L530

(6/17 to 6/20)

- Introductions

- Syllabus Overview

- How to use Oncourse

Very Optional Activity:
TappedIn - Blogstreams Salon sponsors a talk about Podcasting (6/19 21:00 GMT, check local time)

We haven't talked about this topic nor have we gone to TappedIn yet, but if you're ready to jump in join the conversation.

I've never gone to this group's functions, but it's being procast on all the blogging lists.

** Follow up - see transcript of discussion.

Required :

- Egbert, etal (1999)

Optional:

- Goodwin-Jones (2002)

By 5:00pm 6/20:

- Complete Survey

- Edit Oncourse Profile

- Post your introductions in Oncourse.

Week 1 b Overview

(6/20 to 6/23)

- Discuss questions arising out of the first few days of class.

- Introduction to Class Reflections

- Check IUWARE for available (free) software.

- Download and install software. Some suggestions include Microsoft Office 2003 and Acrobat Reader

- Visit the IU Knowledge Base to familiarize yourself on this fantastic resource for information on computer use at IU and general technology questions.

Required:

- Kern & Warschauer (2000)

- Ertmer & Newby (1993)

Optional:

- Reigeluth (1997)

By 5:00pm 6/23:

- Send an e-mail to daacraig@indiana.edu to confirm your preferred e-mail address

- Post a "Resources" description in the discussion forum.

Week 2 a - Learning Theories and Teaching Theories

(6/24 to 6/27)

- Discuss theories of teaching

- Discuss theories of learning

- Discuss the difference between the two

- Download, install, and register with MSN Messenger, post your user name to the Oncourse discussion forum, add everyone in the class to your contacts list.

World Clock Utility

Required:

- Anderson (2003)

- Peyton (1999)

By 5:00pm 6/27:

- Post your Messenger user name to the discussion forum.

Week 2 b Interaction

(6/27 to 6/30)

- Discuss the benefits/drawbacks and types of online interaction.

- Chat with instructor and class using Messenger at 1 of 3 predetermined times.

- Chat will cover some of the functions available in Messenger. I recommend that you have speakers or headphones at a minimum. We will also share files, have an audio chat (for those with microphones), and see if we can get application sharing the the whiteboard to work. Also, if anyone has a webcam, maybe you can demonstrate video chat.

Transcripts from our Messenger chat sessions:
* Group 1 (.doc)
* Group 2 (.doc)

Required:

- Johnston (1999)

Optional:

- Almeida d'Eça (2003)

- Cziko & Park (2003)

Check out these emoticons and abbreviations

By 5:00pm 6/30:

- Post a "Resources" description in the discussion forum.

- Post TappedIn meeting times to the discussion forum.

Week 3 a Atmosphere

(7/1 to 7/4)

- Discuss what is "atmoshpere" (environment)? What can be done virtually and in the classroom to make for a beneficial environment?

- Q & A on MS Messenger. How did it work? Could this work in your classroom? For group or one-on-one?

- Introduction to TappedIn

- Visit, register, and use Tapped-In.

- Visit Quest Atlantis (optional) - This is a program developed at IU, which is really a great example of what can be done with the state of the art. It is also monitored and only lets people in from participating organizations (schools).

- Visit SchMooze U (optional - see Backer (2001) for a suggested approach to using this resource)

- Visit AquaMOOse (optional - I can't figure out a good use for this, but maybe you can. Looks like a good source for math and science projects.)

Optional:

- VRoma - Strongly encouraged - Interesting MOO with a Roman theme. Take a look at the lessonplans on this page. Don't worry about the technology (though you could check it out), concern yourself more with how other people are using this technology.

- Robbins-Sponaas & Nolan (2005)

By 5:00pm 7/4:

- Visit the office of DanielC (my office) in TappedIn. Post a hello messege in the discussion forum there (not just the chat).

- Add the Webheads group to your favorites in TappedIn and check out the links on their site. Webheads is a well established group both inside and outside of TappedIn. They hold regular TappedIn meetings to discuss issues of technology in education (primarily ESL/EFL instruction).

Week 3 b

(7/4 to 7/7)

- Catch up. I know that the July 4th weekend is hectic, so use this time to catch up on all the past discussions and assignments (not just slack off time)

- Find 3 websites in your area of interest.

- Post websites on Oncourse. These will used for

- Evaluate a website using guidelines provided and post on Oncourse

Required: authentic task

- Guariento and Morley (2001)

By 5:00pm 7/7:

- Reflection #1 Due.

