This was a delightful wedinar with one of Gavin Dudeney’s impeccable slide presentations, this one on the appropriateness of tools when teaching and their necessity relative to pedagogy (or just plain dogme). Gavin’s prepared remarks took only half the available hour which left us plenty of time for discussion and conversation.
With us in the Zoom chat room were, besides Gavin and myself, Laine Marshall, Lorena Zurbano Ruiz-Casaux, and Carla Arena. In Facebook we had Helena Galani, Miguel Mendoza, Vicky Saumell, Jane Chien, Liliana Simón, Kelley Proctor, and Perry Christensen.
Gavin (a.k.a. ‘the voice of reason and common sense in ed tech’) Dudeney led a group discussion on Why the Obsession With ‘Tools’? about education’s response to Covid, online teaching and our obsession with ‘tools’
As Gavin mentioned an interest in stir fry, let’s discuss an appropriate tool for that: Linguacuisine. Gavin and I talked about this before others had arrived at the webinar, and that discussion is on the recording.
Seedhouse, P., Heslop, P., & Kharrufa, R. (2020). Cooking as a language learning task. TESL-EJ, 24(1), 1-13. http://tesl-ej.org/pdf/ej93/int.pdf.
Zoom and Facebook Chat Logs
There wasn’t much contributed to the Zoom chat this week.
The Facebook chat was much livelier, though the conversation didn’t pick up until toward the end of the hour.
Vance Stevens · 39:52 Hi everyone
Helena Galani · 40:53 Hello!
Miguel Mendoza · 42:16 Hi, everyone!
Vance Stevens · 45:38 Join us if you like
Vicky Saumell · 47:36 Hi, I’m late to the party!
Vance Stevens · 53:41 Glad you’re here
Vicky Saumell · 58:19 Exactly! Some things are impracticable and we need to leave them out
Vicky Saumell · 59:28 Some schools in Argentina have decided to do this: reproduce the face to face schedule all day long. But not all
Manage
Helena Galani · 1:01:02 Same in Greece. State-school teachers tend to use their webex platform as a lecturing tool, which is not an easy task, I confess, given the technicalities and lack of experience on the part of both teachers and learners (and families)
Vicky Saumell · 1:01:48 And coordinators or heads who don’t know either
Vicky Saumell · 1:02:12 So they cannot lead the necessary change
Helena Galani · 1:02:39 No, they are not prepared for this, yet.
Vicky Saumell · 1:04:00 Well, many countries are still hoping for the curriculum to be taught
Vicky Saumell · 1:04:15 And teachers don;t have such freedom
Helena Galani · 1:04:50 But practice makes perfect… Perhaps, as of September, they will all be tempted to learn more in order to meet the needs of the new type of “school”
Helena Galani · 1:06:52 Thanks Gavin
Jane Chien · 1:07:17 Great! Thanks!!👍👍👍
Helena Galani · 1:07:08 Great to see you again everyone.
Miguel Mendoza · 1:07:25 Thanks, Gavin.
Liliana Simón · 1:07:31 Hi Gavin
Vicky Saumell · 1:08:01 Thanks, bye!
Miguel Mendoza · 1:08:24 Bye
Helena Galani · 1:08:36 Thanks bye!
Kelley Proctor · 26:26 Thanks Gavin, completely agree. Completed the Teaching Live Online course with Consultant E 4 years ago, it was so useful and, as a result, myself and my teachers were prepared.
Perry Christensen · 0:25 This was great. It reaffirmed that I don’t need to look for all the latest tools and that each teacher can can continue to do what works best for them and their students.
The next morning, I added this suggestion and appeal to the Facebook chat:
Vance Stevens · 0:00 Hi all, thanks for joining us. I wish there was some way we could integrate this chat each Sunday in a better way with what is happening in the Zoom room. Perhaps there could be a dedicated person who could join both. I try to keep my eye on the FB chat but I have a lot going on hosting and managing the event to be able to do it effectively.
We need someone who is following the FB chat closely and could relay the gyst to those meeting in Zoom, to help create a more meaningful interaction between the zoom and FB participants. Any volunteers?
And so much clear now how Webheads’ spirit is more alive than ever before and the world needs all of us who have been “preaching” to the crowd for so long… Now, as we mentioned in the call, we are being heard and looked for as never before!
The idea for TALIN was prompted by suggestions in numerous cross-fertilizing communities of practice that there was needed a space where members of these CoPs could meet online and talk informally to one another about how they are dealing with changes in their personal and professional contexts and what they are doing to help others in this trying time of pandemic.
Learning2gether can host TALIN events in Zoom during times of isolation/lockdown if they are intended to be recorded and shared with the wider community, and if they take place between 02:00-14:00 UTC
TALIN events here are open to all and free to attend.
If you would like to propose an event or invite others to meet in conversation
Click on “Request Edit Access” to the left of your profile picture at the top of the page
Wait for approval
Write in your event on the schedule. Give the time in UTC if you can, and give the time in your location also as a double check on time
You can host the event yourself, but if you want Learning2gether to host it and promote it, please allow enough time to check that I am available, at least a few days in advance.
More about TALIN, as presented at international online conferences
Mon July 27 TESOL Career Path Development Professional Network Group
Maybe you have to be a member of the FB group in order to view the video at this link facebook.com/liz.england.79/videos/10161256875399616/
Wed 29 July 1400 UTC TESOL Supporting Students with Disabilities (SSDIS) Interest Section Webinar
TESOL’s Supporting Students with Disabilities (SSDIS) Interest Section is hosting a Webinar which looks at supporting and identifying English Learners with disabilities on:
July 29, 2020, at 10:00 a.m. US EST.
Description:
A framework for better understanding the interface with language learning and learning disabilities will be presented along with guides for reflection and tips for practice when working with English learners who have disabilities.
The information in this webinar is ideal for K-12 teachers and administrators who would like to learn more about English learners with and without disabilities, but the information can easily be applied to post-secondary students as well.
Please pass along to teachers, administrators, and graduate students and professionals who might be interested!
___________________________________________________________ This blog is written and maintained by Vance Stevens
You are free to share-alike and with attribution under https://creativecommons.org/licenses/by-sa/4.0/
The date of this update is August 7, 2020 04:00 UTC
The groundwork for this event was laid as follows in a post to Groups.io which read in part as follows:
Hi everyone, with Jeff Lebow turning up at our last Webheads Open Mic-inar last Sunday July 19 I was reminded how long it’s been since we had a good old fashioned Webheads Webcastathon. So why not announce one this coming weekend?
First up will be Graham Stanley who will be hosting an IATEFL LTSIG workshop on Interactive Storytelling Games. This will take place on Saturday July 25 at 1400 UTC in Zoom. The event is announced at https://ltsig.iatefl.org/ltsig-monthly/
But wait, there’s more! Sunday will be time for the 18th Webheads Weekly Sunday Sandbox OpenMic-inar. There’s not anything in particular planned for that one at the moment, but note that it is an OPEN mic(inar). Come and discuss with us whatever’s on your mind.
Let’s see how this played out 🙂
Saturday 25 July – IATEFL LTSIG hosts Graham Stanley on Interactive storytelling games
At https://ltsig.iatefl.org/ltsig-monthly/ IATEFL LTSIG kicked off its new webinar season by looking at ‘Interactive storytelling games’ with Graham Stanley, who provided the following more detailed information (from the website):
Online interactive storytelling games are a great way to motivate language learners to speak and listen. They can also be easily adapted by the teacher to most levels and are suitable to play with a range of age groups. During this workshop, we will look at how best to approach online storytelling games with some examples and then discuss how teachers can best design their own games for their learners.
The event was held in Zoom (bravely, no password 🙂
Graham also made this offer and an appeal on Facebook
Doris Molero left a definitive record of Graham’s presentation on her Facebook page. I tried to embed it here but I believe a plugin is required on the host backend to enable that.
I created something similar with my own notes and screenshots.
Here’s what Graham was doing when I arrived.
Here he is relating a story, pausing to let his volunteer fill in the gapped details. He developed the story of one of the wedding photos the photographer had taken, pausing from time to time to ask his volunteer to improvise what happens next.
Here, he frames the first story into the context of Interactive Storytelling Games, and introduces two other possiblities.
The first of these is Escape the Dinner party, where students must make small talk and then practice apologies and excuses.
The next possiblity is Get the Treasure and Escape the Island
Not a very helpful map, really …
Participants are encouraged to invent roles for themselves and imagine hidden agendas
Players also invent challenges which they can play at certain junctures
Here are some considerations in designing Interactive Storytelling Games
Meanwhile, the photographer’s story continues, or might take a different turn in the next iteration
Sunday 26 July – The 18th Webheads Sandbox OpenMic-inar Sunday does Karaoke and Spacial Chat
On Sunday July 26, at noon UTC, the webcastathon continued with the 18th Webheads Weekly Sunday Sandbox OpenMic-inar.
There wasn’t anything in particular planned, but it was an OPEN mic-inar, so we had F.U.N.with Karaoke and Spacial Chat, which Michael Birch had suggested we try out at the end of the Saturday session.
Sunday turned out to be Michael’s birthday so we all wished him a happy birchday using a Karaoke tool that Heike had been dying to try out. If you want to watch the video queued to where that happens, use this link, https://youtu.be/DWBuwXJ16j8?t=994
But if you are logged into YouTube and if you’ve been watching that video already, YouTube might just take you to where you were last watching. Apparently that part of the algorithm overrides your specific instructions as per the link above. If that happens then go manually to 994 seconds (16 min. 34 seconds) into the video. It goes on till about 27:30 when we all pretty much run out of steam and let Michael get on with his birthday without further intrusion on an otherwise happy day 🙂
The idea for TALIN was prompted by suggestions in numerous cross-fertilizing communities of practice that there was needed a space where members of these CoPs could meet online and talk informally to one another about how they are dealing with changes in their personal and professional contexts and what they are doing to help others in this trying time of pandemic.
