Media+&+Tech+-+Agenda+-+Winter+2017

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

toc

**4-18-17: Digital Citizenship & The Great Debate**


 * Today's Objectives: **


 * Students will synthesize course content.
 * Students will prepare for the final exam.


 * Housekeeping **


 * Roll
 * Tech Byte


 * ACTIVITY 1: Conference Presentation**


 * **Yvette**


 * ACTIVITY 2: The Great Debate**

1) Number off 2) Form groups based on numbers 3) Sit in designated desks 4) Listen to the prompt 5) Discuss the prompt
 * Focus on genuine problem-solving, not performance
 * Have a meaningful DISCUSSION, not a monologue (i.e., build on the responses of others)
 * Try to connect theory, personal experience, and tools

Your designated observers will complete rubrics as you talk.


 * ACTIVITY 3: Lingering Issues (Cybersafety & Online Learning)**

1) Choose the topic of most interest to you. 2) Work through the relevant activities under the 4/13/17 Agenda.


 * ACTIVITY 4: Homework (Final Exam Study Guide)**


 * **Individual Section**
 * **Collaborative Section**
 * **Panel Discussion**

=4-13-17: Digital Citizenship=


 * Today's Topic: Identity, Digital Citizenship, "Digital Hygiene," Privacy, & Cybersafety **


 * Today's Objectives: **


 * Students will identify how technology may impact identity development.
 * Students will describe the importance of cultivating a sense of community in developing digital citizenship.
 * Students will explain some of the social problems that poor digital hygiene may create.
 * Students will identify key considerations involved in ensuring the cybersafety of children, teens, and adults.


 * Today's Guiding Questions: **


 * What does the research say about how technology may impact identity development?
 * Why is community an important concept in developing digital citizenship among learners?
 * How is poor "digital hygiene" contributing to current social problems on campus?
 * What are some of the issues that educators and parents should consider in order to better ensure the cybersafety of children, teens, and adults?


 * Today's Tools: **


 * [[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/"]]


 * Housekeeping **


 * Roll
 * Tech Byte


 * ACTIVITY 1: Technology & Privacy**

What are some examples of literature or news items that highlight the complexity of the relationship between technology and privacy?
 * [|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] (1:25)
 * 1984 - [|Animated, no words] (1:00) - (Note: You may wish to skip :10 - :15 due to a crude gesture that is portrayed)
 * Farenheit 451
 * Apple iPhone v. Federal Government
 * Red Light Cameras
 * Student Information Systems in K-12 and higher education
 * Obamacare & Health Care Databases
 * Censorship & Privacy


 * ACTIVITY 2: Technology & Identity **

//** How is privacy complicated by the ways in which technology mediates social identities in contemporary society? **//


 * 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 3: Cybersafety **


 * // What do teens misunderstand about privacy and how do they misuse technology? //**


 * Digital Identity (Online Predators)
 * Distribution & Duration of Online Media (Cyberbullying & Sexting)
 * Ethics & Legality (Illegal Downloading & Distribution of Media)


 * ACTIVITY 4: Censorship or Digital Citizenship?**


 * Product-based Approach: Censor, Monitor, Enforce

- Requires invite, allows parents to monitor children's online activity


 * Practice-based Approach:
 * "Digital hygiene": Comparisons via social media v. gratitude, courtesy v. cell phones at table, relationships v. ghosting, sleep hygiene
 * Computers in public spaces
 * No devices in bedrooms
 * No devices after 10 p.m.
 * Discussions about media use

- Contains a wealth of resources that educators (and parents) can use to teach learners about copyright, cyberbullying, cybersafety, media literacy, privacy, etc. Includes a link to digital ratings of online apps for language learning (as well as other subjects). Notice the excellent [|family resources] and [|parental concerns] pages.


 * Perspective-based Approach: Education

- Resources, materials, and free webinars for educators and parents

- PDF guide formatted as a series of infographics designed to teach parents about mobile cybersafety

https://www.diigo.com/user/chericem/cybersafety


 * ACTIVITY 5: 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?

Today. (2013, Dec. 1). [|Teacher learns a lesson after social media experiment]. Retrieved December 12, 2013, from [|http://www.today.com/video/today/53707121#53707121]

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?


 * **Cookies**
 * **History/Cache**
 * **Incognito Browsing**


 * Professional Networking


 * ACTIVITY 6: What do the prophets say about technology use?**


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


 * ACTIVITY 7: Homework**

=4-13-17: Online Learning (Continued)=


 * Today's Topic: Designing Effective Blended, Hybrid, & 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 tools for facilitating online learning.


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


 * Today's Tools: **, [[image:languagelinks2006/moodle.png link="http://www.moodle.com/"]] , [[image:languagelinks2006/schoology.JPG link="https://app.schoology.com/"]] , [[image:languagelinks2006/WeeblyLogo.gif link="http://www.weebly.com/"]] , [[image:languagelinks2006/WixLogoNew.jpg link="http://www.wix.com/"]]


 * Today's Tools: **


 * Housekeeping **
 * Roll
 * Tech Byte
 * Turn in professional articles


 * ACTIVITY 1: Professional Conference Presentations **


 * Group 1: Emily & Dustin
 * Design: Emily & Dustin
 * Content: Jennifer
 * Pedagogy: Dustin & Jorge
 * Group 2: Laura
 * Design: Laura
 * Content: Jay
 * Pedagogy: Jay
 * Group 3: Anthony
 * Design: Cai & Linnea
 * Content: Anthony
 * Pedagogy: Cai & Anthony
 * Group 4: Yvette
 * Design: Yvette
 * Content: Dania, Gabi, Jeremy, & Yvette
 * Pedagogy: Yvette

a) Find a partner b) Read the section c) Comment on an effective world language example you've experienced d) Determine one modification necessary in an online environment
 * ACTIVITY 2: Pedagogical Adaptations: Online Collaboration & [|Interaction] **


 * ACTIVITY 3: Designing Online Learning Experiences**

a) [|Pick a PD Pathway] b) Click on the green buttons c) Notice how you are led through the materials d) How does this [|checklist] and [|reflection tool] scaffold teacher talk? e) Examine the [|Talk Strategies section of this video library] (How does it relate to the resources in D?)

