II. Interaction & Projects--CALL Online (GSL520/GED565)

II. INTERACTION & PROJECTS

This course is designed to give you hands-on experience with both the technology and the art of teaching. The goal of the course, therefore, is for you to learn how to integrate technology and CALL materials for more effective and efficient teaching by completing a number of tasks and projects that apply what you have read about (= project-based approach ). Projects are completed individually or in teams of various sizes. Due dates/times are Sundays/midnight, unless otherwise noted.
During the course you will be required to complete the following:

1. INTERACTION with the class (47%): Assessment of Objectives 1, 2, 3, 4, 5, 6
Interaction is the lifeblood of any online course, or of any course for that matter, whether online or face-to-face, but it is even more critical in online courses. In order for you and for the course to be successful, all participants need to feel that they are constantly involved in the course through an ongoing dialogue. This is UNLIKE the once-a-week face-to-face course where your presence is only necessary that one time a week. In order for us/you to feel like a class/community, you need to be in DAILY communication with each other and me, contributing to the dialogue by posting responses in the various discussion forums (Reading Discussion and Sharing what you learned) for each week. These postings will be in response to prompts in your weekly Assignments but should also be in response to other participants' postings. In other words, YOU are expected to carry on a dialogue with the other course members and me. I may not respond to all individual postings but interject comments as necessary and summarize trends and observations. Your grade for this portion of the course will depend on the number and quality of your responses and on your postings as discussion moderator (see specifics for each Discussion forum). I have also created a Professor's Office discussion forum for questions for me and a Virtual Cafe for informal interaction among the course participants (for Questions and answers from classmates, Shooting the breeze). In addition, there will be opportunities for class meeting chats and office-hour chats, as described on the Getting Started/Orientation page. Research into online courses has found that participants who fall behind in their daily/several times-a-week interaction with the group lose interest and will eventually drop out. For this reason I have included penalties for late postings and/or late assignments (please review the Policies and Procedures section at the bottom of this page.).

READING DISCUSSION FORUM: posting reactions to articles and interaction with classmates (15 summaries/reactions, 15% = 1 point per week; interaction: 5%): Assessment of Objectives 1, 2, 3

a) Summary/Reaction--1 point per week:
For most of the readings we will use a jig-saw strategy: Students read and post summaries of different chapters/articles, thus covering a wider range of topics. The summaries of the articles should clarify the main points of the articles and allow clear understanding for someone who has not read the article. Several chapter readings from a free eBook will be required by all; therefore, participants may decide which parts to summarize. However, each participant must read the entire chapter. For the Reading Discussion Forum, participants post at the beginning of each week (Monday) which article/chapter they will read and summarize (post in the Reading Discussion forum titled "Reading Selections), avoiding duplication as much as possible. Each week, they will post a 1-paragraph summary of one of the class readings (for a total of 15 readings minimum) over the duration of the course, followed by a 1-paragraph reaction (one per week)--see more specifics below as to what to write in a summary/reaction. The choices of articles will be specified in the Weekly Assignments. Note: In order to receive full credit, summaries/reactions need to be posted well before the deadline (midnight, Eastern time) to allow other course participants to react to. To post your response, click on the Reading Discussion Forum button in the left toolbar for each week. Although there are quite a few readings listed each week, you should choose the one that is most pertinent to your needs and teaching/learning situation. You will receive extra credit for summaries/reactions beyond the minimum number of 15.

b) Interaction--5%:
An online course thrives on interaction among the participants. Thus, in addition to the postings on the readings, you are expected to read and react to the responses written by your classmates, even if you did not choose the same article to write about. Please write at least TWO one-paragraph responses per week in reaction to your classmates' postings. Interactive comments must be made during the week so that others may respond to them. Please note: Postings made close to the deadline will not receive comments from others and will therefore not be counted toward Interaction.

Guidelines for writing a summary/reaction: To identify the article you are summarizing and reacting to, use a heading for the posting that indicates the chapter and title of the article, e.g. Gilbert, EAP (English for Academic Purposes). Keep in mind--summary/reactions are much more informal (and shorter!) than a paper. Briefly summarize the author's (or authors') point(s) of view, state your own position, and provide some arguments to support your position. Personal experience, especially as it relates to the classroom, makes a great supportive argument! In your reaction, tell us, for example, what "grabbed" you; tell us what you thought of the arguments; point out their strengths and possible limitations or weaknesses--either in the theory or in the practical application (i.e. the classroom)--and discuss influences or crossovers that you see coming from other theories or disciplines. As most of the articles are of a very practical nature, your reaction should include some possibilities for using the ideas in the typical classroom. Important note: Stay within the 2-paragraph range for your summary/reaction, as longer postings are difficult (and more intimidating) for your classmates to react to. (Due: during the week that these articles are assigned).