Learning2gether can host TALIN events in Zoom during times of isolation/lockdown if they are intended to be recorded and shared with the wider community, and if they take place between 02:00-14:00 UTC
TALIN events here are open to all and free to attend.
If you would like to propose an event or invite others to meet in conversation
Click on “Request Edit Access” to the left of your profile picture at the top of the page
Wait for approval
Write in your event on the schedule. Give the time in UTC if you can, and give the time in your location also as a double check on time
You can host the event yourself, but if you want Learning2gether to host it and promote it, please allow enough time to check that I am available, at least a few days in advance.
More about TALIN, as presented at international online conferences
Sat 20 July PAIS Webinar: Innovating and Adapting Programs and Materials When Everything is Changing
There was a PAIS Webinar on July 20th, titled “PAIS Webinar: Innovating and Adapting Programs and Materials When Everything is Changing,” with presenters Rosario Giraldez, Eric Moore and Pamela Smart-Smith, Michael Joseph Ennis, Daniel Brengel, and Jessica Hill
Tue-Wed July 21-23 Virtual Education Connect online conference on challenges from COVID-19
Educational Reset: Digital Ecosystems for the human development
INSPIRATION, CHALLENGES, OPPORTUNITIES – The leading virtual meeting in education
Virtual event that precedes the World Congress, to address the most urgent issues arising from the challenges that the COVID-19 pandemic has posed to the educational community globally. The implementation of technology in education and training will also be discussed, which will help fulfill the United Nations Sustainable Development Goals (SDGs) set out in the 2030 Agenda.
I just received this email from Educa, Aug 5, 2020
ACCESS TO ALL CONTENTS
If you missed the largest virtual education leader in education, which has brought together more than 85,000 participants , you can still enjoy this successful event.
Get your 1 month access to the platform.
For only 10 euros * you will have access to more than 200 hours of high academic content and access to the commercial exhibition with large companies in the educational sector.
Loss of innocence …
Wed 22 July 10 am EST – TESOL B-MEIS Webinar on Designing for diversity, equity and inclusion
B-MEIS Webinar (Wednesday, July 22, 2020, 10: 00-11: 00 AM, EST): Designing for diversity, equity and inclusion: exploring innovative curriculum models in bilingual education and beyond.
“A complete model of bilingualism must capture the diversity of language use in this ecosystem, and the field has now recognized that it is insufficient to simply talk about “monolinguals” vs. “bilinguals” in terms of cognitive control and the advantage or disadvantage therein.” (Ping Li, 2015).
At this panel, we will explore an array of perspectives, experiences and strategies about leveraging campus diversity to foster intercultural understanding and multilingual awareness. The B-MEIS Webinar Series is dedicated to re-imagining bi/multilingual education in the era of changing linguistic landscapes. The webinar will be recorded and shared with a broader TESOL community.
Speakers and discussants:
Zohreh R. Eslami (Texas A&M University)
Keith M. Graham (National Taiwan Normal University)
Kathleen Richards (Indiana University of Pennsylvania)
Zeynep Ayasli Harkness (University of North Alabama)
M. Cristina Zaccarini (Adelphi University)
For those of you who were not able to attend the webinar at the scheduled time, here is the link to the recording: youtu.be/8zwyNcLjMpQ.
Fri 24 July 1100 ET TESOL Applied Linguistics Interest Section webinar with Dr. Quanisha Charles on Black Teachers of English in South Korea
Applied Linguistics Interest Section (ALIS) is pleased to announce our new webinar series: Perspectives on Multifaceted Teacher Identities
In this webinar, Dr. Quanisha Charles will present her recent TESOL Journal article “Black Teachers of English in South Korea: Constructing Identities as a Black Native English Speaker and English Language Teaching Professional.”
Abstract: Through CRT and narrative inquiry, this study examines how two black teachers of English rendered their identity as a NES and ELT professional. This article highlights the perceived privileges afforded to these teachers as an NES from the U.S. and the ramifications of how their race impacted their approaches as ELT professionals. Concepts of privilege and marginalization within the language classroom is explored, along with meanings of being a cultural ambassador outside of the U.S., namely in South Korea. Lastly, this study calls for ongoing, accountable, ELT training, language policy, and hiring practices, that is keen on dialogue and deliverables embodying race and culture that shapes both teacher identities and pedagogical approaches.
Author Bio: Dr. Quanisha Charles grounds her research in narrative inquiry through the lens of critical race theory as a means of capturing important stories and intricate identities that impact how individuals understand themselves and their positionality within society. Charles’s most recent qualitative study examined social (in)justices through literacy narratives in a community college writing course. Charles has taught the English language in not only the U.S. but also South Korea, China, and Vietnam. In addition to teaching, she leads the newly developed TESOL program at Jefferson Community & Technical College in Louisville, Kentucky.
After registering, you will receive a confirmation email containing information about joining the meeting.
The recording of Black Teachers of English in South Korea: Constructing Identities as a Black Native English Speaker and English Language Teaching Professional (Quanisha Charles) is here: youtu.be/fr7gkmJJejY
Sat 25 July 0700 GMT+7 Transforming from traditional to online teaching
Sat 25 July 1300-1500 UTC – VSTE Second Life Saturdays – repeats each Saturday
If you don’t have a Second Life account get one, it’s free. We recommend setting one up at the Rockcliffe University Consortium’s Gateway here: https://urockcliffe.com/reg/second-life/
Sat 25 July 1430 UTC TESOL Career Path Development hosts Patrice Palmer – Self-care for Online English Language Teachers
TESOL Career Path Development welcomes you to our next presentation in our TESOL Career Path Development Summer 2020 Webinar Series. Please watch this space for your Zoom invitation!
Patrice Palmer on “Self-care for Online English Language Teachers,” Saturday, July 25, 10:30-11:30 AM ET (2:30 PM GMT)
There’s most likely a recording. Meanwhile, there’s this …
Sun 26 July 11:00 UTC ELTAI Webinar Series 2020 Art and Craft of the Short Story
To double check the time, there is a countdown timer on the registration page
For long, storytelling has been a source of language teaching, imparting social values and making learners life-ready. This webinar revisits using short stories, flash fiction, mini-sagas, dribbles and drabbles to enhance creative and critical skills in today’s context. Like to know how? Join us in this webinar.
Moderator:
Dr. Bandana Chakrabarty (President, ELT@I Jaipur Chapter)
Speakers:
Dr. Shaila Mahan (Secretary, ELT@I Jaipur Chapter)
Dr. Sanjay Kumar (Author and Consultant for English and Soft Skills Development Training)
Prof. Vinita Dhondiyal Bhatnagar (Professor, UIT, RGPV, Bhopal)
The Organising Committee
ELTAI Webinar Series 2020
The English Language Teachers’ Association of India (ELT@I) www.eltai.in
___________________________________________________________ This blog is written and maintained by Vance Stevens
You are free to share-alike and with attribution under https://creativecommons.org/licenses/by-sa/4.0/
The date of this update is August 2, 2020 06:00 UTC
Vance Stevens and Graham Stanley agreed to meet at our weekly open mic-inar on Sunday July 19 to compare notes on what works well and what can be improved when adapting Laine Marshall’s SOFLA framework to audiences engaged in teacher professional development. SOFLA stands for Synchronous Online Flipped Learning Approach, though Jeff Lebow spun this into Synchronous Online Flipped Learning (is) Awsome. Jeff has always had a way with words, ever since the old webcastathon days.
Graham suggested this meeting to help him plan his attack on this upcoming workshop where he plans to apply the SOFLA model.
The chat logs and Feeback section below have been annotated to explain what happened in this session.
This is the third of three webinars in a series, where I prepared, modeled, and then debriefed my workshop on SOFLA, which stands for Synchronous Online Flipped Learning Approach
Debrief on Sun July 19, 2020 – SOFLA advanced and critiqued at the 17th Webheads Revival Weekly Sunday Sandbox Open Mic-inar, with Vance Stevens, Laine Marxhall, Graham Stanley, Jeff Lebow, and Heike Philp (this blog post)
Zoom Chat Logs
We had a great turnout and a very serious and fruitful conversation about SOFLA. Laine was there, despite it being a bit early in the morning. Graham started off by taking roll call, welcoming Jeff Lebow in Pusan, Korea, Heike Philp poolside in sunny Germany, and Minnie in China, studying English online there under longtime Webhead Han Chee. In addition, Ayat Tawel had joined us from Egypt, and Cristina Greene from Lisbon, Portugal.
Additionally in the Facebook stream chat we had Helena Galani, Jane Chien, Doris Molero, Harshita Kapoor, Mercedes Viola Deambrosis, and Humanist Kamil.
Graham had asked how my session on Thursday had gone. I had just documented it in detail so I shared my screen and showed what the participants had done while in my session. The first link above is to my blog archive of he webinar and the second link shows the 14 responses received from the more than 4 dozen doctoral candidate participants who might have participated in the webinar either synchronously or asynchronously prior to the webinar. There is more about this in the Promotion and Feedback secton below:
20:41:58 From Graham Stanley : AFK need some more coffee
20:44:06 From Graham Stanley : Do you have a link to an article about the PD verion of SOFLA, Laine?