**ACTIVITY 4: Designing Online Language Learning Experiences**

a) Compare the structure of the course above with at least three of these PD initiatives:

1) [|Foreign Language Teaching Methods] (Center for Open Educational Resources & Language Learning (COERLL) 2) [|AP World Language & Culture Interactive Online Modules] (College Board) 3) [|Annenberg Teaching Foreign Languages K-12 Workshop] (Anneberg CPB in Conjunction with ACTFL) 4) [|Teaching Foreign Languages K-12: A Video Library of Classroom Practices] (Anneberg & ACTFL) 5) [|Languages Across the Curriculum], SUNY Cortland 6) Center for Advanced Research on Language Acquisition (CARLA): 7)
 * [|French Civilization]
 * [|A Communications Technology Module for the Foreign Language Methods Course]
 * [|Content-based Language Teaching with Technology Modules] OR
 * [|Technology Integration Modules] OR
 * [|Virtual Assessment Center]

b) Evaluate the courses against this **[|Rubric for Assessing Interactive Qualities of Distance Learning Courses] (Located in the middle of the PDF document) **


 * ACTIVITY 5: Interpersonal Communication (Especially Speaking Activities)**


 * [|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 improve discussions?


 * || Face-to-Face || Online Equivalent? ||
 * || Classroom Set-up


 * Teacher sits outside the circle
 * Teacher refrains from responding during the discussion
 * Timer
 * Debriefing and clarification of both content and process ||  ||
 * || Topic
 * Cognitively Challenging
 * Emotionally Engaging
 * Socially Satisfying
 * Personally Empowering ||  ||
 * || Texts: Multiple texts on the same topic; engagement with textual content that moves beyond "comprehension questions" ||  ||
 * || Tasks: 21st Century Skills

Clear Expectations (PAGES) ||  ||
 * || Talk: Interpersonal Communication!!!!! ||  ||
 * || Tools: Scaffolding
 * Clear expectations & instructions
 * 1 - Respond to the prompt


 * 2 - Respond to the prompt
 * Add a new piece of evidence to extend the argument
 * Give an example that affirms or counters the argument
 * Offer a counter-perspective
 * Pose a question
 * Provide a link to a related text
 * Share a related personal experience
 * State an opinion
 * 3 - Read the prompt
 * State an opinion
 * Read your colleagues' responses
 * Extend the discussion by offering a counterperspective or posing a question
 * Pragmatics
 * Interrupting
 * Maintaining the floor
 * Protocols & sentence frames for building on others' responses...
 * Prioritizing discussion items
 * Extending the argument
 * Respectfully challenging others' opinions
 * Eliciting responses from shy students
 * Coming to consensus ||  ||


 * ACTIVITY 6: Opportunities to Receive Clarification & Feedback**

[|Rubric for Asynchronous Discussion Participation]


 * ACTIVITY 7: Homework **

=4-11-17: Feedback on Professional Articles=


 * Today's Topic: Giving Effective Feedback on Professional Writing **


 * Today's Objectives: **


 * Students will identify strategies for effectively scaffolding professional writing and presentation assignments.
 * Students will provide effective feedback on a colleague's professional writing.


 * Today's Guiding Questions: **


 * How might course instructors effectively scaffold professional writing and presentation assignments?
 * How can we provide effective feedback on a colleague's professional writing?


 * Today's Tools: N/A **


 * Housekeeping **


 * Roll
 * Tech Byte


 * ACTIVITY 1: Providing Feedback on ****Professional Articles (Part 1) [[file:Feedback on Professional Articles.pdf]]**

1) Choose a partner.

2) Discuss the kind of feedback you'd like at this stage.

3) Exchange articles.

4) Read your partner's article.

5) Evaluate the article using the rubric.


 * ACTIVITY 2: Providing Feedback on Professional Articles (Part 2)**


 * 1) Discuss the following with your partner:**


 * One thing about your article that was really effective...
 * One thing that would make your article clearer...


 * 2) Respond to the following prompts on the back of your partner's paper:**


 * P - Is the purpose of the article evident?
 * A - Is the intended audience clear?
 * G - Is the content of the article appropriate for the genre of the journal?
 * E - Does the article meet the expectations based on the rubric?


 * 3) Put your partner's name on the top of the rubric.**


 * 4) Put your name on the BOTTOM, right-hand corner of the rubric.**


 * 5) Turn the rubric in to Dr. M.**


 * ACTIVITY 3: Discussion of Effective Scaffolding **


 * ACTIVITY 4: Review of Upcoming Assignments **


 * ACTIVITY 5: Preparation for The Great Debate ( **** Discussion of Key Products, Practices, & Perspectives in Educational Technology) **


 * Perspectives: Theoretical Perspectives That Guide/Influence Technology Adoption & Integration
 * Practices: Technology Integration in World Language Education
 * Products: Technology Tools


 * ACTIVITY 6:** Homework

=4-6-17: Conference Presentations=


 * ACTIVITY 1: **
 * Tech Byte


 * ACTIVITY 2: Conference Presentations **

1) Form a group of 4. 2) Choose a time-keeper. 3) Give your presentation to your group. 4) Give feedback (2 minutes). 5) Move to the next presentation. 6) Decide which presentation will represent your group.
 * One thing I thought was effective....
 * One thing I wonder...
 * One question I have...


 * ACTIVITY 3: Conference Presentation Voting**

1) Design 2) Content 3) Pedagogy 4) Best Presentation Overall
 * It communicated the message effectively
 * It unified disparate elements of the presentation
 * It helped me remember key content from the presentation
 * It captivated my interest and attention
 * I learned something of value from it
 * I can use and apply what was taught
 * It was well-structured and progressively built my understanding one piece at a time
 * It provided concrete examples and meaningful experiences
 * It interactively engaged the audience
 * The presentation from my group that I think the entire class should experience is...

**4-4-17: Online Learning (Continued)**


 * Today's Topic: Designing Effective Blended, Hybrid, & 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 tools for facilitating online learning.


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


 * Today's Tools: **, [[image:languagelinks2006/moodle.png link="http://www.moodle.com/"]] , [[image:languagelinks2006/schoology.JPG link="https://app.schoology.com/"]] , [[image:languagelinks2006/WeeblyLogo.gif link="http://www.weebly.com/"]] , [[image:languagelinks2006/WixLogoNew.jpg link="http://www.wix.com/"]]


 * Today's Tools: **


 * Housekeeping **
 * Roll
 * Tech Byte


 * ACTIVITY 1: The Pedagogy of Blended, Hybrid, & Online Learning (Continuation of Jennifer's Presentation) **


 * **Face-to-face v. Online**


 * ACTIVITY 2: Feedback on Professional Articles**


 * ACTIVITY 3: Asa's Conference Presentation**

=3-30-17: 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 tools for facilitating online learning.


