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Saved by Vance Stevens
on July 16, 2020 at 5:51:01 pm
 

Welcome to Online Language Learning and Teaching

A workshop given by Vance Stevens on July 16, 2020

at the First Online Doctoral Seminar Series (May-July, 2020) on “Language, Culture and Society”

organized by the Faculty of Letters and Human Sciences, Mohammed V University in Rabat, Morocco

 

 

Workshop orientation

 


 

Abstract

 

‘Traditional’ teaching and learning often refers to how these acts were conducted before the arrival of computers, and now that computers are ubiquitous, before the Internet became commonly used in learning. These have allowed teachers to divide their teaching into synchronous and asynchronous components, whether face-to-face or online, in so-called ‘flipped’ and ‘blended’ approaches. Because of the learning curve and technologies involved, not all teachers have been able to equally apply the affordances of technology in learning, but with the sudden closure of schools in time of pandemic it appears that those most capable of adapting have been those already adept at working in blended learning environments. This workshop is about approaches to teaching online that serve to maintain teacher presence and student engagement. It will be conducted in a way that enables its participants to experiment with tools that will help them understand through experience the concepts discussed.

 

Prose write-up of the rationale and plan for the sesson

Visit https://tinyurl.com/vance2020ollt 

 

Return to Workshop Orientation

 

 

START HERE: How to participate in this workshop

 

Your guide in Online Language Learning and Teaching will fill in more information here in the days prior to the webinar.

Meanwhile, you can do the first step in SOFLA, your "Pre-work" mission, any time from now until July 16.

 

Where in Zoom and when

 

There is a Google Classroom course called

The First Online Doctoral Seminar Series (2020) - Doctoral Program: Language Culture and Society (FLSHR-UM5R)

Class code 2qf2thh

https://classroom.google.com/c/ODU4OTU1NTk3Mzda

 

My topic is Online Language Learning and Teaching, scheduled July 16, at 14:00-15:30 GMT+1 (Moroccan time) 

Join Zoom

https://iesabroad.zoom.us/j/98216887677  

Meeting ID : 982 1688 7677

(try without password)

 

This happens on Thursday July 16, 13:00-14:30 UTC   

 

 

Step 1. Pre-work mission

 

When working with students and colleagues, I avoid the word "assignment", and use the word "mission" instead.

 

Purpose

 

The PURPOSE of this mission is

  1. To help you prepare to engage with the topic of the webinar on July 16
  2. To enable the presenter to guage what the participants already know coming into the webinar
  3. To help you to experience and understand one important aspect of online language learning and teaching

 

MIssion step 1 - Select a URL to view and report on 

 

In preparation for (i.e before) your attendance at the webinar on July 16, please see this podcast blog post

https://learning2gether.net/2020/07/12/vance-stevens-and-laine-marshall-discuss-sofla-in-detail-at-the-16th-webheads-revival-weekly-sunday-sandbox-open-mic-inar/

 

ALL of the links BELOW are at that link ABOVE

 

Have a look at the post, get an idea of what it is about, and then focus on at least ONE link.

For example, you could ...

 

  1. Vew the video from the Zoom recording, or part of it, https://youtu.be/Sf7zzyle1qs
  2. Listen to the audio from the Zoom recording, or part of it: 
    https://learning2getherdotnet.files.wordpress.com/2020/07/audio_only-2020-07-12-16thsundaysandboxopenmic.m4a
  3. Read the highly recommended article by Marshall and Kostka (2020, forthcoming, for viewing only) 
    http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/ 
    You may cite this article only after the paginated PDF appears online here, first week of August, 2020: http://tesl-ej.org/pdf/ej94/int.pdf
  4. View the video recording or read the Google Doc on How to Flip a Plenary, or view the slides for Vance's ThaiTESOL plenary on January 30, 2020. You can find the links you need here: 
    https://learning2gether.net/2020/01/30/vance-stevens-plenary-at-thaitesol-on-the-what-why-and-how-of-flipped-learning-harmonizing-diversity-by-developing-skills-in-podcasting-webcasting-and-digital-storytelling/
  5. Read any of the papers listed in the Reference section at the blog post here: 
    https://learning2gether.net/2020/07/12/vance-stevens-and-laine-marshall-discuss-sofla-in-detail-at-the-16th-webheads-revival-weekly-sunday-sandbox-open-mic-inar/ 
  6. Attend the Flipped Classroom British Council event here, or view the recording, if there is one:
    https://www.facebook.com/TeachingEnglish.BritishCouncil/posts/3543819558966239  
  7. Attend any of the events at the Education Flip Tech Learning online conference July 12-16, or view recordings, if any, here:
    https://bit.ly/fliptech2020schedule
  8. Explore Graham Stanley's webinar at the 15th Webheads Weekly Sunday Sandbox OpenMic-inar July 5, here
    https://learning2gether.net/2020/07/05/graham-stanley-escape-the-valley-15th-webheads-weekly-sunday-sandbox-openmic-inar/

 

It is expected that you will spend about an hour exploring one of these links.