- Special, post 3 "Resources" descriptions in the discussion forum this week. Post each separately and make sure to include the subject heading, "Week 3b - Resource Title". I'm getting a little lost in all of the Resource Postings. Evaluate the resource using software/website guidelines provided.

Week 4 a Authentic Task

(7/8 to 7/11)

- What constitutes an authentic reading? an authentic task? What are the benefits and drawbacks of "authenticity"?

- Discuss External Documents

Web Publishing
preparing to get started

- Make sure that you have an HTML editor installed on your computer. This can be Dreamweaver, FrontPage (free at iuware.indiana.edu), 1st Page 2000 (free), or any other of your choice. I have experience with the ones above.

- Download & Install SSH (used to upload your files onto the University server) - Using SSH (MS Word)

Microsoft Word Reviewing Feature

- Make sure that you are familiar with the Word Reviewing feature. (see video tutorial)

Required:

- Ngeow (1999)

By 5:00pm 7/11:

- Begin work on the External Documents assignment. You may use any resource, including ones that you have already reviewed. Contact me with any questions.

Week 4 b Learning Styles & Motivation

(7/11 to 7/14)

- How are learning styles and motivation related? Why should you care about learning styles? Do any of the ideas in the Ngeow chapter resignate with you?

- Peer Feedback on External Docs

Web Publishing
my first web pages

- Learn basic HTML codes

- Learn the basic structure of an HTML web page

- Learn the basic relationship of web documents and images to each other

- My Homepage: Create a basic Web page that contains a title, 2 headings, a table, a very brief introduction (try to use bold, underline, and italics). Name the file "index.html"

See - HTML Basics PowerPoint

Read up on HTML and Web page design.

You can start in our CALL links in the Web Development Section.

By 5:00pm 7/14:

- Comment on and revise external documents (use reviewing feature in MS Word - see video tutorial).

- Post Final Draft of External Docs. on Oncourse.

Week 5 a - Web Development

(7/15 to 7/18)

- Discuss questions and issues with Web publishing

- Carry over discussion of learning styles.

Web Publishing
let the world see you work

- Read - "At IU, how can I publish personal pages on Mypage?" This will inform you on how to publish web pages in your IU web space and the steps you have to take prior to publishing.

- Using SSH (MS Word)

- Publish your basic Web page (index.html - created in Week 4b) to your space on the IU server.

Required:

- Healey (1999)

7/18:

- Publish your basic Web page (index.html - created in Week 4b) to your space on the IU server.

Week 5 b Control & Design

(7/18 to 7/21)

- How much control should the student have over the learning environment? What are the constraints in your situation? (policy, personal, etc.)

- July 20 - TappedIn Festival 2005 from 9am to 8pm (check local times!). This is an optional activity. There is going to be a lot going on in the TappedIn Festival and I would like to see you take advantage of it. 5 points bonus credit if you send me a transcript of one of the discussions that you participated in (this is automatically e-mailed to you after an online chat if you type at least one posting in the chat).

Required: common modes of computer assessment (assigned to groups)

Assignment Requirements (MS Word)

e-Portfolios (EFL 1 - Rachel & Phoenix)
* Dr. Helen Barrett - extensive collection on e-Portfolios.

* How To's on creating e-Portfolios

* Education World article on e-Portfolios

Quiz websites (ESL 1 - Michelle, Mary P, & Meghan)
* ManyThings.org - Charles Kelly's site. He is a big name in this area.

* UsingEnglish.com - a good number of grammar quizes

* a4esl.org - Many teacher developed quizes, organized by proficiency. Associated with the Internet TESL Journal

* Online Quiz Generator - using templates, can generate multiple-choice quizes in different formats. These can be saved and used on your website or submitted to online quiz banks for future use.

* Directory of Quiz sites

Authoring Software (EFL 2 - Ken, Fion, & Jeremiah)
* Hot Potatoes - Free authoring package. Probably the most popular. (Download version 6.0)

* Quiz Star - Free authoring utility that is all online. You (and your students) have to register to use it, but it looks like it is worth it. I highly recommend that you check this out.

* HyperStudio - Well more than just a quiz development utility, but that is one way that this application can be used. Feel free to download the demo and try it out (download - slow download!)

* Online Quiz Generator - using templates, can generate multiple-choice quizes in different formats. These can be saved and used on your website or submitted to online quiz banks for future use.

Process Writing (ESL 2 - Cindy & Mary H)
* Approaches to Process Writing - British Council brief

* Steps in the Writing Process - Good review of concepts

* ParagraphPunch.com - an interesting online process writing application that seems rather easy to use and helpful as well.