20:51:14 From Vance Stevens : Prepublication: http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/
20:53:18 From Ayat AlTawel : that’s true Heike
20:54:59 From Vance Stevens : a clue, Graham’s webinar is next Saturday
20:56:29 From Ayat AlTawel : @Graham, how would you handle questions about the pre-task during the session?
20:56:46 From Graham Stanley : yes! Watch this space…Aha! Now it is announced and the pre-task is there
20:56:48 From Graham Stanley : https://ltsig.iatefl.org/ltsig-monthly/
21:06:13 From Vance Stevens : thanks Graham
21:12:37 From Helaine Marshall : SOFLA – Steps 1-3 https://youtu.be/CBYvxQUXcNU
21:13:18 From Helaine Marshall : SOFLA – Steps 4-8 https://youtu.be/WGQnhaqy4xw
21:14:50 From Minnie : Can I get the links after this webinar?
21:15:08 From Jeff Lebow : Yes. Vance will post them along with the recording
21:15:29 From Minnie : Ok, thanks
21:15:49 From Vance Stevens : it will be posted at https://learning2gether.net
21:16:17 From Helaine Marshall : at 7 minutes into the first video of Steps 1- 3, I talk about PD pre-work
21:16:33 From Minnie : Good! Thank you for replying me.
21:28:23 From Heike Philp : hahahaha
21:28:38 From Heike Philp : thanks Vance
21:28:56 From Minnie : Thank you all
21:28:57 From Heike Philp : got many more great ideas today
21:29:50 From Minnie : Yea, really wonderful being here
21:29:55 From Ayat AlTawel : Thanks Vance, Helaine and everyone for all the great ideas
21:30:06 From Cristina : Cristina Greene
21:30:27 From Cristina : from Lisbon, Portugal
21:31:07 From Cristina : thx! loved attending my 1st Talin
21:32:13 From Heike Philp : I love learning2gether
21:32:46 From Cristina : thx !
21:33:16 From Heike Philp : byeeee
At some point during the chat we mentioned that Shelly Terrell had posted on an alternative agenda for online teaching and had included in her post a suggested allocation of time for the different parts of the lesson. Here is that post, and the link to the template if you want to see the original, http://buff.ly/3eATgmB
Promotion and Feedback
This is the logo I selected for the TALIN Facebook event that I created on the TALIN page below and then shared via TALIN with the other four FB groups:
Comments from the stream
Helena Galani · 1:32 Hello Vance
Jane Chien · 2:31 Wow, nice!!!
Helena Galani · 2:19 WOW Heike !!
Helena Galani · 2:30 Great glasses!
Jane Chien · 3:27 Nice pool!
Jane Chien · 4:13 We’re already jealous
Helena Galani · 4:05 Glorious weather!
Helena Galani · 4:23 🙂
Helena Galani · 4:26 ❤
Helena Galani · 7:11 !!!! 🙂
Doris Molero · 8:21 Hello!!! besitos
Helena Galani · 11:27 Hi Jane 🙂
Helena Galani · 10:23 Heello Doris XO
Harshita Kapoor · 15:53 Hello
Helena Galani · 15:05 Do you also flip your classes Doris & Jane ?
Jane Chien · 22:14 Yes, I do, but I also heard from some students complaining that a professor flipped too much. They were assigned too many videos to watch on their own, and too little feedback or input from the professor.
Helena Galani · 23:52 Yes Jane, finding the right balance is key here as well!
Doris Molero · 23:49 I think you can’t do just one thing. Some will love it.. some will hate it.. So, keep working with something till you can’t do it anymore.. 😉
Jane Chien · 27:29 Can you share the URL to the TESOL-EJ article?
Helena Galani · 28:45 Using one approach as a panacea is a good question but finding the right pace for SOFLA in one’s classes can make the difference
Doris Molero · 37:30 https://youtu.be/gLW1mNWlo_0
Part of the LTSIG Fridays Webinar Series 2020. Abstract: The Synchronous Online Flipped Learning Approach (SOFLA) closely replicates actual classroom teachin…Helaine W. Marshall – SOFLA –…
Helena Galani · 39:44 The 8 steps of SOFLA & Reflection https://bit.ly/2BenRc3
Jane Chien · 46:57 Thank you!!
Doris Molero · 47:39 waves
Jane Chien · 52:58 Would it be too much to ask the teachers to record a flipgrid video as a pre-task for a workshop?
Jane Chien · 54:40 XD
Doris Molero · 55:13 You are German, Heike.. you are always a good girl! 😉
, · 55:12 Glad to be here
Jane Chien · 1:02:37 Heike Philp Do you have any suggestions how best to apply SOFLA?
Jane Chien · 1:13:31 I think students would be more prepared to participate once they know how it works
Doris Molero · 1:14:45 Definitely.. You will profit more. Since you would be able to connect faster and engage.
Harshita Kapoor · 1:15:22 I believe it makes it more flexible which is basically what elearning is all about.
Mercedes Viola Deambrosis · 1:15:40 Its up to the participants. You are giving participants the opportunity to engage as much as they want or can
Mercedes Viola Deambrosis · 1:17:27 Is there a link to thos zoom room?
Mercedes Viola Deambrosis · 1:17:47 *this
Helena Galani · 1:18:21 Learner training (metacognitive strategies) is always part and parcel of the educational experience
Doris Molero · 1:22:41 😘
Vance Stevens · 2:53 I’m so sorry it’s so difficult for me to respond to this chat while monitoring zoom
Mercedes Viola Deambrosis · 1:26:24 I couldn’t have access either to TESOL
Doris Molero · 1:27:30 Besitos to you all.. Great Webhead FUN!
Jane Chien · 1:27:56 Thank you 😊
Helena Galani · 1:28:03 Great OpenMicinar! Great topic! Thank you Helaine ! Great to have you with us today! Thanks everyone
Harshita Kapoor · 1:28:18 Thank you
Doris Molero · 1:26:45 It was not free..
Mercedes Viola Deambrosis · 1:28:43 Thanks a lot to all of you!!
Mercedes Viola Deambrosis · 1:29:07 Very enriching, thanks!!
Humanist Kamil · 1:29:49
Helena Galani · 1:30:04 Thank you Vance Heike , enjoy the sun!
Mercedes Viola Deambrosis · 1:29:54 Bye all
Mercedes Viola Deambrosis · 1:30:54 When’s your session, Graham Stanley? Is it possible to join?
Ayat Tawel · 0:00 Vance Stevens where can I find the links that were shared in the chat?
@ayat .. Right here 🙂 – Vance
Feedback
As I mentioned during this follow-up session, I had been checking responses from my Google Form since setting the pre-work mission days before my workshop on July 16 and in the hour or two just prior to the workshop I found that there had been only 4 responses from participants. During the workshop I opened my view of my responses to the form in a shared screen and noticed then that ten more responses had appeared.
There was a suggestion during today’s critique session that I could have used my pre-work Google form to include questions to find out more about the participants, but if I had included such questions, I would have had only 4 responses beforehand, and ten more after the webinar had already begun. Clearly, I could not have acted on these in tailoring the workshop specifically for the participants, so this format would not have been much use in finding out about the participants. This would not necessarily be the case in an online class context, where teachers have a more longitudinal time frame for getting to know their students, but in this one-off webinar context, the pre-work instrument was not a tool that would have been useful for this purpose.
This is what I had been told about my audience
About 50 doctoral students attend the Zoom sessions. All students are doing their doctoral research in English and belong to the department of English. Some are already practicing English language teachers.
The organizers can share any reading materials on our Google classroom platform for the students attending on Zoom.
Regarding the Google Classroom, I wrote the organizers to say that since I couldn’t see the classroom myself I couldn’t visualize how this would be used exactly with the audience I was dealing with. They responded two days before the event by making me a co-teacher in the classroom, and one of the organizers seeded the discussion with instructions on what their students should do for my pre-work assignment.
The Google Classroom would have been the best place to get to know the students. However, there was not much traffic there in the few days I had access to it — but I did learn in all the interactions with these participants that their knowledge of English was quite skilled, and the ones I heard from seemed positive about the workshop coming up.
He went on to explain further, but I followed up with some clarification, same day:
Thank you Professor for announcing the Pre-work mission for my webinar coming up on July 16. To be clear, this is what you should be working on BEFORE coming to the workshop on Online Language Learing and Teaching (OLLT). Click on this link to arrive at the part of the portal shown below: http://ollt2020.pbworks.com/w/page/140637174/FrontPage#STARTHEREHowtoparticipateinthisworkshop
At that link you will see:
START HERE: How to participate in this workshop
Pre-work mission: — Purpose
MIssion step 1 – Select a URL to view and report on
Mission step 2 – Fill in the Google Form
Mission Accomplished!
Please plan to spend at least an hour looking over these materials and focusing on at least ONE link given in Mission step 1. When you have put an hour into it, you may go on to Mission step 2 (complete and submit the Google Form, 5 or 10 min.)
If you want to spend more than one hour (hopefully because you find the materials interesting 🙂 then please continue beyond an hour. If you want to explore more than one link, you are welcome to submit addtional Google Forms reporting your findings. But at the very least, set aside an hour to accomplish this one Pre-work mission so that you will be prepared for what to expect during the workshop.
This is a method you might employ in your own online language teaching. The workshop will model for you this and other methods you can employ in the SOFLA model explained in the link above.
If you have any questions, I believe you can ask them here, and I should be able to see them and respond.