 * 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 might teachers need to consider in order to successfully implement blended, distance, and online learning environments in world language settings?


 * Today's Tools: **, [[image:languagelinks2006/moodle.png link="http://www.moodle.com/"]] , [[image:languagelinks2006/schoology.JPG link="https://app.schoology.com/"]] , [[image:languagelinks2006/WeeblyLogo.gif link="http://www.weebly.com/"]] , [[image:languagelinks2006/WixLogoNew.jpg link="http://www.wix.com/"]]


 * Housekeeping:**


 * Tech Byte


 * ACTIVITY 1: Blended, Hybrid, & Online Learning Environments with Jennifer**


 * Definitions: Blended, Distance, Hybrid, & Online Learning
 * Issues
 * Platforms
 * Pedagogy


 * ACTIVITY 2: Individual Writing Conferences with Dr. Montgomery**


 * ACTIVITY 3: Homework**

=3-28-17: Problem Statements=


 * Today's Topic: Drafting an Effective Problem Statement **


 * Today's Objectives: **
 * Students will write an effective problem statement.
 * Students will analyze and evaluate sample problem statements.
 * Students will explore the use of technology as a tool for scaffolding learners' cognitive processes, pre-writing, and peer feedback.


 * Today's Guiding Questions: **
 * What are the components of an effective problem statement?
 * How can you identify effective problem statements?
 * How can Tricider be used as a tool for scaffolding pre-writing and peer feedback?


 * Today's Can Dos: **

1) I can write an effective problem statement. 2) I can analyze and evaluate sample problem statements. 3) I can use technology to scaffold pre-writing and peer feedback.


 * Today's Tools: ** [[image:TriciderLogo.JPG link="http://www.tricider.com"]]


 * Housekeeping:**


 * Housekeeping**
 * Roll
 * Tech Byte


 * ACTIVITY 1: Questions About Conference Presentations**
 * Read through the template carefully
 * Have you used an organizing theme to unify your presentation?
 * See the bridge and cake examples on the presentation template
 * ACTIVITY 2: Oral Feedback on Problem Statements** [[file:Professional Article Analysis & Rapid Prototyping Templates.docx]][[file:Professional Article Analysis & Rapid Prototyping Templates.pdf]]
 * Find a partner
 * Read your problem statement aloud
 * Comment on your partner's problem statement
 * One thing that was effective...
 * One question/suggestion I have...


 * ACTIVITY 3: Written Feedback on Problem Statements**
 * **[|Problem Statement]**
 * Click on this Tricider **[|link], then click "Add Idea."**
 * **Input the WHOLE text of your problem statement using the formula below:**
 * World language teachers/researchers/educators (make an assertion)
 * However, (discuss what is missing). This is particularly evident in...(state a specific context and/or example).
 * Furthermore, (add another sentence about what is missing). For example, (insert an example).
 * In other words, (State the problem)
 * Consequently, (propose a study or a solution in general terms)
 * Transitional Sentence
 * **Read through at least three other problem statements.**
 * **Give feedback and/or suggestions on the statements you read.**
 * **Vote for the three most effective statements.**


 * ACTIVITY 4: Discussion of Tricider Activity**


 * Technological Features/Usability
 * No log-in required--learners can begin participating immediately
 * Interface is intuitive and easy to use
 * Visual layout structures the activity
 * Visual layout makes steps in activity very clear
 * Visual layout keeps unnecessary info. hidden
 * Pedagogical Purposes
 * Force linguistic production
 * Provide models
 * Provide efficient feedback from multiple people
 * Provide efficient evaluation of ideas and content
 * Provide clear "next steps" in writing process
 * Cognitive Effects
 * The tool structures the activity, step-by-step
 * The tool structures your thinking in small chunks
 * The activity requires you to "commit" to an idea/course of action
 * The activity invites you to develop the ideas further through peer feedback
 * The activity enables you to see multiple models
 * The activity invites analysis of the content, structure, and language used in each problem statement
 * Linguistic Effects
 * The activity forces linguistic production
 * For non-native speakers of English, the activity lowers the affective filter
 * The structure of the activity provides time to think/craft a response and to re-read multiple times before posting
 * The structure of the activity provides time to see feedback from colleagues in writing and to process it through re-reading (v. oral feedback that may go in one ear and out the other)
 * Opportunities to see lots of models
 * Social Consequences
 * The "real" audience increases everyone's desire to produce something of quality
 * The features of the tool encourage social interaction
 * The features of the tool stimulate the desire for "likes" and "votes"


 * ACTIVITY 5: Writing the Rest of the Professional Article**
 * **Background on the Problem**
 * Road Map (Preview that ends with a list of the three components you plan to discuss)
 * Component or Issue 1
 * Supporting Detail 1
 * Supporting Detail 2
 * Component or Issue 2
 * Supporting Detail 1
 * Supporting Detail 2
 * Component or Issue 3
 * Supporting Detail 1
 * Supporting Detail 2
 * Transitional Sentence
 * **Key Principles for Addressing the Problem**
 * Road Map
 * Principle 1
 * Explanation
 * Example
 * Principle 2
 * Explanation
 * Example
 * Principle 3
 * Explanation
 * Example
 * Transitional Sentence
 * **7 Action Steps for Implementing the Principles**
 * Road Map
 * Step 1
 * Explanation
 * Example
 * Step 2
 * Explanation
 * Example
 * Step 3
 * Explanation
 * Example
 * Step 4
 * Explanation
 * Example
 * Step 5
 * Explanation
 * Example
 * Step 6
 * Explanation
 * Example
 * Step 7
 * Explanation
 * Example
 * Transitional Sentence
 * **Conclusion**
 * Summary
 * Call to Action
 * Inspirational Quote


 * ACTIVITY 6: Homework - Finish completing the template and generate** ** a full, typed draft of your professional article **


 * 3-23-17: Conference Presentations **


 * Today's Topic: Drafting an Effective Conference Presentation & Outlining a Professional Article **


 * Today's Objectives: **
 * Students will draft an effective conference presentation.
 * Students will provide feedback on conference presentation drafts.
 * Students will explore the use of templates for scaffolding group interaction, creative production, and linguistic output.


