Mary Hudgens Henderson, Ruben Salido, Michael Woods
Getting Students Talking in an Online FL Course: Voxopop® as a tool to promote conversation, peer interaction and community building
Online language courses are now present at numerous universities across the nation. The main concern expressed by language departments is how do we get our students to use language in an online learning environment? Using Voxopop®, a voice-based elearning tool, language instructors of all levels can create digital spaces and activities to enable meaningful interactions and community building. In this presentation, attendees will not only get hands-on experience in creating their own Voxopop talkgroups for their courses, but will also develop a pedagogical understanding of the benefits of using Web 2.0 technologies to promote meaningful interactions in online courses. Additional Web 2.0 technologies will also be recommended.
Over the last few years, technological advances have allowed writing instructors to reimagine how they respond to student writing. Through the use of screen capture programs, instructors can avoid problems associated with using writing to respond to writing and can easily disseminate class resources while catering to students of multiple learning styles. In this presentation, attendees will learn not only how to use one such screen capture program – Jing™ – but will gain a deeper understanding of the pedagogical advantages to using such technology.
International Virtual Collaborations Workshop
This follow-up session (see 10/21/2011) is a hands-on, problem-solving session in which participants come with their ideas or plans for an international virtual collaboration. Together, we will discuss how to make these collaborations a reality.
How do you acquire language? How is that different from learning about a language? And what is the relationship between the two? This talk will address the essential dissonances between teaching and learning, achievement and proficiency, in an effort to identify the ideal space of language acquisition.
This topic will covered:
1. The shift from Web 1.0 to Web 2.0 within the context of telecollaboration, drawing on Dr. Basharina's experience of managing and implementing telecollaboration 1.0 and how it is different from telecollaboration 2.0
2. Dr. Basharina's current study on the language choice by Russian-Sakha bilinguals which found Web 2.0 tools, and the social networks – Facebook and Vkontakte in particular – as the most optimal places for practicing multilingualism and indigenous Sakha language use/revitalization.
3. Characteristics of Web 2.0 conducive for language learning
4. Discussion on how to transfer Web 2.0 tools from social and leisure lives of students to academic contexts