I’m looking forward to meeting you at the upcoming workshop on July 16,
The following morning, I awoke to my first response to my Google Forms so I posted in the Google Classroom in such a way as to encourage others to do the same
Vance Stevens July 15
Thanks Bendaoud for being the first in your class to have accomplished this mission! This has taken us from ZERO (responses) and put us on the way to HERO. Well done Bendaoud!!
Later that day, after spending most of the day working on my workshop materials, I posted this:
Vance Stevens July 15
Hi everyone, Vance Stevens here, I just wanted to let you know that i have completed a write-up of what I plan to talk about on Online Language Learning and Teaching at 1300 UTC tomorrow and you can find it online at https://tinyurl.com/vance2020ollt.
Ezzahra July 16
I also like Prof. Stanley’s mask collections, you should ask him to send us links to the online websites where he bought them.
Vance Stevens July 16
Thank you Ezzahra, it is good to know that you enjoyed the pre-work materials, and also wonderful to see that it is possible to communicate with participants at my session in this Google Classroom. This is my first indication that this space is serving that purpose, so critical to the establishment of social and teacher presence in an online class.
Regarding Graham’s masks, I believe he gets them at street markets in Mexico where he is living now. He will appreciate knowing that you like them.
Ezzahra July 16
Absolutely. I believe that all my colleagues have access to this space. I am looking forward to your workshop. Thank you for your response.
Vance Stevens July 16 Hi, Ezzahra, I’m just waiting for the workshop to start. All my materials are here http://ollt2020.pbworks.com/
As noted above I was not sure until this exchange who was reading my messages, but when Ezzahra assured me that all her colleagues had access to the space, I followed up with the following note, making sure, as I had with my previous postings, that it was delivered to all in the course:
Vance Stevens July 16 Dear all, I was pleased to receive Ezzahra’s message here in Google Classrooms and to know that this is a space where it is possible to communicate with participants at my session. Some of you will have realized that SOFLA draws heavily on the Community of Inquiry framework, with emphasis on the teacher presence aspect, which I can establish here before we meet.
If you have any questions or suggestions before our webinar, you are welcome to post them here. I will monitor this space throughout the day.
Looking forward to meeting you in a few hours from now 🙂
This post too elicited a response
Abdelmalek July 16
Marshall and Kostka’s article makes that point very clear and offers a very basic and interesting introduction.
Thank you for sharing
Looking forward to meeting you too 🙂
and my reply
Thank you Abdelmalek, thanks for your comment, and glad you liked Laine and Ilka’s article
Meanwhile I had been tracking responses in both Google Forms and in Google Classroom throughout the day leading up to the workshop. That morning I had updated my Google Doc writeup with this information (the “following day” is the day after I created the Google Form on July 13):
But I stopped working on that document early on the day of my workshop and began tracking responses in my wiki portal. Here I noted that at the start of the workshop I had discovered ten more responses, http://ollt2020.pbworks.com/w/page/140637174/FrontPage#GoogleForms
I’m providing this detail here to show that the pre-work really occurred in two spaces, a Google form on open-access where I had set a task, what I prefer to call a mission, and a Google Classroom space which was not on open access and where getting to know the participants could better have been facilitated among registered participants, if there had been sufficient lead time for that.
During the critique session (the one blogged here) a participant response was read out (and recorded in the video) which was useful to have, and any response is valued and appreciated, but that response was sent in personal email to one of the other participants after the webinar on Thursday. Assuming that the participant quoted was registered on the forum shown here, that response should have been posted on the forum itself, where it could have been seen by other participants and could have been responded to appropriately.
Participating in a forum would have been another option, not only for establishing teacher and social presence prior to the workshop, but for follow up and Step 8 reflection for all the participants. Keeping in mind that I had no access to the Google Classroom until two days before the workshop, and that I did not receive feedback (from Ezzahra) to indicate that my participants were even following messages in Google classroom until the day of the webinar, you can see why I did not build this option into the materials for the workshop I was by then about to deliver.
Noting these facts, and critiquing what happened, are all valid and useful exercises. But as can be seen from reading the chat logs here and in the archive of the sesson on Thursday, for example, all the questions on how much time to allocate to each of the steps in the delivery of SOFLA, as with teaching through any method, are infinitely nuanced. SOFLA was meant to be used in onine classes (most immediately in response to COVID-19), and must be significantly adapted to circumstances where presenters are meeting only once with participants.
As a workshop, it was also much more enjoyable for me to prepare and, I hope, for the participants to have experienced. I mean, I don’t think anyone fell asleep during my workshop, despite whether it met their expectations or not :-). But as with any teaching / learning dynamic, there are many points of tension between presenter and participant, and whereas ideally we could attenuate some of these through having more data on one another and knowing particulars about the individuals involved, in practice, and given time constraints, it is impractical in an offhand/one-off workshop to control for all of these.
Participants are right to examine and professonally critique what happened, but from there they would apply what they have observed and experienced to their own present and future situations, and adapt what they have learned to their contexts, as I did in presenting my workshop.
The idea for TALIN was prompted by suggestions in numerous cross-fertilizing communities of practice that there was needed a space where members of these CoPs could meet online and talk informally to one another about how they are dealing with changes in their personal and professional contexts and what they are doing to help others in this trying time of pandemic.
Learning2gether can host TALIN events in Zoom during times of isolation/lockdown if they are intended to be recorded and shared with the wider community, and if they take place between 02:00-14:00 UTC
TALIN events here are open to all and free to attend.
If you would like to propose an event or invite others to meet in conversation
Click on “Request Edit Access” to the left of your profile picture at the top of the page
Wait for approval
Write in your event on the schedule. Give the time in UTC if you can, and give the time in your location also as a double check on time
You can host the event yourself, but if you want Learning2gether to host it and promote it, please allow enough time to check that I am available, at least a few days in advance.
More about TALIN, as presented at international online conferences
Using the latest technology and interactive tools from the comfort of your couch, your home office, or wherever you choose, you will be able to:
Hear from our engaging keynote presenters
Gather strategies, tools, and practices and learn about new research with 100+ sessions
Connect online and exchange ideas with English language colleagues around the world
Discuss ELT products and services with representatives in the Virtual Expo
Not free – registration rates apply – even in time of COVID-19
TESOL Members: $99
Nonmembers: $149
TESOL Global & Student Members: $35
I read on Facebook that sessions at the conference (plenaries included) were being recorded and will be on the platform 60 days after the convention.
Sharon Tjaden-Glass was kind enough to share hers entitled, “Instructional Design: An Alternate Career Path for TESOL Professionals,” on YouTube
Sat 18 July 1300-1500 UTC – VSTE Second Life Saturdays – repeats each Saturday
If you don’t have a Second Life account get one, it’s free. We recommend setting one up at the Rockcliffe University Consortium’s Gateway here: https://urockcliffe.com/reg/second-life/
The panel will also be streamed live on Africa TESOL’s Facebook page.
___________________________________________________________ This blog is written and maintained by Vance Stevens
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 21, 2020 03:00 UTC
Vance Stevens was invited to give a workshop 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
Here is the 150 word abstract submitted for the event
‘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. The workshop will be conducted in a way that enables its participants to experiment with tools that will help them understand through experience the concepts discussed.
See the wiki used as the workshop portal. Here I outline what I had planned in the workshop and record what happened, including screen shots of artifacts produced: http://ollt2020.pbworks.com/
This is the second of three webinars in a series, where I prepared, modeled, and then debriefed my workshop on SOFLA, which stands for Synchronous Online Flipped Learning Approach
Delivery on Thu July 16, 2020 – Vance Stevens presents a workshop to Moroccan teachers on SOFLA and Online Language Learning and Teaching (this blog post)
Some notes on the topic Online Language Learning and Teaching
These notes were prepared during negotiation of the topic with the conference organizers:
To be optimally effective, this should be conducted more like a workshop than a lecture. In other words, it would have the greatest impact if I could not just introduce the tools, but if we could actually conduct the workshop using some of the most appropriate tools for engaging learners online.
So a key question is, what are my opportunities for engaging your students in online spaces before the presentation? Ideally it would be good to set up some simple pre-workshop activities so as to flip the event, have them review some materials beforehand, and come prepared for the presentation, and then use distance tools to interact with them during the presentation.
I have been developing my knowledge of tools for online engagement of students beyond http://workshops2020.pbworks.com/ which ended in March. We have been experimenting with these tools in TALIN: Teaching and Learning in IsolatioN, https://tinyurl.com/talin2020, where you can see our 30 recorded presentations dealing with this issue since we started encountering school closures in March.
I’m framing my current efforts to engage teachers in online training in such a way that they can carry the same techniques into their online classes. I’m working on a set of articles which I am editing for TESL-EJ based in the SOFLA model of flipped learning and the Community of Inquiry approach, which according to https://coi.athabascau.ca/coi-model/ “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.”
I would like to experiment with and model these techniques for the audience in Rabat and work with them a little in advance so that when they arrive at the presentation they would have some grounding in what they would be participating in.
About 50 doctoral students attend the Zoom sessions. All students are doing their doctoral research in English and belong to the department of English. Some are already practicing English language teachers.
