOUSEKEEPING:**


 * Roll
 * Name Tags
 * Log in to Wikispaces
 * Discussion of usernames and dangers of linking personal and professional identities to online activities
 * Discussion of reasons for creating "junk" e-mail addresses
 * Discussion of rules for creating strong passwords

**Activity 1: Google Challenge** (Who am I?)
 * Educational Credentials
 * Hobbies & Personal Interests
 * Participation in Professional Organizations
 * Professional Projects & Activities
 * Other Random Facts of Interest


 * Activity 2: I See, I Think, I Wonder Cell Phone Photo Activity** (Who are you?)




 * ACTIVITY 3: ** [|Help Desk] [[image:ViewPureLogo.JPG link="http://viewpure.com/4pyjRj3UMRM?start=0&end=0"]]

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


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


 * ACTIVITY 5:** Course Format
 * Tech Bytes


 * **A**ctivities & **A**ssignments
 * Digital Story
 * Guest Speakers
 * [|Ignite Presentations]
 * Language Educator Article
 * Personal Learning Network Assignment
 * Professional Development Project
 * The Great Debate
 * UCET Conference Proposal


 * **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) [[file:Personal Password List 2016 Categorized.pdf]][[file:Personal Password List 2016 Categorized.doc]]
 * 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, leadership, 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
 * Teaching


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


 * ACTIVITY 6: ** Homework


 * 1-21-16: Globalization & Immigration**

media type="youtube" key="NZCMkAB875I" height="315" width="420"
 * ACTIVITY 1:** [|Are You a Digital Native? (Cartoons)] [[image:ViewPureLogo.JPG link="http://viewpure.com/NZCMkAB875I?start=0&end=0"]]


 * ACTIVITY 2:** **Read & R****espond** (Pre-reading activity)


 * ACTIVITY 3: Say Something**: //[|Digital Natives, Digital Immigrants]//

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 4606px; width: 1px;"><span style="font-family: 'Century Gothic',sans-serif; font-size: 12pt;">[|//Creative Commons//]ACTIVI2
 * ACTIVITY 8:** Homework