Wk

Date

Topic/Discussion

Assignment (due on date)

1

9/4

• Introduction to course, practical exploration of current CALL practices
• Introductions: Our collective computing knowledge, CALL experience as learners
• What is CALL: Brief history, theory
• Technological innovations impacting CALL, implications for language teaching methods, stages of CALL

In Class:

• Answer by e-mail: “What do you think CALL is? Cite at least one example or activity.” Do NOT use any resources.
• Take the computer and CALL proficiency quizzes. Consider the range of technical familiarity that's essential for teachers' effective use of CALL. Write down concepts in questions, answers, or feedback that are unfamiliar to you or that seem irrelevant for CALL teachers. These are NOT GRADED.
• CALL Quiz (1997)
• General Computing Concept Familiarity Quiz (CourseInfo)
  

READINGS
Levy: Ch. 1
de Szendeffy: Ch. 1-2 (handout)
See Online Readings for date

2

9/11

Technical considerations

• student learning: vertical and horizontal integration of technology
• How technologically savvy need a CALL teacher be? How much do we know?
• Evolution of the analog language lab,
  Institutional rationale for implementing CALL

In Class:

• Take General Computing Concepts Familiarity Quiz (work together)
• Introduction to Web searching and evaluation of sources
• Finding and evaluating web-based language teaching material (pedantic and authentic)

READINGS
Levy: Ch. 5
See Online Readings for date

3

9/18

Selecting, evaluating, and implementing web resources

• Task-based learning (authentic): WebQuests: topic-specific, ski-specific, site specific
• expanding task to real world (Harvard tour example)

In Class:

• Student presentations: present your authentic and pedantic LL sites
• post your reactions to NiceNet to 3 sites evaluated by your classmates
• work in pairs to create collected online resources
• create del.icio.us (for social bookmarking, tagging) account

READINGS
Levy: (handout, pp 14-17)
de Szendeffy: pp. 82-92
See Online Readings for date

4

9/25

Organizing online resources for language teaching

• CALL Design
• review of online collections
• current use of popular authentic and pedantic sites for ESL
• courseware and hybrid courses
• folksonomy

In Class:

• post 3 site evaluations to Nicenet
• evaluate collected LL resource sites
• work in pairs to create organized online resources for language teaching (see my guide)

READINGS
Levy:
See Online Readings for date

5

10/2*

*no class next week, 10/9, Mon sched.

Presentations: constructivist learning theory

• information design + delivery
• task-based, communicative-based learning
• skill-based: presenting, ID
• other project-based activities: SB example, video

In Class:

• create slideshow on topic given in class
• identify problems in design, delivery

READINGS
Handout: Cognitive Style of PowerPoint (Tufte)
de Szendeffy: 153-162 or primer
Class Presentation Assignment Requirements
See Online Readings for date

6

10/16

WEB 2.0

• what is Web 2.0?
• example services
• Web 2.0 for LL
• horizontal integration of technology as rationale for use in education and LL

In Class:

• Student presentations (Assignment)
• Post/edit class wiki: presentation critique rubric, your collected resources
• Write critique of one presentation

READINGS
Levy:
See Online Readings for date

7

10/23

WEB 2.0

• sample activities for LL
• issues in class use of wikis, blogs

In Class:

• student presentations
• presentation evaluation criteria

READINGS
Levy: Computer Mediated Communication (CMC), ch. 4
de Szendeffy: handout on Internet Activities from book
See Online Readings for date

8

10/30

Selecting, evaluating, and implementing (local) software

• tutorial CALL
• begin intuitive review of selected local programs
• select program to formally review

In Class:

READINGS
de Szendeffy: Content Activities (Ch. 9, pp.183-196)
Levy: Ch. 3
See Online Readings for date

9

11/6

Selecting, evaluating, and implementing (local) software

• purpose of software evaluations
• types of evaluations: checklists, guides, surveys, principled frameworks
• the CALICO Software Evaluation Guidelines

In Class:

• present "lesson" on effective use of selected tutorial CALL program
• evaluate title in accordance with CALICO guidelines

READINGS
Levy:
See Online Readings for date

10

11/13

Language-skill and linguistic-skill focused Activities

• sample curricular guides

In Class:

READINGS
Levy: Ch. 7
de Szendeffy: Chs. 4, 6, 8
See Online Readings for date

11

11/20

Creating multimedia lessons and quizzes

• quiz design theory
• evaluative vs. formative testing
• Copyright: Fair Use Guidelines for Multimedia

In Class:

• review quizzes on your Dock (MLL Tour of Boston, Songs, plus MLL Faculty Proficiency Quiz)
• review online language quizzes (sample quizzes), make note of
  • intended user (level, age, interests)
  • level of interactivity
  • type and quality of feedback
  • methodology (audio-lingual, communicative, structuralist, constructivist, etc.)
  • language skills or areas exercised
  • ease of use, navigation, access to resources
  • exactly what is being tested

    Boston Trivia Quiz (John)
    MLL Faculty Proficiency Quiz and Tutorial (John)
    Vocabulary (ESL)
    TOEFL practice (for hint and feedback examples)
    Interesting Things for ESL Students: Word games, puzzles, quizzes, exercises, slang, proverbs and more

• online quiz making tools

  Hot Potatoes (JavaScript authoring tool for LT)
  Hot Potatoes hosting and score reporting (Windows only)
  Quizlet (free online flash card authoring)
  Quia Language Learning quiz authoring (30-day demo)
  JClick (free authoring for Mac and Windows)
  QuizStar (free demo)
  WebCalis (Windows browsers only?)
  Charles Kelly's Online Quiz Generator (a4esl)
  Charles Kelly's Online Quiz Generator - Bilingual Vocabulary Quiz

  List of authoring tools

READINGS
Levy:
de Szendeffy: pp. 190-196, 240-244
See Online Readings for date

12

11/27

Working with authoring tools: Hot Potatoes

Authoring task: language purpose, tool selection, materials development.

Alt.: Creating Technical Instructions (Primers): illustrated text, video, or HTML-based

In Class:

• Create several language quiz activities using Hot Potatoes.

READINGS
Levy:
See Online Readings for date

13

12/4

Distance learning and course design

• blended learning

Pedagogical guidelines

Professional Development

In Class:

• work on language quiz authoring (see project criteria)
• launch Google Talk gadget for online discussion of distance learning
• SED course evaluations (volunteer needed to administer and deliver to SED tonight)
• distance learning presentation/chat

READINGS
Levy: pp. 95-109

de Szendeffy: Pedagogical Guidelines
See Online Readings for date

14

12/11

Final projects

Course feedback (for instructor)

In Class:

• present final projects
• Complete course feedback form

READINGS
Levy:
See Online Readings for date

15

12/18

Final exam or project due

In Class:

READINGS
Levy:
See Online Readings for date