In January this year I gave a set of workshops on certain aspects of technology-based approaches to writing, on teaching coding in language classes, but focusing in particular on blended learning. I followed this up with an eLearning course in Feb-March which applied the principles of blended learning to the completely online environment, all archived online here, http://workshops2020.pbworks.com/
This explains how I started a movement I called TALIN, Teaching and Learning in IsolatioN, which has produced two dozen podcasts in the last two months, all indexed with links to the recordings at https://tinyurl.com/talin2020
Meanwhile we are starting our next round of EVO, Electronic Village Online, the online teacher training 5-week sessions which I have helped coordinate for the past 20 years. My most long-running contribution to that effort was a multiliteracies course I taught for ten years, http://goodbyegutenberg.pbworks.com/, but my most recent involvement is on teacher training in games and gamification using Minecraft, and we are about to start our 7th rendition of EVO Minecraft MOOC at http://missions4evomc.pbworks.com/.
Zoom Chat Logs and screenshots
21:05:08 From Mustapha Mourchid : Hello everyone
21:06:00 From Bobbi : hello
21:09:15 From Mustapha Mourchid : It’s on fb
21:09:20 From sarah ibrahimi : it’s on facebook
21:09:34 From sana sadiq : good afternoon
21:12:41 From Mustapha Mourchid : You print it
21:13:37 From Mustapha Mourchid : You print it and it will appear as one page
I had been asked to show the poster I had been sent, but what I had to hand without going into my email for it was the screenshot I had put on the materials I was about to present, here, https://tinyurl.com/vance2020ollt. But the poster was so large that I’d had to make separate screen shots of the top and bottom and stitch them together on that document. The seam in the middle was visible and it would not display in Zoom from my PC as a single poster. The solution was to bring it up on my iPad, connect the iPad via my home wifi to my PC, and from my PC share my iPad screen. There I was able to pinch it down to a size that displayed perfectly in the Zoom window, to everyone’s relief 🙂
21:23:06 From Mustapha Mourchid : (this is the link to the writeup I had prepared in advance of what I was hoping to cover today)https://docs.google.com/document/d/1yXuM9hxZfl7qrfnqca0NiWaJif4xJ5A7bdXtKeiT-LY/edit#
21:23:09 From Mustapha Mourchid : This one
21:23:10 From ELHASSANE EL HILALI : https://docs.google.com/document/d/1yXuM9hxZfl7qrfnqca0NiWaJif4xJ5A7bdXtKeiT-LY/edit
21:23:30 From iPad de Glob Technology : Hi Professor Vance.
21:23:36 From Laaribi Manal : (sharing the link to my podcast, of which this webinar workshop was episode 478) www.learning2gether.net
21:23:44 From Vance Stevens – Penang : http://ollt2020.pbworks.com/ This was the wiki which I had created as the portal for the workshop
21:24:41 From Mustapha Mourchid : “Technology has, in turn, moved from supporting instruction to being its focus, as teachers have relied heavily on technology to ensure that learning continues. The immediate future of instruction in the coming academic year remains uncertain; however, technology is likely to continue playing a crucial role in whatever the new normal in education becomes.” (Marshall & Kostka, 2020, forthcoming) Mustapha was quoting from the last paragraph in the article soon to be published here,http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/
21:27:51 From Ezzahra Benlahoussine : https://coi.athabascau.ca/coi-model/ This is the link to the Community of Inquiry portal page
21:30:55 From Mustapha Mourchid : Yes
21:30:56 From Abdelmalek El Morabit : Yes
21:31:00 From Laaribi Manal : We can
21:31:30 From sana sadiq : Morocco also resorted to school closures starting from the 16th of March. but teaching and Learning continues through distance Learning methods using different platforms: zoom, Google classroom, Microsoft Teams or even whatsapp.
21:32:36 From Mustapha Mourchid : “SOFLA mirrors flipped learning in that work that is completed outside of class now moves to the asynchronous space, and in-class work is completed in synchronous class sessions when the teacher and students’ peers are present.” (Marshall & Kostka, 2020, forthcoming) – from the top of the section on “The SOFLA Framework, http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/
21:34:04 From Vance Stevens – Penang : http://ollt2020.pbworks.com/
21:36:59 From Mustapha Mourchid : I read this article “Fostering Teaching Presence through the Synchronous Online Flipped Learning Approach”. (Marshall & Kostka, 2020, forthcoming)
21:37:27 From Mustapha Mourchid : Of course
21:37:28 From Nadya Izzaanmiouine : yes
21:37:29 From Abdelmalek El Morabit : Yes
21:40:00 From Ikram ESEGHIR : Thank you so much. No questions so far
21:43:55 From Vance Stevens – Penang : https://www.surveymonkey.com/r/TKHY5CX
Here I had asked what devices everyone had. The tools I was using work best on laptops. 21:44:13 From Abdelmalek El Morabit : Using laptops
21:44:13 From Ezzahra Benlahoussine : laptops
21:44:17 From Wafaa Nachre : laptop
21:44:18 From Taha El Hadari : laptop
21:44:27 From Astaifi Hicham : ipad
21:44:27 From Ikram ESEGHIR : laptop
21:44:36 From Abdelmalek El Morabit : Not fsmilisr
21:44:40 From Mounia El Jaouhari : Android phone
21:44:49 From Rabha Sahli : Not familiar
21:44:59 From Abderrahim El Hilali : Yes
21:45:15 From Abdelmalek El Morabit : We have
21:45:30 From Vance Stevens – Penang : https://www.surveymonkey.com/r/TKHY5CX
Here, at about 40 minutes into the video recording, they have started doing the survey. You can see the questions in the survey and my follow up with the participants here http://ollt2020.pbworks.com/w/page/140637174/FrontPage#SurveyMonkey There you will find more images like the one below.
21:46:26 From Abdelmalek El Morabit : Done
21:46:48 From Ikram ESEGHIR : Done
21:46:55 From Ezzahra Benlahoussine : done
21:47:11 From Taha El Hadari : Done
21:47:34 From Abdelmalek El Morabit : It’s gained through practice
21:47:37 From SAIBARI ZINE EL ABIDINE : Done
21:47:39 From Abdelmalek El Morabit : and reflection
21:47:41 From Mustapha Mourchid : Done
21:47:50 From Rabha Sahli : Done
21:47:52 From Wafaa Nachre : It depends on how we define teaching
21:47:53 From Ikram ESEGHIR : acquisition (some unconscious)
21:47:57 From Oumaima Elghazali : We need to agree on a definition of teaching first
21:47:58 From sarah ibrahimi : done
21:48:09 From Laaribi Manal : it depends on how you define teaching.
21:48:47 From Abdelmalek El Morabit : I can’t see how learners model and demonstrate!
21:50:57 From Ikram ESEGHIR : A good teacher is by definition a good lifelong learner
21:52:19 From Abdelmalek El Morabit : Not so far
21:53:48 From Vance Stevens – Penang : https://www.menti.com/ggo37ry27z
21:54:20 From Vance Stevens – Penang : 18 88 72
21:55:46 From Mustapha Mourchid : Done
21:55:58 From Ikram ESEGHIR : Done
21:56:25 From Astaifi Hicham : Done
21:56:36 From sarah ibrahimi : done
21:56:37 From Taha El Hadari : Done
21:56:45 From Ezzahra Benlahoussine : done
21:57:01 From Rabha Sahli : Done
21:57:22 From Abdelmalek El Morabit : Done
21:57:23 From Ikram ESEGHIR : fine
21:57:26 From Rabha Sahli : Yes, we can move on
21:57:28 From Abdelmalek El Morabit : We can move on
21:57:29 From Oumaima Elghazali : all good!
At around 52 minutes into the video, we are brainstorming tools on the second Mentimeter slide. Participants are articulating their choices in the text chat …
21:58:08 From Mustapha Mourchid : Zoom, Adobe Connect, WebinarJam, etc.
21:58:27 From sarah ibrahimi : zoom, Teams , ppt, google hangouts
21:58:55 From Adil Lakhdar : microsoft teams
21:58:59 From minnie : Hi, nice to meet you, sir, this is wonderful!
21:59:05 From Abderrahim El Hilali : Kahoot?
21:59:08 From Mustapha Mourchid : GoToWebinar
21:59:13 From Adil Lakhdar : Microsoft teams
21:59:15 From Mustapha Mourchid : Kahoot is about games
21:59:46 From minnie to Vance Stevens – Penang(Privately) : first time here, know you from Han chee (thanks, Minnie, I didn’t see this during the event, but my regards to Chee – Vance)
21:59:49 From Mustapha Mourchid : Kahoot can be used when teaching children
21:59:50 From Laaribi Manal : No, we’re good.
21:59:52 From Abdelmalek El Morabit : We go on
21:59:55 From Oumaima Elghazali : all good
22:00:06 From sarah ibrahimi : all set
Here, at about 54 minutes into the video, I’d asked the participants if they were ready to move on to Jamboard. There remained some discussion of why PowerPoint might be preferable to Google Slides in the Moroccan context due to bandwidth issues.
22:00:29 From Rabha Sahli : Google Slides is better than PowerPoint, but there is always a problem of connectivity that hinders presenting the content
22:00:56 From Ikram ESEGHIR : offline Tools are more accessible to our students
22:01:25 From sana sadiq : digital divide is a big issue in online teaching
22:02:04 From Astaifi Hicham : I use discord with my students
22:02:04 From Abdelmalek El Morabit : No
22:02:08 From Mustapha Mourchid : There are lots of digital tools that can be used in online learning, but the in Morocco, there are issues that hinder this.