 * Today's Guiding Questions: **
 * What are the components of an effective conference presentation?
 * How can you solicit and provide feedback that improves your conference presentations?
 * How can templates scaffold group interaction, creative production, and linguistic output?


 * Today's Can Dos: **

1) I can draft an effective conference presentation. 2) I can provide effective feedback on colleagues' conference presentation drafts. 3) I can use a template to help me generate creative, professional products using technology.


 * ACTIVITY 1: Giving Peer Feedback on Conference Presentations [[file:Professional Conference Presentation Feedback Sheet.docx]][[file:Professional Conference Presentation Feedback Sheet.pdf]]**


 * Form a group of 3
 * Spend 3 minutes viewing the presentation
 * Presenter sits with back to the group
 * Partners discuss presentation
 * Overall Effectiveness
 * Visual Formatting
 * Ideas/Content
 * Organization
 * Examples
 * Interactivity
 * One thing that I thought was effective for the target audience was...because...
 * One thing I didn't understand or that confused me or that I needed was...because...
 * One question I had...
 * I wonder if...
 * Presenter takes notes


 * ACTIVITY 2: Professional Articles [[file:Professional Article Analysis & Rapid Prototyping Templates.docx]][[file:Professional Article Analysis & Rapid Prototyping Templates.pdf]] **
 * Look at the [|2017 Focus Topics] for //The Language Educator//
 * Look at the [|author guidelines]
 * Find a partner and choose two articles from //[|The Language Educator]//
 * Find two articles of interest to you both
 * Work with your partner to "deconstruct" the articles
 * What elements do the articles all seem to include?


 * ACTIVITY 3: Rapid Prototyping of Articles**


 * Topic
 * Key Concepts
 * Key Principles
 * 3 Examples
 * 7 Action Steps
 * Inspirational Quote
 * Call to Action


 * ACTIVITY 4: Writing the Article**
 * **Problem Statement**
 * World language teachers/researchers/educators (make an assertion)
 * However, (discuss what is missing). This is particularly evident in...(state a specific context and/or example).
 * Furthermore, (add another sentence about what is missing). For example, (insert an example).
 * In other words, (State the problem)
 * Consequently, (propose a study or a solution in general terms)
 * Transitional Sentence


 * ACTIVITY 5: Homework: Conference Presentation & //The Language Educator -// Next Steps **

= =

=3-21-17: UCET Conference Debrief=


 * ACTIVITY 1: ** Debrief UCET Conference


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


 * ACTIVITY 2: Conference Presentations **


 * ACTIVITY 3: Strategies for Developing Effective Conference Presentations & Articles (Technology Innovation Center Design Thinking Event) **


 * Empathetic Interviews


 * ACTIVITY 4: Homework**

=3-16-17: UCET Conference=

No class today

=3-14-17: Assessment=

=** 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 link="http://www.flubaroo.com/"]]




 * 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?

[|Austin's Butterfly]

media type="vimeo" key="38247060" height="360" width="640"


 * ACTIVITY 2: 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)


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

- Rubric generator with basic categories and descriptions that you can customize

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


 * ACTIVITY 4: ****Polls, Quizzes, Surveys, & Tests**


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


 * ACTIVITY 5:** **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 6: 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 7:** **[|Amy Leonard's Customizable Assessment Tools]**

1) What is useful about these tools?

2) What needs to be changed?


 * ACTIVITY 8: Discussion of Homework (No class Thursday)**

=3-9-17: 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: 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 3: [|Welcome to My PLE Video]**

media type="custom" key="28340129"
 * ACTIVITY 4: Symbaloo**


 * ACTIVITY 5: Interpersonal Communication: Tools AND Pedagogy**


 * CHOOSE ONE TASK TO COMPLETE:**


 * ACTIVITY 6: 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.



a) Sign up for a free account. b) Find a partner.

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]





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:



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 8: Tools for Scaffolding Interpersonal Communication**

- Free videoconferencing for up to 8 people


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

- Videoconference with colleagues

- Hold videoconferences with colleagues from around the world for free


 * ACTIVITY 9:**


 * Annotation Tools**


 * Comic Creation Tools**


 * Infographic Tools**


 * Language Learning Tools**


 * ACTIVITY 10: Tools for Scaffolding Presentational Communication**


 * Brochure Creation Tools**


 * Flyer Creation Tools**


 * Magazine Creation Tools**


 * Newspaper Creation Tool**


 * __Presentation Creation Tools__ **


 * ACTIVITY 11: Students with Special Needs, [|BYOD], [|Cell Phones] ([|Toys to Tools Excerpt])**







[|Flipping the Classroom]



Learning Centers

=3-7-17:=


 * 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


 * 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]
 * 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).

"[|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"] (Adichie, 2009).


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

"[|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).

"[|So that is how to create a single story,][|show a people as one thing,][|as only one thing,][|over and over again,] [|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"**

"[|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] " (Adichie, 2009).

"<span style="background-color: #ffffff; color: #333333; font-family: _bariol,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">[|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,&#39;Helvetica Neue&#39;,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,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">" <span style="background-color: #ffffff; color: #333333; font-family: _bariol,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">[|Years later, I thought about this when I left Nigeria][|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.][|(Laughter)] [|She assumed that I did not know how][|to use a stov] <span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">e" (Adichie, 2009).