If after an hour, you want to stop, go on to Mission step 2, complete the form for what you have done so far.

 

If you are interested in what you are doing, please continue.

If you find yourself following link after link, and want to report on other links, please fill in a separate form for that. 

 

 

Mission step 2 - Fill in the Google Form

 

When you have read, viewed, or listened to at least ONE (or part of one) of the suggestions mentioned above,

then fill in this Google Form to report on how you accomplished your pre-work.

https://docs.google.com/forms/d/e/1FAIpQLSfw2s6s7bB847bY6W8Vm8jvLhs1T_aqAEN8BgzpdaUmOdowhw/viewform?usp=sf_link 

 

Please address only ONE link in any ONE Google Form report.

You can fill in more than one report if you like, but in that case, please use additional Google Forms.

 

It is expected that you might spend 5 or ten minutes filling in any one Google Form.

 

The Google Form asks

  1. your name
  2. the URL of the link you viewed
  3. what was at that URL (the title of the object viewed)
  4. a few questions asking
    1. Did you learn anything new here?
    2. Do you think this information will be useful in your studies or in your teaching? 
    3. Would you like to learn more about what you found here? 
    4. Would you recommend that your colleagues / peers view this site as well? 
  5. Please write a few sentences or a short paragraph that will help your colleages to understand what you learned at this URL.

 

Mission Accomplished!

 

When you have done that, MISSION ACCOMPLISHED! 

On the day of the webinar, the Google spreadsheet with all the responses will be made available for anyone with its link to VIEW

 

Note: On July 15, Bendaoud took us from ZERO (responses) and put us on the way to HERO. 

Thanks Bendaoud for being the first in your class to have accomplished this mission! 

Well done Bendaoud!!

 

And Mustapha Mourchid and Ezzahra!

 

 

Return to Workshop Orientation

 

Workshop plan for July 16

 

Basic Concepts

 

Community of Inquiry

 

According to https://coi.athabascau.ca/coi-model/ the Community of Inquiry approach "represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive and teaching presence."

 

Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. Internet and Higher Education, 2(2-3), 87−105. https://www.researchgate.net/publication/222474115_Critical_Inquiry_in_a_Text-Based_Environment_Computer_Conferencing_in_Higher_Education

 

The article is also available on the CoI portal page, https://coi.athabascau.ca/coi-model/,

which displays this graphic encapsulation of the CoI model

 

 

 

 

Flipped Learning

 

I used this logo in a webinar where I discussed my presentation with colleagues

It comes from a plenary talk I gave at ThaiTESOL 2020 https://tinyurl.com/vance2020thaitesol 

 

In reaction to so many presentations I have attended which had effective powerpoints but no way to take anything away from the presentaton, i have decided to flip all of mine.

 

A good model for this is https://www.downes.ca/presentations.htm 

 

Another good example is a presentation I made on the topic of thinking SMALL at the 2019 PELLTA conference on April 19, 2019 in Penang Malaysia -
https://learning2gether.net/2019/04/19/vance-stevens-on-thinking-small-at-the-2019-pellta-conference-in-penang-malaysia/ 

 

and also my Thai TESOL plenary, which was on the topic of flipped learning

https://learning2gether.net/2020/01/30/vance-stevens-plenary-at-thaitesol-on-the-what-why-and-how-of-flipped-learning-harmonizing-diversity-by-developing-skills-in-podcasting-webcasting-and-digital-storytelling/ 

 

Truly flipping a PD sesson is normally not pedagogically possible, because, according to

https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

 

“Flipped Learning is a pedagogical approach in which

  • direct instruction moves
    from the group learning space to the individual learning space.
  • The resulting group space is transformed
    into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.” 

 

What I might not have time to say is written out here - 

Precursor flipped presentations 

 

 

 

SOFLA

 

SOFLA stands for synchronous online flipped learning approach.

 

SOFLA focuses on the Teacher Presence part of the CoI venn diagram. SOFLA is most recently described in

Marshall, H.W. & Kostka, I. (2020). Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach. TESL-EJ, 24(2),

Forthcomng but soon to be published working draft available for viewing only: http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/

You may cite this article only after the paginated PDF appears online here, first week of August, 2020: http://tesl-ej.org/pdf/ej94/int.pdf

 

SOFLA proposes a means of establishing teacher presence and promoting student engagement in eight steps.

Laine Marshall explains the 8 steps in this video, queued to 19:28 min:sec here, https://youtu.be/gLW1mNWlo_0?t=1167 

 

 

There is more in prose about the SOFLA approach to synchronous online flipped learning SOFLA

 

 

Applying the SOFLA model to teacher professional development

 

It was hoped that participants would do the pre-work but failing that we can start from the beginning.