SHARING WHAT YOU LEARNED each week (15% = 1 point per week): This is a major component of each weekly session. After you have completed your weekly tasks assignments, you need to click on the Sharing what you learned button in each week in order to post a brief comment/reaction to the tasks as indicated. The Sharing what you learned forum is sometimes composed of TWO areas, or sub-forums, one called Tasks and another one, e.g. Peer Reviews.
Please post a minimum of two reactions in EACH of these two areas, for a minimum total of 4 reactions per week.
Your reaction should specify in a heading the task/hands-on link that you are reacting to, e.g. Task 3--Purposeful Animation. Begin your reaction by summarizing the contents and function of the task/link. Then discuss possible applications/limitations you see in the typical classroom. You may also voice any frustrations with the task itself. (Due: each week)
MODERATING A DISCUSSION (7 turns for 7%): Each course participant (including auditing students) is expected to moderate the Reading Discussion Forum and the Sharing what you learned discussion forum 7 times during the semester. Being a moderator means "leading the discussion". There will always be two co-moderators, a Starter and a Wrapper, each with a specific role (see below), but both share the responsibility of moderating for the week.

Important note: All moderators should be the first to post each week and identify their roles and topics in the SUBJECT line, e.g. Starter Question 1: What is the role of the CALL teacher?
1. the STARTER: The starter should be the first to post the article summary or reaction to a link/task during the week he/she is moderating (Monday). After that starters need to
  - post one content question (related to the readings or links) at the beginning of the week (Monday) and one in the middle of the week (Thursday)--to be discussed by the participants;
  - post timely responses/comments/questions to each of the course participants' postings;
  - keep the discussion going by posting comments and questions during the week.
2. the WRAPPER: The Wrapper follows the discussions and posts a summary of the salient points by participants and instructor at the end of the week (summaries expected by 7:00 pm, Sunday). During the week, the wrapper also participates in posting timely responses/comments to other participants' postings.

Moderator Assignments: Please click the Moderator Assignments for your roles and weeks and print out your assignments. I will notify you of changes due to changes in course enrollment.

MODERATOR ASSIGNMENTS

INTERACTIVE TASK/Peer Reviews (3%) (2 projects + Wiki reviews): In order to stimulate interaction among course participants, each member is required to review a project that a classmate has contributed to the Doc Sharing area and post comments on it. In addition, participants will peer review a classmate's Web space course project according to specified criteria. These tasks are outlined in the respective weekly Assignments or tasks. (Due: as specified in the Weekly Assignments; see also an overview in the Semester Schedule link under Course Home)

2. HANDS-ON PROJECTS (28%): Assessment of Objectives 3, 4

For the computer applications that you learn (Word, PowerPoint, Web authored assessment tools), there will be one or more applied projects. The projects should show that you have worked through the assigned materials and accomplished the goals. (Due: as specified in the Weekly Assignments; see also an overview in the Semester Schedule link under Course Home)

3. REVIEW/Analysis--Collaborative review of a Web site (10%): Assessment of Objective 5

This extensive review will consist of a description of what the website/software is, how it is used, how it can/should be implemented in class, and how the participant evaluates its usefulness, following criteria outlined in the course and in the CALL research. The review is written as an academic paper, complete with in-text citations and references in APA format. You will need to submit your reviews to the Doc Sharing area so that all course participants and the instructor, of course, may peruse and react to them. (Collaborative Website review--due as specified in the Weekly Assignments )

4. A WEB SPACE FOR TEACHING AND LEARNING (Wiki) to share course and class materials (15%): Assessment of Objectives 3, 4, 6

This is a creative, interactive semester-long project that will be constructed and revised based on teacher and peer feedback. Course participants are asked to post/share teachable course materials on their Web space, keeping their audience, teaching goals, and content in mind. Projects developed during the course will be uploaded. The address (URL) of the Web site must be submitted to the class via email and posted in the Webliography of the course site. The Web spaces will be reviewed by all course participants in a voice Webcast as well as through written feedback, and suggestions for revision will be discussed. The final Web space is due by Monday, May 5.

Back to the Syllabus