22:02:22 From Mustapha Mourchid : But in Morocco*
22:03:25 From Heike Philp : https://jamboard.google.com/d/1vcJdivdyjDckHLxLFyJ3wCpvkeyq70bmC6ru1HyKF6g/edit?usp=sharing
Now the participants are trying to recall the next steps in the SOFLA model starting with step 4
22:05:34 From Abdelmalek El Morabit : Share-out
22:06:39 From Abdelmalek El Morabit : It is share-out
22:08:03 From Laaribi Manal : Preview and discovery
22:08:21 From Laaribi Manal : assignment instructions, and reflection
22:08:22 From Mustapha Mourchid : 7 Assignment Instructions 8 Reflection
22:08:41 From sarah ibrahimi : assignment
22:08:47 From sarah ibrahimi : reflection
22:08:57 From Mustapha Mourchid : The Eight Steps of SOFLA 1 Pre-work 2 Sign-In Activity 3 Whole Group Application 4 Breakouts 5 Share-out 6 Preview & Discovery 7 Assignment Instructions 8 Reflection
In the video you can clearly see what was going on in Google Jamboard as we all collaborated on it. Here’s what the Jamboard looked like at the end of the process:
At 1:04 (an hour and 4 minutes) in the video, I show the breakout mission, step 4 in the SOFLA process, which I had set up in a second frame in Jamboard. Here’s where you can see how it fit in to the sequence of the lesson for today: http://ollt2020.pbworks.com/w/page/140637174/FrontPage#Step4Breakouts
And here’s what the second frame looked like in Jamboard orginally,
Here’s what it looked like when the yellow sticky note was moved aside
Beneath the sticky note was the puzzle that the participants would take with them into the breakout rooms. I asked them if they had seen this kind of puzzle before.
22:11:48 From sana sadiq : no
22:11:50 From Lucy Alton : This has been delightful! Thanks so much for announcing it at Teaching and Learning In IsolatioN on Facebook. Sorry I have to leave early. Best wishes to all the teachers and learners everywhere.
22:11:51 From Mustapha Mourchid : No
22:12:01 From Abdelmalek El Morabit : 22
22:12:36 From Mustapha Mourchid : Where is the link?
22:12:37 From Amar FARYAT : 22
22:12:40 From Vance Stevens – Penang : https://www.screencast.com/t/icNhL2kvmsS7 I managed to get this link at 1:07 into the YouTube video
22:12:57 From Heike Philp : yes we got it
22:13:22 From Mustapha Mourchid : Thanks Professor
22:13:42 From Vance Stevens – Penang : https://www.screencast.com/t/icNhL2kvmsS7
22:14:34 From sarah ibrahimi : yes
22:14:38 From Abdelmalek El Morabit : yes
22:14:42 From minnie : yes
22:14:43 From Mounia El Jaouhari : yes
22:14:43 From Mustapha Mourchid : Yes
The breakout rooms were created at 1:08 in the video. I asked the participants if they were ready to go there (they are replying yes). Some participants called me from the breakout rooms and I joined them until at 1:14 i was called back to plenary. In that move, I arrived there muted. That was a mystery how that happened. But about two minutes went by before Dr. Yamina alerted me to the issue, and I unmuted myself.
Here they were to give the solution to the problem as they had decided in their break-out groups. By now we are at 1:18 in the video
22:17:53 From sarah ibrahimi : hello can you see the solution to the problem
22:23:26 From Abdelmalek El Morabit : We’re back!
22:23:33 From Ikram ESEGHIR : yes at last
22:23:50 From Laaribi Manal : yes
22:23:51 From Ikram ESEGHIR : yes
22:23:55 From Maria Suciu : yes
22:23:57 From SAIBARI ZINE EL ABIDINE : Yes
22:23:59 From Abdellah IDHSSAINE : yes
22:24:01 From Adil Errami : yes
22:24:04 From Amar FARYAT : yes sir
22:24:04 From KARIM ESSOUFI : yes
22:24:07 From sarah ibrahimi : yes
22:24:11 From Adil Lakhdar : of course
22:24:11 From Rabha Sahli : yes
22:24:15 From Adil Errami : we can hear you
22:24:16 From minnie : yes
22:24:20 From Bendaoud Nadif : We are back
22:24:26 From sarah ibrahimi : 62
22:24:31 From Rabha Sahli : 457
22:24:32 From Oumaima Elghazali : I came up with a number but its big
22:24:34 From Mounia El Jaouhari : 22
22:24:36 From Adil Errami : 765
22:24:37 From Oumaima Elghazali : 429
22:24:43 From sarah ibrahimi : my guess
22:24:43 From Taha El Hadari : 34
22:24:44 From Abdelmalek El Morabit : 22
22:24:49 From Bendaoud Nadif : 55
22:24:57 From sana sadiq : 48
22:25:02 From Mounia El Jaouhari : 22
22:25:06 From Ikram ESEGHIR : 25
22:25:10 From Astaifi Hicham : 237
22:25:21 From Adil Errami : 765
22:25:23 From Abdelmalek El Morabit : Yes
22:25:26 From Mounia El Jaouhari : 22
22:25:27 From Taha El Hadari : 33
22:25:28 From Abdelmalek El Morabit : Clocks are 7’s
22:25:38 From Vance Stevens – Penang : https://jamboard.google.com/d/1vcJdivdyjDckHLxLFyJ3wCpvkeyq70bmC6ru1HyKF6g/edit?usp=sharing
22:25:53 From Oumaima Elghazali : two are 9 the third is a 3
22:26:05 From Abdelmalek El Morabit : Yes
22:26:05 From Oumaima Elghazali : yes
22:26:05 From SAIBARI ZINE EL ABIDINE : yes
22:26:05 From Ikram ESEGHIR : YES
22:26:38 From Mustapha Mourchid : Finally, I could join the Zoom room. I don’t know what has happened.
22:26:50 From Adil Errami : no difference
22:26:51 From Oumaima Elghazali : they all look the same to me..
22:27:08 From Malak Al-gabsi : 414
22:27:35 From Oumaima Elghazali : + and a – is a zero
22:27:45 From Abdelmalek El Morabit : 15
22:27:46 From Ikram ESEGHIR : 15
22:27:47 From Oumaima Elghazali : a zero
22:27:51 From Adil Errami : 15
22:27:52 From Amar FARYAT : 15
22:28:52 From Oumaima Elghazali : 9
22:28:55 From Abdelmalek El Morabit : 64
22:29:04 From Adil Errami : 9
22:29:05 From Mustapha Mourchid : 9
22:29:20 From Malak Al-gabsi : 414 is the result
22:29:25 From Taha El Hadari : 30
22:29:25 From Adil Errami : 12
22:30:24 From Laaribi Manal : 333
22:30:45 From Taha El Hadari : 117
22:30:46 From Vance Stevens – Penang : no
22:30:55 From Tooba Kamil : 333
22:31:03 From Vance Stevens – Penang : Laarib MANAL … and Tooba Kamil both both got it!
22:31:06 From Abdelmalek El Morabit : Manal
22:31:10 From Abdelmalek El Morabit : Congrats
22:31:14 From Laaribi Manal : haha. Thank you.
22:31:27 From Mounia El Jaouhari : Congrats Manal!
I was ready to rush on to step 6, but the participants wanted to have the soluton explained, so we used the Jamboard to illustrate our explanation. I started sharing it at 1:20 into the video.
22:32:42 From Laaribi Manal : 9+ (9*12*3)
22:32:48 From Taha El Hadari : 324
22:32:50 From Adil Errami : why 36? I think there is something wrong
22:33:13 From Laaribi Manal : 9+324=333
22:33:32 From Adil Errami : 12
22:34:27 From Abderrahim El Hilali : Multiplication comes before addition in Rules of Arithmetic Operations
I ask, “Are you happy with that? Any questions,” at 1:29 in the video – and it’s almost 11 at night for me, so we decide to wind things up 🙂
22:35:00 From Mustapha Mourchid : Yes
22:35:03 From Mustapha Mourchid : No questions
22:35:04 From Laaribi Manal : Yes
22:35:12 From Abdelmalek El Morabit : Yes, it’s interesting
22:35:17 From Abdelmalek El Morabit : Thanks for sharing
22:35:23 From Oumaima Elghazali : Thank you! this is good
22:35:31 From SAIBARI ZINE EL ABIDINE : Yes ,thank you
22:36:12 From Mustapha Mourchid : El Attar
22:36:24 From Ikram ESEGHIR : Thank you for sharing these interesting tools
22:36:36 From minnie : thank you so much
22:37:11 From Ezzahra Benlahoussine : Should we follow the same order why applying them??
22:39:39 From Ezzahra Benlahoussine : Should we follow the same order while applying the eight stages??
22:39:57 From Vance Stevens – Penang : https://flipgrid.com/ollt2020 I had set up a Fliprid for the participants to provide final reflectons, but we had been going almost 2 hours (having fun, but getting hungry)
22:41:59 From Ikram ESEGHIR : Maybe Reflection should come before step 6 because learners should reflect on what has been done bfore Moving forward
22:42:07 From Ezzahra Benlahoussine : Do the eight stages work for all categories of learners? I mean adults, kids…
22:43:03 From Vance Stevens – Penang : http://linoit.com/users/VanceStevens/canvases/OLLT%20Morocco
22:44:32 From Ikram ESEGHIR : What is needed is constructive precise feedback she can use to improve the model
22:45:25 From Mustapha Mourchid : Can you talk about formative and summative assessment in relation to online teaching and learning? Thanks a lot Professor.
22:47:05 From Heike Philp : Yes, I can give you the URL of the Zoom room
22:47:53 From Heike Philp : https://zoom.us/j/885028983
22:47:56 From iPad de Glob Technology : since we teach online , how can we test or assess online?