<span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">" <span style="background-color: #ffffff; color: #333333; font-family: _bariol,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">[|What struck me was this: She had felt sorry for me][|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,][|no possibility of a connection as human equals] <span class="highlight" style="background-color: #ffffff; color: #333333; font-family: _bariol,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">" (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,&#39;Helvetica Neue&#39;,Helvetica,Arial,sans-serif; font-size: 16px;">[|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. . . . > > **ACTIVITY 7: Why storytelling?** > > **Novice** > > media type="youtube" key="GLoOsbYHN1A" height="315" width="420" > **Intermediate** > > - Fiction in 140 characters or less > > >> >> ACTIVITY 8: Your turn to try a tool! >> >> ** or ** >> >> >> Blabberize Examples & Instructions: ** >> >> >> >> 1) Select photo >> 2) Crop photo >> 3) Place mouth >> 4) Record voice: >>> >>> 5) Use PREVIEW to share with a partner (you have to register first to save it). >>> >>> **Voki Examples & Instructions:** >>> >>>> >>>> 1) Select an avatar >>>> 2) Select a background >>>> 3) Record voice: >>>> >>>> 4) Save and share with a partner >>>> >>>> (Storybird) >>>> >>>>> 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 11: What's My Sentence?** >>>>> >>>>> >>>>> media type="youtube" key="xjBmnfI4Tn4" height="315" width="420" >>>>> >>>>> >>>>> >>>>> - >>>>> >>>>>  >>>>> >>>>> >>>>>
 * " 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
 * [|Bus Stop Man]
 * [|Jammed]
 * [|Sixty 25-Word Stories]
 * media type="custom" key="28296801"
 * *** [|Story Maps] **
 * [|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)]
 * My name is . . ..
 * One thought I have about storytelling in the world language classroom is . . ..
 * One question I still have about storytelling is . . ..
 * [|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
 * My name is . . ..
 * One thought I have about storytelling in the world language classroom is . . ..
 * One question I still have about storytelling is . . ..
 * French Examples
 * German Examples
 * Italian Examples
 * Spanish Examples
 * 1) Choose an artist
 * **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
 * 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


 * Key Principles for Becoming an Expert 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

3-2-17: Explanation of Assignments

=2-28-17: 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 early
 * Brief Discussion of Homework
 * Groups of 3
 * What did you like?
 * What did you learn?
 * Recommendations?
 * <span style="background-image: url(">[|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?

(<span style="background-image: url(">[|Example 1], <span style="background-image: url(">[|Example 2: Fire] )

<span style="background-image: url(">[|Learn to Read Korean in 15 Minutes by Ryan Estrada]

<span style="background-image: url(">[|Learn to Read Russian in 15 Minutes by Ryan Estrada]

<span style="background-image: url(">[|Word Order in Thai]

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


 * 80% of information processing occurs in the visual cortext
 * <span style="background-image: url(">[|Picture Superiority Effect]
 * <span style="background-image: url(">[|Dual Coding Theory]
 * <span style="background-image: url(">[|Five Taxonomies of Instructional Graphics] (See also: <span style="background-image: url(">[|Effect Sizes by Picture Function] )
 * <span style="background-image: url(">[|Phases of Visual Storytelling]
 * <span style="background-image: url(">[|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?

<span style="background-image: url(">[|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.

=2-23-17: Creativity (Con't.)=


 * 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 **


 * Housekeeping**
 * Roll
 * Tech Byte


 * ACTIVITY 1:** Creativity PowerPoint (Continued)


 * Creativity Jigsaw
 * Superhero Ppts
 * Red Flower, Green Stem
 * The Dot
 * Functional Fixedness
 * Visual Cognition
 * Tools for the Communicative Mode

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?
 * Sample Resources for Creative Teaching**













[|Paper Bag Puppets]


 * ACTIVITY 2: What is creativity?**

Google Image Search, Structured in PowerPoint


 * ACTIVITY 3: Creativity as Perspective**

[|Steve Jobs]

http://www.ronnestam.com/tag/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**


 * [|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]

<span style="display: block; display: inline !important;">**ACTIVITY 7: Creative Tools**

<span style="display: block; display: inline !important;"> 1) Choose a topic from your textbook. <span style="display: block; display: inline !important;"> 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

=2-21-17: No Class= Monday Instruction


 * 2-16-17: 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


 * ACTIVITY 1: ** Tech Byte


 * ACTIVITY 2: Discussion of Homework**

1) Which games were fun to play? Why? 2) What did you notice about the games designed for "educational purposes?" 3) Compare the games that were designed for educational purposes, those designed for language learning, and those that were fun to play. What did you notice?


 * ACTIVITY 3: What** **Gaming Can Teach Us About Effective Language Teaching & Learning**


 * Games as products
 * Gaming as a practice
 * Gaming as a perspective

5) What can we learn from gaming and related research about meaningful learning and motivation


 * 21st Century Skills
 * Learning
 * Flow
 * Scaffolding
 * Motivation (Value Expectancy Theory)
 * Feedback
 * Gamification
 * Open Source/Ubiquitous Learning
 * Transliteracy

Definitions - What do we mean by creativity?

[|Creativity Brainstorming: TitanPad]


 * ACTIVITY 4: What is creativity? **

(Food, art, superhero images ppt)


 * ACTIVITY 5: Defining Creativity **




 * ACTIVITY 6: FL Examples of Student Metaphors **

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


 * ACTIVITY 7: ** **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 7: Homework **


 * 1) Choose ONE to read: ** Csikszentmihalyi, Mihalyi. (1996). [|Chapter 5] from // Creativity: Flow and the psychology of discovery and invention. // NY: HarperPerennial. ISBN 0-06-017133-2.

OR

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

//OR//

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


 * 2) Explore at least 3 examples of creativity from this page: ** Creativity by Design


 * 3) Explore examples of creativity in world language education from this blog: **




 * 4) Watch this 11-minute video: **

[|Where Good Ideas Come From by Stephen Johnson]


 * 5) Explore these resources: **


 * [[image:creativitybydesign/InfographicsAsCreativeAssessment.JPG link="http://www.schrockguide.net/infographics-as-an-assessment.html"]] ||
 * InfographicsAsCreativeAssessment.JPG ||


 * [[image:creativitybydesign/WritingPrompts.JPG link="http://writingprompts.tumblr.com/"]] ||
 * WritingPrompts.JPG ||


 * 6) Choose ONE of these videos to watch: **


 * Changing Education Paradigms **

RSA Animate. (2010, October 14). [|Changing education paradigms]. // YouTube. //


 * The Click Moment **

Johannson, Frans. (2012). // The Click Moment //. NY: Portfolio Penguin.


 * Dare to Wonder (If you pick this one, choose at least one more.) **

Oreo Cookie. (2014, Jan. 26). [|Dare to wonder]. // YouTube. //

- This 30-second video asks what would happen if we dared to wonder, dared to try, dared to share ourselves, dared to stop worrying who we are "supposed" to be, dared to use what is inside of us to overcome our fears and doubts.