We have an hour and a half :-)

 

Step 1. Pre-work

 

Pre-work might comprise a video introduction, focusing material, work on learning strategies is “anything that can be processed without your immediate feedback and assessment can be placed out of class, while in class, you provide activities that demand your facilitation, ongoing informal feedback, and guidance” (Marshall & Parris, 2020, p. 24)

Suggested tools: Playposit and Perusall, Google Forms, video preview, readings

 

There is more informaton in the written version here Step 1. Pre-work

 

Google Docs

 

For our Pre-work task we used Google Docs to collect responses

 

Step 2. Sign-in

 

Sign-in "usually occurs on a collaborative whiteboard available in programs such as Zoom, or in web-based programs such as Flipgrid. This warm-up draws from the pre-work but asks the students to either apply content or relate it to their own immediate needs." (Marshall & Kostka, 2020, forthcoming)

Suggested tools: whiteboard available in programs such as Zoom, or in web-based programs such as Flipgrid, or share in chat

 

There is more informaton in the written version here Step 2. Sign-in

 

Survey Monkey

 

For the sign in task we'll do more of a warm-up for this group.

I like Survey Monkey because it has flexible templates and can display results in graphic form.

This is a task designed to get you thinking about what it means to "teach"

and relate what we discuss here to your "own immediate needs".

 

Procedure

 

Visit the survey link https://www.surveymonkey.com/r/TKHY5CX

or this QR code

 

 

 

This survey refers to a teaching philosophy I have articulated somewhere in here

http://workshops2020.pbworks.com/ 

 

 

Step 3. Whole Group Application

 

This step "solidifies students’ learning, clarifies what they may have missed in the pre-work, or applies what they have learned from the asynchronous work." (Marshall & Kostka, 2020, forthcoming)

Suggested tools: something allowing users to create a chart, categorize, sub-categorize, move up Bloom's taxonomy

 

There is more informaton in the written version here Step 3. Whole Group Application

 

Procedure

 

Mentimeter

 

First, let's brainstorm some tools -

What are your favorite tools for Online Language Learning and Teaching? (Enter one word at a time at the link below)

 

Go to https://menti.com and enter this code:  18 88 72

 

Or use this direct link: https://www.menti.com/ggo37ry27z

or this QR code ...

 

 

 

Jamboard

 

Now go to this Jamboard

https://jamboard.google.com/d/1vcJdivdyjDckHLxLFyJ3wCpvkeyq70bmC6ru1HyKF6g/edit?usp=sharing 

or use the QR code

 

Another tool similar to Jamboard, but harder to use, is Miro.

 


 

Step 4. Breakouts

 

Breakout Rooms provide "a synchronous opportunity for the students to meet in small, separate groups and work as a team." (Marshall & Kostka, 2020, forthcoming)

Suggested toolspolling tools, such as Mentimeter or Poll EverywhereHeike's technique of selecting group they want to join

 

There is more informaton in the written version here Step 4. Breakouts

 

Procedure

 

I plan to introduce a puzzle if I can form breakout rooms. I plan to do this for 5 minutes during my session. Participants can be assigned randomly, approximately half a dozen to a room. I will give them a puzzle to resolve, ask each room to come up with an answer in 5 min and return them to the room to pool their answers. Puzzles and coding are good language elicitation techniques but mainly I want them to see how breakout rooms work, and it is step 4 of 8 in the SOFLA process.

 

If breakout rooms are not available we will do the mission in plenary.

 

 

Step 5. Share-out

 

Share-out is where "students present what they worked on and learned about in their groups. Depending on the breakout activities, the nature of this step shifts, but it will always include a peer feedback element." (Marshall & Kostka, 2020, forthcoming)
Suggested procedures: Share, Help, Ask, Comment (SHAC) (Fethi & Marshall, 2018)

 

There is more informaton in the written version here Step 5. Share-out

 

Procedure

 

When participants return from the breakout rooms, the ones who successfully solved the puzzle can explain to the others how they did it.

 

We can use the Jamboard to help with the explanation.

 

Lino

 

We can use the Lino board, similar to Padlet, to have the group report what they have learned so far that they didn't know before

 

Here's where you access my LINO in the OLLT2020 community space

http://linoit.com/users/VanceStevens/canvases/OLLT%20Morocco

 

 

Step 6. Preview & Discovery

 

This step is for "priming students for their upcoming assigned work." (Marshall & Kostka, 2020, forthcoming)

Suggested procedures: the teacher can pre-teach terms and concepts, activate students’ prior knowledge, and build new schemata - motivate students to reach the next step - with professionals prepare a follow up reading

 

There is more informaton in the written version here Step 6. Preview & Discovery

 

Of course as there will be no follow up to this PD session it might be a stretch to attempt this one.