22:48:16 From Heike Philp : its on the 25th
22:48:27 From Ezzahra Benlahoussine : Thank you, Heike Philp
22:48:29 From Mustapha Mourchid : That’s what I am asking about. We need to talk about assessing students online
22:49:04 From Vance Stevens – Penang : http://learning2gether.pbworks.com/
22:49:32 From Rabha Sahli : online assessment is still an issue, especially under these circumstances
22:50:02 From Mustapha Mourchid : But we are talking about online teaching and learning.
22:50:09 From Abderrahim El Hilali : Are there any other techniques that we could use with students with special needs (Dyslexia, Autism Spectrum Disorder)?
22:50:53 From Mustapha Mourchid : Can you talk about formative and summative assessment in relation to online teaching and learning? Thanks a lot Professor.
22:50:54 From Ezzahra Benlahoussine : It was very interesting. Thank you so much.
22:51:05 From Heike Philp : Ikram raised her hand
22:51:17 From Bendaoud Nadif : Thank you for this insightful and useful presentation.Could you share
22:51:21 From sana sadiq : thank you
22:51:26 From Mounia El Jaouhari : Thank you for your insightful lecture Professor!
22:51:40 From Bendaoud Nadif : Could you share the presenation, please?
22:51:49 From Mustapha Mourchid : Thanks a lot Professor for this informative webinar.
22:52:02 From SAIBARI ZINE EL ABIDINE : Thank you very much.
22:52:09 From minnie : thanks a lot
22:52:15 From Rabha Sahli : Thank you so much.
22:52:20 From Amar FARYAT : Thank you Professor
22:52:24 From Oumaima Elghazali : Thank you very much! this was very informative
22:52:28 From sarah ibrahimi : thank you so much Dr.stevens for such a transformative presentation thanks for sharing all the links.
22:52:31 From Adil Errami : Thank you so much Sir! Nice meeting you!
22:52:38 From Mustapha Mourchid : Don’t forget to clap!
22:52:56 From Heike Philp : How many were watching the livestream on FB?
22:53:02 From Mustapha Mourchid : A great presentation!
22:53:03 From Rabha Sahli : 👏👏👏👏👏
22:53:13 From Mustapha Mourchid : I gues 57
22:53:16 From Mustapha Mourchid : Guess*
22:53:33 From Mustapha Mourchid : 28 are still watching now
22:53:36 From Rabha Sahli : Excellent Workshop,much appreciated
22:53:44 From Heike Philp : thx Mustapha
22:53:59 From Ikram ESEGHIR : Thank you
22:54:05 From Vance Stevens – Penang : https://www.facebook.com/groups/learning2gether/
22:54:08 From Karima Mehanny : tha4
22:54:13 From Mustapha Mourchid : Welcome Heike
22:54:13 From Karima Mehanny : thank you
22:54:16 From sarah ibrahimi : thank you All
22:54:37 From Adil Errami : Thank you again
22:55:29 From Tooba Kamil : thanks
22:55:31 From sarah ibrahimi : 👏👏👏👏
I know I did not address a lot of these questions, but they could be asked in the Google Classroom set up for this course, for those who can access it: https://classroom.google.com/c/ODU4OTU1NTk3Mzda
I didn’t know in advance that they were streaming the event or I would have announced it in my own promotions – but I’m very glad that they did! (Vance 🙂
The idea for TALIN was prompted by suggestions in numerous cross-fertilizing communities of practice that there was needed a space where members of these CoPs could meet online and talk informally to one another about how they are dealing with changes in their personal and professional contexts and what they are doing to help others in this trying time of pandemic.
Learning2gether can host TALIN events in Zoom during times of isolation/lockdown if they are intended to be recorded and shared with the wider community, and if they take place between 02:00-14:00 UTC
TALIN events here are open to all and free to attend.
If you would like to propose an event or invite others to meet in conversation
Click on “Request Edit Access” to the left of your profile picture at the top of the page
Wait for approval
Write in your event on the schedule. Give the time in UTC if you can, and give the time in your location also as a double check on time
You can host the event yourself, but if you want Learning2gether to host it and promote it, please allow enough time to check that I am available, at least a few days in advance.
More about TALIN, as presented at international online conferences
We are excited and eternally grateful to our very special guest of honor Professor Liz England for accepting the invitation!
The Motion: #Women outnumber #men in the fields of language learning and teaching for #cognitive rather than #social/societal reasons.
Supporting the Motion:
Dr Haggag Mohamed, Associate Professor, South Valley University, Egypt
Ms Amira Erfan, Teacher Trainer, Egypt
Opposing the Motion:
Prof Liz England, Principal at Liz England & Associates, the US
Mr Wael Amer, Monitoring, Evaluation & Learning Advisor, University Centers for Career Development, The American University in Cairo
Sun-Thu 12-16 July FLIP TECH 2020 online conference
Here is what Graham posted to Remote Teaching. The TinyURLs point to Laine’s links
Busy? Doesn’t fit your schedule? Missed it entirely??
Most presentations are already released online digitally for you to view even if you can’t make the 1 hour LIVE chat with the presenter.
FlipTech2020 is a grassroots online event by The Flipped Learning Network, EDU@YourBest, and #Flipclasschat as a community service to teachers and schools in this difficult time free of charge because everyone needs to more about…
“Making teaching work in 2020”
I’m not sure where to find the video recordings, but here is an example impressive session from 9 a.m. Sunday July 12
Flipping the Professional Development – Milica Vukadin created an interactive presentation with videos and a quiz. To explore it click on the yellow buttons. CLICK HERE
___________________________________________________________ This blog is written and maintained by Vance Stevens
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 28, 2020 07:00 UTC
The 16th Webheads Revival Weekly Sunday Sandbox OpenMic-inar on Sunday, July 12, 2020, was a sneak preview of Vance’s basic strategy for modeling for PhD candidates in Morocco best practices for OLLT, Online Language Learning and Teaching, the title of the webinar I have been asked to present on July 16. This session was one of the ways I was preparing for that presentation.
This is the first of three webinars in a series, where I prepared, modeled, and then debriefed my workshop on SOFLA, which stands for Synchronous Online Flipped Learning Approach
Preparation on Sun July 12, 2020 – Vance Stevens and Laine Marshall discuss SOFLA in detail at the 16th Webheads Revival Weekly Sunday Sandbox Open Mic-inar (this blog post)
Serendipitously, Laine Marshall was present. I had decided to frame my presentation strategy on her SOFLA model, since that model emphasises teacher presence and student engagement aspects of the Community of Inquiry approach while couching the flow of a flipped language learning online lesson in 8 steps, which could be adapted and modeled for participants in a professional development webinar. Some of the ramifications of adapting the student delivery framework to an audience of peers in professional development are discussed in the webinar recording.
Also present were Maha Hassan, Tom Leverett, Kip Boahn and Mercedes Viola Deambrosis in the Facebook stream, and Graham Stanley. Graham has become a most welcome contributor to our TALIN series of Learning2gether webinars. He was particularly interested in this one because he is himself giving a professional development webinar on July 24 and he too would like to apply the SOFLA model then. In fact, he proposed that we meet again next Sunday at the July 19 Webheads Weekly Sandbox event and compare notes, after I have given my presentation on the 16th.
Here are the 8 steps illustrated in one of the graphics soon to be published in Marshall and Kostka (2020, forthcoming).
I became keenly interested in her approach while editing the above-mentioned article for the On the Internet section in the next issue of TESL-EJ. The article is due to be published around the first of August (you’ll know it is published when its paginated PDF file has been posted online). A sneak preview version is already online (but please don’t quote from this version until the paginated PDF version appears at the end of the month). Here is where the current version is hidden.
Marshall, H.W. & Kostka, I. (2020, forthcoming). Fostering teaching presence through the Synchronous Online Flipped Learning Approach. TESL-EJ, 24(2), page numbers available only after the PDF is officially published, but a working draft is available for preview: http://www.tesl-ej.org/wordpress/issues/volume24/ej94/ej94int/
When the article has been officially published, I will alter the above text accordingly, and you will find the PDF online here: http://tesl-ej.org/pdf/ej94/int.pdf
Here are some links related to Vance’s upcoming July 16 webinar
My plenary at ThaiTESOL 2020 on the what, why, and how of flipped learning
As a logo for this Webheads Sandbox webinar, I used one I created for the plenary on flipped learning that I delivered at the most recent ThaiTESOL conference on January 30, 2020.
Here are some links to the Reflection side of that flipped plenary Reflection is the 8th step in the SOFLA model, where students or webinar participants write out or record a short reflection on what resonated with them most in the preceding event.
Here is what Graham posted to Remote Teaching. The TinyURLs point to Laine’s links
20:58:39 From Laine Marshall : Not everyone wants to assemble their own Light Board kit. Request a quote for a pre-built kit from LightBoardKit.com!
20:59:04 From Laine Marshall : http://lightboardkit.com/?wpam_id=2
At the end of the discussion, we went around the room inviting anyone to speak their minds. Tom Leverett turns out to be of Scottish descent and he spoke of using TALIN tools to help resurrect his mother, or grand mother, or great-great grandmother tongue, prompting Graham to Google:
The idea for TALIN was prompted by suggestions in numerous cross-fertilizing communities of practice that there was needed a space where members of these CoPs could meet online and talk informally to one another about how they are dealing with changes in their personal and professional contexts and what they are doing to help others in this trying time of pandemic.
Learning2gether can host TALIN events in Zoom during times of isolation/lockdown if they are intended to be recorded and shared with the wider community, and if they take place between 02:00-14:00 UTC
TALIN events here are open to all and free to attend.