* WritingFix - A lot of great activities to get the writing process going. Have a section just for "kids" (no ages specified).

7/21:

- Reflection #2 Due

- Post an ASSESSMENT related "Resources" description in the discussion forum. Evaluate the resource using software/website guidelines provided.

Week 6 a Assessment & Feedback

(7/22 to 7/25)

- Check the Blogging links on our class links page (CALL Links)

- Visit Dan's Blog for an example of a site in "Blogger". Make sure to check out "My Subscriptions" on the right-hand side of the page. These are other, popular Blogs/Podcasts.

- Create your own site in Blogger and post the URL in the Oncourse forum. (do a test posting, so we have something to look at)

- Download and install an RSS aggregator and test it by adding your classmates' blogs to it.

Blog Aggregators:
* Bloglines (web-based)
* RSS Popper (Integrates Outlook - I use this)
* FeedReader - (desktop)
* NewGator - (web-based)
* FeedDemon - ($$ desktop)

Podcasting Aggregators
* iPodder - (desktop for podcasts)
* iPodderX - ($$ desktop for podcasts)
* Nimiq - (desktop for podcasts)

Required:

Types of Publishing

- What are Blogs? (Wikipedia)

- What are Podcasts? (Wikipedia)

Types of Syndication

- What is RSS? (Wikipedia)

- What is Atom? (Syndication option in Blogger - also a Wikipedia entry)

News Aggregators

- What is an RSS aggregator? (Wikipedia)

What's up with this Wikipedia?

- You probably noticed that I'm also introducing Wikipedia embedded in these readings. Wikipedia is a publicly defined (people can add/edit entries) encyclopedia. Maybe not the best for traditional topics, but invaluable for newer issues and technology in general. This is part of the Wiki movement. (Optional - Scwartz, etal (2004) - Educational Uses of Wikis)

Uses of Blogs in Education
(optional, yet encouraged)

How can these be used in education?

* Ward (2004) - Blog Assisted Language Learning.

* Oravec (2002) - weblog applications in education (well ahead of her time)

* Ferdig & Trammell (2004) - Content Delivery in the Blogosphere

7/22:

- Post your assessment PowerPoint in the Oncourse forum.

7/25:

- Post your blog's URL in the Oncourse forum.

Week 6 b
Blogging Technologies

(7/25 to 7/28)

- How can blogs/podcasts be used in language education? How are these different from any other web pages? What steps would you have to take to publish students' work on the Web? (a concern in K-12) What are the benefits of RSS Aggregators?

- Check WebQuest Assignment

(IMPORTANT - check Assessment Assignment as well)

Check out the WebQuest Training Materials (in detail)

- Visit the WebQuest Portal. Make sure that you check out: WebQuests (use search function to find ESL) and the Forum

- Visit WebQuest sites (you can find more exampels in Google using keywords "webquest", "esl", "efl")

- Choose a topic for your group's WebQuest and post in Oncourse.

- Create outline for Webquests and post on Oncourse

Required:

- Dodge (1997) - Dodge is the originator of the WebQuest. This is the first article laying out the rationale and requirements.

Resources:

Web Style Guide (this used to be referred to as the Yale Web Style Guide)

7/28:

- Post a BLOGGING related "Resources" description in the discussion forum.

- Post WebQuest Topic for your group and an Outline for your WebQuest (detailed in the assignment).

Week 7 a Webquest

(7/29 to 8/1)

- Peer feedback on outlines

(ESL group 1 reads ESL group 2 and EFL group 1 reads EFL group 2)

Week 7 b Webquest

(8/1 to 8/4)

- Work on WebQuest First Drafts

- Peer Feedback on First Drafts (refer to WebQuest Rubic and the Grading Criteria)

(ESL group 1 reads ESL group 2 and EFL group 1 reads EFL group 2)

- Contact Experts for opinions on WebQuest drafts

- Post a WebQuest related resource in the "Resources" discussion forum.

- Assessment Assignment due

Week 8 a Webquest

(8/5 to 8/9)

- Discuss WebQuests. Questions, comments, and clarifications.

- Work on WebQuests

Week 8 b Conclusion

(8/9 to 8/12)

- Work on WebQuests

- Submit Course Evaluation

8/12 - BEFORE 5pm :

- Submit WebQuest URL in Oncourse

- Submit for inclusion on the WebQuest site (optional)

Around 8/12:

- Submit a Course Evaluation (Click Here) - instructions: (1) click on the "Evaluate a Course" button, (2) enter Evaluation code (I'll email it to you). (3) Fill out the Evaluation

Results will be annonomous and results will not be given to me under after grades are submitted.