 * Do Schools Kill Creativity? **

Robinson, Sir Ken. (2006, February). [|Sir Ken Robinson: Do schools kill creativity?] // TED Talks (on YouTube). // Retrieved April 27, 2007, from []

Florida, Richard. (2005). [|The flight of the creative class: New global competition for talent]. NY: [|HarperCollins]. ISBN0-06-075690-X.
 * The Flight of the Creative Class **


 * The Rise of the Amateur Professional **

[|Charles Leadbeater: The Rise of the Amateur Professional] - Begin with the section on New Creativity. Thought-provoking - Explains that creativity is collaborative, cumulative, and distributed. Discusses connections between social networks and "innovation in use," the need for collaboration between inventor and user and the disruptive nature of true innovations. Outlines the huge implications that lack of ability to self-express has for organizations, discusses differences between open and closed systems (think ecologies, stagnant ponds) and their likely impact on competition, and companies built on communities. His final explanation in the last 2 minutes re: how turning "users into producers and consumers into designers" will be difficult to stop, and the image he paints of what that could do in terms of changing education is particularly thought-provoking

= =
 * TED Talks on Creativity **

- A collection of TED Talks on creativity

7) For those who want to begin Thursday's homework: Choose an article from the Visual Cognition section of the readings page to read.

8) More to explore: MLC2006 - Creativity

=2-14-17: Gamification=


 * Today's Topic: Pedagogical Implications of Emerging Technologies (Gamification)**


 * 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

Gamification ([|Signature Search])




 * ACTIVITY 1: Tech Byte**


 * ACTIVITY 2: UFLA Debrief**


 * ACTIVITY 3: Exploring Games **


 * [[image:languagelinks2006/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.)

From Arab-Ital_Lrnr: This was on my Facebook feed today from one of my Arab friends, and it seemed to be exactly on topic:




 * ACTIVITY 4: Educational Games **















[|Ten Puzzle Websites to Sharpen Your Programming Skills]

[|Picture Dots]


 * ACTIVITY 5: 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]



[|The Gamification]

[|Find the Learning in Any Game]


 * ACTIVITY 6: Other Tools:** ([|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]

=2-9-17: UFLA Conference= (No class on campus)

2-7-17:


 * 2-2-17: 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?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * 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: &#39;Century Gothic&#39;,sans-serif; font-size: 12pt;">, //[|Popplet], <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 10pt;">[|Text 2 Mind Map] //<span style="font-family: &#39;Century Gothic&#39;,sans-serif; font-size: 12pt;">, //[|Webspiration], <span style="font-family: &#39;Times New Roman&#39;,serif; font-size: 10pt;">[|Wisemapping]


 * Housekeeping**


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


 * 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"

media type="youtube" key="NZCMkAB875I" height="315" width="420"
 * ACTIVITY 4: Read & Respond (Pre-reading Activity): ** [|Are You a Digital Native? (Cartoons)] [[image:ViewPureLogo.JPG link="http://viewpure.com/NZCMkAB875I?start=0&end=0"]]


 * ACTIVITY 5: Say Something**: //[|Digital Natives, Digital Immigrants]//


 * ACTIVITY 6:** Homework

=1-31-17: 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?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools:** [|Diigo], [|Edmodo], [|Facebook], [|Feedly], [|FLTEACH], [|Hootcourse], [|Pinterest], [|Tweetdeck], [|Twitter], [|Zotero], Wikispaces


 * Housekeeping**


 * Roll
 * Tech Byte


 * ACTIVITY 1: Facebook Friend Wheel**


 * 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?**





[|"Hashtag" with Jimmy Fallon & Justin Timberlake]


 * 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: &#39;Century Gothic&#39;,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

=1-26-17: 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?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools:**


 * Today's Activities:**


 * HOUSEKEEPING:**


 * Roll
 * Tech Byte


 * ACTIVITY 1**: What is a hashtag?

[|"Hashtag" with Jimmy Fallon & Justin Timberlake]

media type="youtube" key="57dzaMaouXA" width="560" height="315"

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


 * ACTIVITY 2: Hashtag Your Nametag**


 * ACTIVITY 3: Tagging: Interactive Mixer & Affinity Diagram**





3) What is social bookmarking?


 * ACTIVITY 4: Complete the blue Diigo Scavenger Hunt worksheet**. [[file:Diigo Scavenger Hunt.docx]][[file:Diigo Scavenger Hunt.pdf]]



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






 * ACTIVITY 5: Homework**

=1-24-17: Cybersafety, Digital Citizenship, Copyright, & Fair Use=

**Today's Topic:** Cybersafety, Digital Citizenship, Copyright, & Fair Use


 * Today's Objectives: **


 * Students will explain common problems associated with student use of technology.
 * Students will articulate principles of cybersafety, privacy, and security.
 * Students will apply principles of digital citizenship, copyright, and fair use.


 * Today's Can Dos: **

1) I can give examples of common problems associated with student use of technology. 2) I can articulate key principles of cybersafety. 3) I can use digital media safely and ethically for research and teaching.


 * Today's Guiding Questions: **


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


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Today's Tools: **


 * Today's Agenda:**


 * Housekeeping**


 * Roll
 * Tech Byte


 * ACTIVITY 1:** **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 2:** [|Technology, Democracy, & Power] Discussion

1) How are technology, democracy, and power related? 2) Find a partner and discuss your answers. 3) What implications does this have for world language teachers?


 * ACTIVITY 3: Debrief of Copyright Homework**


 * **Questionnaire** [[file:Copyright Questionnaire.pdf]]
 * [|A Fairy Use Tale]
 * Infographics


 * ACTIVITY 4: Sources for Copyright-safe Materials**

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

2) Explore //Culture Connection//


 * ACTIVITY 5: Cybersafety (to be continued....)**


 * **Privacy v. Social Visibility & Accessibility**
 * **Facebook**
 * **Linked In**
 * **Snapchat**


 * **Privacy v. Online Professional Presence**


 * ACTIVITY 6: Theory Into Practice**

**a) Why a visual résumé?**

[|Margaret Williams] media type="custom" key="28420677" **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="560" height="315"

**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 **

**Evaluate:**

** [|Europass Online Composer] **

** [|Europass Examples] **


 * ACTIVITY 7:** Homework

=1-19-17: Just the Basics=

**Today's Topic:** Basic Technology Skills for Teachers


 * Today's Objectives: **

1) Students will use the course wiki effectively. 2) Students will locate copyright safe images for classroom use. 3) Students will format Microsoft Word documents for research and teaching.


 * Today's Can Dos: **

1) I can navigate and edit the course wiki. 2) I can locate copyright safe images. 3) I can manipulate Microsoft Word documents and images effectively for research and teaching.