If you would like to propose an event or invite others to meet in conversation
Click on “Request Edit Access” to the left of your profile picture at the top of the page
Wait for approval
Write in your event on the schedule. Give the time in UTC if you can, and give the time in your location also as a double check on time
You can host the event yourself, but if you want Learning2gether to host it and promote it, please allow enough time to check that I am available, at least a few days in advance.
More about TALIN, as presented at international online conferences
Tue 7 July 0001 midnight UTC VSTE Minecraft Mondays July 6 – 8 pm EDT Dark Knight’s fireworks display
At this month’s Minecraft Monday event, Dark Knight was scheduled to show the group how to build fireworks in Minecraft and put on a spectacular fireworks show!
Kim K4sons notes:
He did this with the East Coast Miners group the previous Friday and it was FUN!
NOTE: The VSTE Place Minecraft Server has MOVED!
We still have the old Beastnode server so don’t delete it, but please rename it. It is currently offline but will be used in the future for special events. Maybe VSTE Special Events server would be a good name! Watch for updates about this. Simply click the server in the list and click to edit it.
Tim Owens is now hosting the server. Thank you, Tim! There is more memory allocated to it and we should be able to have more participants with less lag.
Joseph Knight did all the required technical things to accomplish the move. Thank you, Joseph! I enjoyed all the geek talk that I didn’t understand. 😀
We are currently operating at 1.15.2. Let me know if you need help rolling back since the new update.
Kim AKA K4sons
Wed 8 July – Free Online International Doctoral Research Conference in Education
The Online International Doctoral Research Conference in Education will take place on 8th July 2020 by video conference. This will be a fully online event. The conference is aimed at postgraduate research students around the world who are working in the field of educational research and who wish to present their work to a like-minded audience of doctoral students, early career researchers (those within 2 years of their PhD defence), and academics.
The conference is free to attend and free to present at.
The event was planned as a mixture of participant presentations
and involvef several keynote speakers, including:
Dr Peter Kahn, Centre for Higher Education Studies, Liverpool University, UK.
Dr Gary Motteram, Institute of Education, University of Manchester, UK.
Wed 8 July 0500 UTC – 1st International Virtual ELT Web Conference on Using Innovative Methods in ELT
1st International Virtual ELT Web Conference “The Importance of Using Innovative Methods in ELT Classroom” took place on Wednesday 8 July 2020 at ELC-Ibri College of Technology.
It officially launched at 09:00 am Oman Standard Time (GTM+4) through Microsoft Teams platform.
We ran a series of eight sessions on Teaching and Learning Online for colleagues in the Manchester Institute of Education and the wider School of Education, Environment and Development at the University of Manchester.
Sat 11 July 1300-1500 UTC – VSTE Second Life Saturdays – repeats each Saturday
If you don’t have a Second Life account get one, it’s free. We recommend setting one up at the Rockcliffe University Consortium’s Gateway here: https://urockcliffe.com/reg/second-life/
Download and install the software. While your Second Life viewer (software) is open click this link http://maps.secondlife.com/secondlife/Soulgiver/155/144/58
et voila! Look for an avatar on VSTE Island and say, “Hey, I’m new!” We will take care of the rest.
___________________________________________________________ This blog is written and maintained by Vance Stevens
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 21, 2020 03:00 UTC
For this Sunday’s 15th Webheads in action Weekly Sunday Sandbox OpenMic-inar, Graham Stanley showed us an interactive storytelling game for language learners, to promote speaking, called provisionally ‘A fortnight in the Valley’. He took the opportunity to play test it with Webheads and others in the associated CoPs
He used this tool, https://coneofnegativeenergy.com/hex-kit/ for the game, which he introduced to participants, but he pointed out that use of any particular tool was not necessary. PowerPoint or any other graphic tool for creating a game board would serve as well.
This is where Scott Lockman led us in a game of PechaFlickr, where you give Flickr a tag and then improvise stories on the images that come up
Episode 81: Sunday, January 15, 2012 – Super Sunday Streaming with Jeff Lebow: Hanging out in Second Life with Heike Philp, PetchaFlickr with Scott Lockman, and more
I was asked to provide more information on Webheads. There is a comprehensive bibliography at the bottom of http://webheads.info, but here is the encyclopedia artcle I was asked to contribute to the TESOL Encyclopedia of English Language Teaching.
The idea for TALIN was prompted by suggestions in numerous cross-fertilizing communities of practice that there was needed a space where members of these CoPs could meet online and talk informally to one another about how they are dealing with changes in their personal and professional contexts and what they are doing to help others in this trying time of pandemic.
Learning2gether can host TALIN events in Zoom during times of isolation/lockdown if they are intended to be recorded and shared with the wider community, and if they take place between 02:00-14:00 UTC
TALIN events here are open to all and free to attend.
If you would like to propose an event or invite others to meet in conversation
Click on “Request Edit Access” to the left of your profile picture at the top of the page
Wait for approval
Write in your event on the schedule. Give the time in UTC if you can, and give the time in your location also as a double check on time
You can host the event yourself, but if you want Learning2gether to host it and promote it, please allow enough time to check that I am available, at least a few days in advance.
More about TALIN, as presented at international online conferences
Will you and your students be returning to face-to-face classrooms this fall? Perhaps you don’t know at this point, but if you do, things will sure be different! Join LeighAnn Matthews from New Jersey Public Schools for an online discussion in the MyTESOL Live Lounge. That’s tomorrow, Monday, June 29th at 8:00 a.m. E.D.T. (New York) time. The discussion is open to everyone whether or not you are a member of the TESOL International Association. However, you do need to sign up ahead of time. Visit the MyTESOL Lounge Live page www.tesol.org/attend-and-learn/mytesol-lounge-live and click on the appropriate link to register for the online discussion. Hope to see you there!
When I click on the myTESOL lounge live link above, I am required to log in to my TESOL account.
However the announcement says that it is open to everyone.
At the above link there is another link; try this one
Mon 29 June 1630 EDT – TESOL TEIS Webinar on Costa Rican EFL pre-service and in-service Colegios Nocturnos
TEIS Webinar (Monday, June 29): Costa Rican EFL pre-service and in-service (Colegios Nocturnos) teacher reflections on identity
The Teacher Educator Interest Section (TEIS) will be conducting an interactive webinar with two Costa Rican EFL educators. The focus of the webinar is on pre- and in-service teacher reflections on critical incidents that shaped their language learning experiences and their identities as EFL teachers. The discussions will also highlight the unique Costa Rican “Colegios Nocturnos” system, a regular high school system that takes place at night. Faridah Pawan (TEIS Chair) & Natalia Ramirez Casalvolone (TEIS Member) will moderate. (The webinar will be recorded and shared with the TESOL Community).
Date & Time: Monday, Jun 29, 2020, 4:30-5:30 PM Eastern Time (US and Canada)
After registering, you will receive a confirmation email containing information about joining the meeting.
Speakers & Discussants:
Roy Gamboa Mena: Chair of the Philosophy, Arts, and Letters Department; faculty member in the Department for English Teaching Majors at the University of Costa Rica (UCR), Sede de Occidente.
Hania Morales Arroyo: EFL K-12 teacher at the Colegio Diurno and Colegio Nocturno de Naranjo, Costa Rica, with 29 years of experience & an EFL Faculty member in the Department for English Teaching Majors at UCR, Sede de Occidente.
Natalia Ramírez Casalvolone: EFL teacher at Colegio Nocturno de Naranjo with 10 years of experience, a faculty member in the Department for English Teaching Majors at UCR, Sede Occidente; & PhD candidate in the Department of Literacy, Culture, and Language Education, at Indiana University.
For more information about the topic, the following article is attached:
Sevilla Morales, H. & Gamboa Mena, R. (2017). Critical incidents, reflective writing & future teachers’ professional identities. Revista de Lenguas Modernas, 26, 233-255.
Recorded TEIS Webinar (Monday, June 29): Costa Rican EFL pre-service and in-service (Colegios Nocturnos) teacher reflections on identity
The focus of the TEIS webinar was on pre- and in-service teacher reflections on critical incidents that shaped their language learning experiences and their identities as EFL teachers. The discussions highlighted the unique Costa Rican “Colegios Nocturnos” system, a regular high school system that takes place at night. Speakers & discussants included Roy Gamboa Mena (Chair, Dept of Philosophy, Arts & Letters, UCR, Sede de Occidente); Hania Morales Arroyo (EFL teacher, Naranjo & UCR, Sede de Occidente); & Natalia Ramirez Casalvolone (EFL teacher, Naranjo, UCR Sede de Occidente & IU Doctoral Student). Faridah Pawan (TEIS Chair) & Natalia Ramirez Casalvolone moderated.
We began the webinar with the famous Costa Rican (CR) afternoon rain showers that affected our speakers’ connection for the first 10-13 minutes. After that, it was an enlightening discussion on the humanistic approach in CR’s EFL teacher education, using the research by Gamboa Mena & his colleague and situating it in the EFL teaching experiences of Morales Arroyo and Ramirez Casalvolone.
Sat 4 July 1300-1500 UTC – VSTE Second Life Saturdays – repeats each Saturday
If you don’t have a Second Life account get one, it’s free. We recommend setting one up at the Rockcliffe University Consortium’s Gateway here: https://urockcliffe.com/reg/second-life/
___________________________________________________________ This blog is written and maintained by Vance Stevens
You are free to share-alike and with attribution under https://creativecommons.org/licenses/by-sa/4.0/
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