 

If there are any teachers in the group we can get them to articulate a lesson plan in which they try and envisage what they would do with their students in this step, or construct a lesson flow with the first 5 steps covered so far.

 

Or we can talk about 

 

FlipGrid

 

We can prepare participants to use this tool for in case they would like to leave a reflection

 

Here’s where you would go, https://flipgrid.com/ollt2020 

 

 

Step 7. Assignment Instruction / follow up for PD

"teacher explains what students are expected to do for the next out-of-class work and reminds them of where the resources they will need to access are located." (Marshall & Kostka, 2020, forthcoming)

Suggested tools:  e-learning platform and/or at an internet-based application site

 

There is more informaton in the written version here Step 7. Assignment Instruction / follow up for PD

 

You can find everything you need to know at this portal

 

 

Step 8. Reflection

 

Students might be expected to "write a short statement on the whiteboard, reflecting on what resonated with them most in one or two sentences. The response is typically completed in the online virtual classroom on the whiteboard where all students can see each other’s replies." (Marshall & Kostka, 2020, forthcoming)

Suggested tools: VoiceThread or Flipgrid

 

There is more informaton in the written version here Step 8. Reflection 

 

If they wish our participants can leave us a note on our Lino board, or record a message in FlipGrid, or a message on the Google Classroom at https://classroom.google.com/c/ODU4OTU1NTk3Mzda

 

 

 

Resources

 

 

Additional Tools

  

Genially

 

https://app.genial.ly/

 

How to sign up and get started in 1.5 min

https://www.youtube.com/watch?v=49YQifsXwLA

 

 

Once you're signed up, take a tour (look for it in the left hand sidebar) at 

https://app.genial.ly/create (basically shows you how to select a template)

 

I have been having trouble with some templates but here's one that seems to work

https://view.genial.ly/5ee0e4eac232630cedc59247

 

Return to Workshop Orientation

 

 

 

Jing replacements

 

Jing stopped functioning worldwide in a planned outage July 14, 2020

Techsmith's replacement tool is Techsmith Capture

https://support.techsmith.com/hc/en-us/articles/360035809831-Jing-Alternatives-What-Should-I-Install-When-Jing-Retires-in-2020-

 

Gone is the familiar sun, but apart from that, the new tool is free, creates mp4 rather than the old deprecated Flash video, can be run in the background, and can be launched in a key combo, by default Shift-F11 (can be changed in settings). This works better for capture than the sun wheel that sometimes got in the way, was easy to move, but then hard to find, and slow to respond to the click for crosshairs. Shift-F11 brings up the crosshairs right away.

 

Another tool that I like is Lightshot, but it's for static screen capture, not video. It's listed here

https://alternativeto.net/software/jing/

 

I also presented Lightshot in my English Language Specialist workshops in Thailand

http://workshops2020.pbworks.com/w/page/137978502/Model_Teacher_Unit_2#FreealternativestoJing

 

On that same page I cover more of the tools I use in my own blended learning environments

 

  1. Screencasting / capture
    1. For screencasting: Install Screen-cast-o-matic
      1. Why use Screencast-o-matic?
  2. Image organization and manipulation
    1. Download and install Irfanview
      1. Why use Irfanview?
      2. How to install it
    2. Alternatives to Irfanview
  3. Create a free portal space
    1. What can you do with PBworks?
      1. How to get your free workspace
      2. Find out more about PBworks
    2. Alternatives to PBworks
      1. Google Docs
      2. Schoology

 

While on the page I can show it to the workshop participants, but I don't plan to cover these tools in this workshop as they are not tools that the participants can actually work with in the 1.5 hours I'll be with them, but they are definitely tools they'd want to know about.

 

Lightboards are also interesting tools to "know" about; again not something we can work with in this workshop

 

Lightboards

 

Parise, Jim. (2014, September 2). Lightboard at Notre Dame, College of Science - Introduction. https://youtu.be/5WIP1sByg-c

 

 

May, James. (2015, May 29). Lightboard Update!  Circles of Innovation. https://youtu.be/BQfMKDaamwA 

 

 

More info: https://lightboard.info/

 

Return to Workshop Orientation

 

 

 

Miro

 

Miro is an interesting workspace. My colleagues and I tested it in two webinars recently:

 

 

We found this to be an interesting tool but it wants to be paid before it releases much functionality beyond one board 

 

Return to Workshop Orientation

 

 

 

 

 

 

These materials were compiled by Vance Stevens, https://learning2gether.net  

You are free to share-alike and with attribution under https://creativecommons.org/licenses/by-sa/4.0/

The date of this update is July 16 2020 10:00 UTC 

 

 

 

 

 

 

 

 

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