 * Today's Guiding Questions: **


 * How does one embed multimedia (documents, images, videos, and widgets) into a wiki?
 * Where can teachers find copyright safe images?
 * How can teachers format Microsoft Word documents to create effective theses and instructional materials?


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //
 * What is the difference between "heart of the work" and "more peripheral elements"?
 * What constitutes as "fair price"?
 * What are the legal repercussions for copyright infringement?
 * Can verbal permission to someone else of your own work come back to bit the borrower if the owner is seeking retribution?
 * Can copyright be passed down to family members and still be under law after 70 yrs of the author's death?


 * Today's Tools:** [[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]] [[image:FreeImagesLogo.jpg link="http://www.freeimages.com/"]][[image:Pixabay.JPG link="https://pixabay.com/"]]


 * Today's Agenda:**


 * HOUSEKEEPING**


 * **Roll**
 * Tech Byte
 * Extra Spaces on Tech Byte


 * ACTIVITY 1:** ** Individual Student Wiki Pages (Review - Finish yours for full credit) **


 * Creating pages
 * Adding text
 * Linking text and images
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other items


 * ACTIVITY 2: Locating Copyright Safe Images **[[image:languagelinks2006/FreeImagesLogo.jpg link="http://www.freeimages.com/"]][[image:languagelinks2006/Pixabay.JPG link="https://pixabay.com/"]]


 * ACTIVITY 3: Editing Images **[[image:meaningfulmethods/FotoflexerLogo.jpg link="http://fotoflexer.com/"]]


 * ACTIVITY 4: Formatting & Manipulating Images & Shapes in //MSWord// **


 * Inserting an image
 * Resizing an image
 * Inserting shapes
 * Filling shapes with images
 * Layering images
 * Grouping images
 * Putting textboxes over images
 * Changing the transparency of textboxes
 * Screen captures
 * Borders and shading


 * ACTIVITY 5: Manipulating Text & Document Features in //MSWord//**
 * Cascading style sheets (CSS)
 * [|Accents] and other diacritical marks
 * Using shortcut keys
 * Headers, footers, page breaks, etc. (in Word for worksheets & theses)
 * [[image:ZoteroLogo.png link="https://www.zotero.org/"]]
 * [[image:ZoteroLogo.png link="https://www.zotero.org/"]]


 * ACTIVITY 6:** Homework

=1-17-17: The History of Technological Change=


 * Today's Topic:** The History of Technological Change in Education


 * Today's Objectives:**


 * Students will provide nuanced definitions of "technology."
 * Students will describe the history of technology use in education.
 * Students will explain how physical trends in the evolution of technology have influenced technology evaluation and adoption in education.
 * Students will develop basic search skills.


 * Today's Guiding Questions:**


 * //What do we mean by "technology?"//
 * //How has technology evolved in the last 40 years?//
 * //How have trends in the evolution of technology influenced the evaluation and adoption of technology in education?//
 * //How can world language teachers locate culturally authentic materials and high quality information in the target language efficiently?//


 * My Questions: **

// Post any burning issues or questions you would like to discuss today here. //


 * Can Do Statements:**

1) I can define technology. 2) I can describe the history of technology use in education. 3) I can explain how key trends in the evolution of technology influence technological evaluation and adoption in education. 4) I can locate high quality information quickly and effectively.


 * Today's Tools: [[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 Byte - Jorge
 * UFLA Student Marshalls


 * ACTIVITY 1: Review of** Homework


 * ACTIVITY 2: What do we mean by "technology?"**

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


 * ACTIVITY 3:** [|The Evolution of Classroom Technology]


 * ACTIVITY 4: Trends in Technological Evolution & Educational Adoption**


 * Size --> Portability
 * Portability --> Flexibility
 * Convergence -> Multifunctionality
 * Functionality
 * Durability
 * Usability
 * Adaptability (v. "functional fixedness")


 * ACTIVITY 5: Just the Basics**
 * Navigating in tabs
 * Tiling windows/working in two windows


 * ACTIVITY 6: Search**


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


 * [[image:GoogleScholarLogo.gif link="http://scholar.google.com/"]]


 * ACTIVITY 7: Individual Student Wiki Pages **
 * Creating pages
 * Adding text
 * Linking text and images
 * Uploading images
 * Uploading documents
 * Embedding videos
 * Embedding other items


 * ACTIVITY 8: Homework**

=1-12-17: TPACK=


 * Today's Topic: Technological Pedagogical Content Knowledge**


 * Today's Objectives:**


 * Students will explain terms commonly used in educational technology circles.
 * Students will experience a webinar.
 * Students will define "technological pedagogical content knowledge."
 * Students will use TPACK to evaluate the affordances and constraints of videoconferencing platforms.


 * Today's Guiding Questions:**


 * //What technology terms are commonly used in educational circles?//
 * //What is a webinar?//
 * //What do we mean by "technological pedagogical content knowledge?"//
 * //How can TPACK help world language educators to evaluate and improve online professional development?//


 * Can Do Statements:**

1) I can explain terms commonly used in educational technology circles. 2) I can define //webinar// and //technological pedagogical content knowledge//. 3) I can use TPACK to evaluate and improve online professional development. 4) I can use survey data to identify the professional development needs of world language educators.


 * Today's Tools:** [[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 Byte - Dustin
 * UFLA Student Marshalls
 * Graduate Conferences (Humanities & Belief, SLA Symposium, NFLRC Symposium - Registration Due Today!)
 * [[file:Personal Password List 2016 Categorized.pdf]][[file:Personal Password List 2016 Categorized.doc]]
 * Establishing websafe usernames
 * Establishing "junk" e-mail accounts


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

Definitions of Educational Technology: "Educational technology involves the __disciplined application of knowledge__ for the purposes of improving learning, instruction, and performance" - [|Michael Spector]


 * ACTIVITY 2: Review of** Homework (Technology Survey & PD Needs)


 * ACTIVITY 3: Webinar**


 * ACTIVITY 4: TPACK**



Image source: http://tpack.org

a) What is TPACK? b) How does TPACK help to explain failures to integrate technology effectively? c) Why should we be concerned with TPACK in this course?


 * ACTIVITY 5: Using TPACK to Evaluate & Improve Online Professional Development**


 * ACTIVITY 6:** Homework

=1-10-17: 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 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



[|Painless Password Management]

Tech Byte - [|FreeTech4Teachers] Blog by Richard Byrne


 * 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:** Course Format [[file:Syllabus Span 672-SLAT 610 Winter 2017.pdf]]
 * Tech Bytes


 * **A**ctivities & **A**ssignments
 * Guest Speakers
 * [|Ignite Presentations]
 * Language Educator Article
 * Personal Learning Network Assignment
 * Professional Development Project
 * Technology-Infused Learning Experience Project
 * The Great Debate
 * UCET Conference


 * **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]]
 * Audio Files
 * Avatars
 * Comics
 * Digital stories
 * Discussion posts
 * Infographics
 * Interactive activities
 * Maps
 * Mashups
 * Polls, quizzes, surveys, tests
 * Presentations
 * Professional web presence
 * Videos
 * Visual CVs
 * 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)

<span style="display: block; height: 1px; left: 0px; overflow: hidden; position: absolute; top: 20548px; width: 1px;"> Anthony - <span style="background-color: #ffffff; background-image: url(">Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective Identity in Online Communities: Social Networking Sites and Language Learning [|Using a social networking site for experiential learning: Appropriating, lurking, modeling and community building]
 * ACTIVITY 5:** Homework

Asa - <span style="background-color: #ffffff; background-image: url(">[|Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites] [|Web 2.0 and Second Language Learning: What Does the Research Tell Us?] [|Why web 2.0 is good for learning and for research: principles and prototypes]

Cai - <span style="background-color: #ffffff; background-image: url(">A privacy paradox: Social networking in the United States ; <span style="background-color: #ffffff; background-image: url(">[|Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites] ; <span style="background-color: #ffffff; background-image: url(">[|THE EFFECT OF AFFECT ON FOREIGN LANGUAGE LEARNING: A REVIEW OF THE ANXIETY RESEARCH]

Dania - <span style="background-color: #ffffff; background-image: url(">[|Experiential Learning: Experience as the Source of Learning and Development] ; <span style="background-color: #ffffff; background-image: url(">[|A privacy paradox: Social networking in the United States] ; <span style="background-color: #ffffff; background-image: url(">[|The Beliefs about Language Learning of Beginning University Foreign Language Students]

Dustin - <span style="background-color: #ffffff; background-image: url(">[|Identity in online communities: Social networking sites and language learning] [|Learning a language with Web 2.0: Exploring the use of social networkingfeatures of foreign language learning websites] [|Social-networking sites in foreign language classes: Opportunities for re-creation]

Emily - <span style="background-color: #ffffff; background-image: url(">[|What Is New About The New Literacies of Online Reading Comprehension?] [|Relationships in reform: the role of teachers’ social networks] [|The Merging of Literacy and Technology in the 21st Century: A Bonus for Gifted Education]

Gabi - <span style="background-color: #ffffff; background-image: url(">[|Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites] [|Narcissism and Social Networking Web Sites] [|Natural Sequences in Child Second Language Acquisition]

Jay -

<span style="background-color: #ffffff; background-image: url(">A Systematic Review on Informal Learning of English Language via Facebook

<span style="background-color: #ffffff; background-image: url(">[|The interplay of technology and context in Syrian university students' electronic literacy practices]

<span style="background-color: #ffffff; background-image: url(">Translingualism as an Open Educational Language Practice: Raising Critical Language Awareness on Facebook

Jennifer - <span style="background-color: #ffffff; background-image: url(">[|Personalised and Self-Regulateed Learning in the Web 2.0 Era: International Exemplars of Innovative Pedagogy Using Social Software] [|Identity in Online Communities: Social Networking Sites and Language Learning] [|Social software and Participatory Learning: Pedagogical Choices with Technology Affordances in the Web 2.0 Era]

Jeremy - <span style="background-color: #ffffff; background-image: url(">[|Second language use, socialization, and learning in Internet interest communities and online gaming] [|Identity, **language learning**, and social change] [|Current trends in online **language learning**]

Jorge - <span style="background-color: #ffffff; background-image: url(">[|A Friend Request from Dear Old Dad: Associations Between Parent–Child Social Networking and Adolescent Outcomes] [|FOSTERING FOREIGN LANGUAGE LEARNING THROUGH TECHNOLOGY-ENHANCED INTERCULTURAL PROJECTS] [|REALIZING THE POTENTIAL OF MOBILE PHONE TECHNOLOGY FOR LANGUAGE LEARNING]

Kara -

Laura - <span style="background-color: #ffffff; background-image: url(">[|Yang, S-H. (2009). Using blogs to enhance critical reflection and community of practice.] [|Blattner, G. & Fiori, M. (2011). Virtual social network communities: an investigation of language learners' development of sociopragmatic awareness and multiliteracy skills.] [|Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners.] Linnea - <span style="background-color: #ffffff; background-image: url(">[|￼Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites] [|Learning a Language with Web 2.0: Exploring the Use of Social Networking Features of Foreign Language Learning Websites] [|The good, the bad and the wiki: Evaluating student-generated content for collaborative learning]

Raquel - <span style="background-color: #ffffff; background-image: url(">[|"Social-networking sites in foreign language classes: Opportunities for re-creation." The next generation: Social networking and online collaboration in foreign language learning] [|"A study of the use of social network sites for language learning by university ESL students." Social networking for language education] [|"Introduction to social networking, collaboration, and Web 2.0 tools." The next generation: Social networking and online collaboration in foreign language learning]

Rex - <span style="background-color: #ffffff; background-image: url(">[|On the attractiveness of social media for language learning: a look at the state of the art] [|PERSONALISED AND SELF REGULATED LEARNING IN THE WEB 2.0 ERA: INTERNATIONAL EXEMPLARS OF INNOVATIVE PEDAGOGY USING SOCIAL SOFTWARE] [|Investigating Instructional Strategies for Using Social Media in Formal and Informal Learning]

Suzanne - <span style="background-color: #ffffff; background-image: url(">[|Bilingualism in the Mass Media and on the Internet] [|Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective] [|Mobile Computing Devices in Higher Education: Student Perspectives on Learning with Cellphones, Smartphones & Social Media]

Yvette - <span style="background-color: #ffffff; background-image: url(">[|Technology and language learning] [|UNDERSTANDING THE "OTHER SIDE": INTERCULTURAL LEARNING IN A SPANISH-ENGLISH E-MAIL EXCHANGE] [|Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms]