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Textbooks |
no textbook;
links to articles will be provided; chapters will be assigned from the free
eBook:
Innovations in Learning Technologies for English
Language Teaching (2013)
(ed. Gary Motteram). British Council: Teaching English. Please click the
title to download the eBook and save it to a CALL-Online folder on your
computer.
For additional resources, see Texts,
CALL-related books, CALL Bibliography, Recommended (free) CALL News Sources,
and CALL Journals. |
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Course
Description |
Participants learn how to
incorporate computer technology into lessons that enhance the skills of
English language learners (K-12, adult) through project-based activities,
including newsletters, animated slide shows,
and free Web-based quizzes, rubrics, audio, or video. Participants
construct an interactive/collaborative
Web space (Web 2.0), review current
research, and follow the professional dialogue about
technology in the classroom. They
discuss the effectiveness of technological media through peer reviews and
critical evaluation of Web sites and
/or software.
Course meets requirements for ESL licensure.
A $90 e-College lab fee will be charged. Cross-listed with GED 565. |
|
Prerequisites |
Qualifications/Computer
Skills/
Hardware/Software/Other Prerequisites
- Qualifications:
To receive credit, applicants need to fulfill the TESOL
Admission Requirements or Education
Admission Requirements. Please see the Admission requirements,
tuition/fees, calendar, and online application on this Web site. You
may also contact the instructor (cbauer-ramazani at smcvt.edu).
- Skills:
COMPETENCE in the MAC or Windows operating system (Win7 or higher
preferred), basic file management, Internet navigation, e-mail, and word
processing
-
Hardware: preferred and recommended--4 GB RAM memory or higher,
sound and video cards, DSL or cable modem; headset/microphone; printer
(optional: Web cam)
-
Software: Please set up your computer to have the following:
5.
Computer access time: 9-12 hours time per week (more for lower
skill levels)
6. Technical requirements for the eCollege course management system:
Please run the Browser Test at
http://smcvtonline.org/index.learn?action=technical
7. Online Learning:
To find out if you are temperamentally suited to engage in an online course,
please take the simple and quick multiple-choice
Self-Assessment at
the Community College of Philadelphia. Send me a copy of your answers and
the final score via email.
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Course
Objectives |
CALL Online
participants are expected to integrate the learned technologies into their
specific teaching and learning environments (ESL, EFL, Foreign Language,
technology in education). In particular,
it is expected that CALL Online participants
| 1.
establish an interactive and collaborative online learning community
by using computer-mediated communication (CMC) tools --(computer-mediated
communication literacy); |
| 2.
demonstrate their understanding of the history, theory, and research
of CALL; |
| 3.
demonstrate competence in the use of computers and computer
applications (Word, PowerPoint, Web publishing tools) for teaching,
in particular language teaching (computer literacy); |
| 4. author
instructional materials for their target learners that incorporate
computer applications, multimedia, Internet resources, and web-based
authoring tools (multimedia literacy); |
| 5.
evaluate online information, resources, and software critically (information
literacy); |
| 6.
practice the learned technologies with their students by
incorporating similar projects into their specific teaching and
learning environments (ESL, EFL, Foreign Language, technology in
education); |
| 7. identify and use
online resources for professional development. |
Based on the four “electronic literacies”
in Warschauer, Mark (2002). A Developmental Perspective on Technology
in Language Education, TESOL Quarterly 36(3). |
|
Course
Requirements |
The basic course requirements consist of two
parts:
-
Required subscriptions (free) to
professional listservs and online resources, and
-
Interaction & Projects.
Please click on the two links below to find out the
course requirements.
I. Required Subscriptions
II. Interaction & Projects
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|
Assessment |
Assessment/Grading
Criteria
(may be adjusted based on the needs of the class and in consultation with
course participants and will include group/team assessments):
-
Interaction with the class:
47%
-
Reading Discussion: (15%) – 15 articles, 1 summary + 2 reactions
per week; 1 point per week; 1 extra credit point
for each additional summary reaction
Reading Interaction: (5%) -- 2
interactive responses per week minimum; 5 points total
-
Sharing what you
learned: (15%) – 15 weeks; 4 responses minimum per week; 1 point
per week
- Moderating a
discussion: (9%) – 9 turns required; total of 9 points
-
Interactive/collaborative Tasks (3%)
- (1) Peer review/comment on a classmate's newsletter -- 1%
- (2) Peer review/comment on a classmate's PowerPoint lesson
-- 1%
- (3) Peer review of a classmate's Web Space Course Project --
1%
-
Hands-on projects:
28% -- 7 projects
- Newsletter in Word (7%)
- CALL Lesson with Presentation
Software (8%)
- Collaborative Short
Courseware Review (5%)
4 Assessment
Tools at 2% each: Web-authored quiz/exercise, rubric, online
gradebook, interactive Web forum (8%)
Collaborative Web Site Reviews:
10% -- 10 points
-
Web Space Course Project:
15% -- 15 points
______________________________________________________________________
TOTAL:
100% -- 100 points
EXTRA CREDIT: Extra credit points will be added to the
course grade, at 1/2 the weight. For example, an extra credit assignment
evaluated at 100% will add 0.5 points to the course grade.
Grading Scale
|
Grade
Equivalent
|
Numerical
Equivalent
|
Qualitative
Equivalent
|
Qualitative
Points
|
|
A
|
96-100
|
Above average grad.-level
work |
4.0
|
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A-
|
90-95
|
Above average grad.-level
work |
3.7
|
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B+
|
85-89
|
Above average grad.-level
work |
3.3
|
|
B
|
80-84
|
Average grad.-level work |
3.0
|
|
B-
|
75-79
|
Average grad.-level work |
2.7
|
|
C
|
70-74
|
Below average grad.-level
work |
2.0
|
|
F
|
0-69
|
Failure |
0.0
|
|
WD
|
|
Withdrawal |
0.0
|
|
WP |
|
Withdrawn Passing |
0.0 |
|
WF |
|
Withdrawn Failing |
0.0 |
To determine the grade points for
a course multiply the qualitative points for the letter grade
received by the credit hours assigned to the course. To arrive
at the Grade Point Average (GPA) add the grade points for all
courses and then divide this sum by the number of credit hours
attempted. A “B” or 3.0 average must be
maintained to continue work in a graduate program and to receive a master’s
degree or certificate. Students whose grade point average falls below 3.0
will be subject to review by the Graduate Academic Review Board. The Review
Board will determine whether or not the student will be allowed to continue
in the program.
-
Time on Task:
The course work
corresponds to the 37.5-hour requirement for 3-credit graduate courses at
SMC in that I have scheduled 15 weeks worth of "Tasks" and "Assignments."
According to the Academic Policies in the
Graduate
Catalog, 2013-2014,
General
Academic Requirements, "students spend
approximately two to three hours in preparation for each hour of class
time." The "Tasks" I have estimated to require about
3 hours of intensive on-task work plus roughly two to
three times that amount for "Assignments," including readings,
hands-on preparation and regular weekly assignments (3+6 or 9 = 9 or 12
hours total per week).
Please note: Students with low computer
skills will require more time-on-task than the average estimate above.
Many tasks are optional
or extra credit, and although many students choose to complete them
because they are interesting, these should not be counted into the number
of hours spent on task.
Please note: When you upload your assignments, they
receive a date stamp, so it is easy to see if an assignment is late or
not. In case of an emergency or extenuating circumstances for not being
able to complete the weekly tasks, please send me an e-mail message.
-
Completion of course work: In
order to complete the course successfully and to enjoy the contributions
of the course participants, you will need to stay in step with the
course schedule and complete the assignments during the weeks that they
are assigned. This includes readings, hands-on assignments, and
projects. You can find the details above. In fact,
I will reduce the points/grade for
delinquent assignments by 10% for each week late.
-
Academic Integrity:
Students must abide by the Saint Michael’s College Academic Integrity
policy as outlined in the
Academic Policies of the Graduate Catalog,
2013-2014.
According to the
Academic Policies of the Graduate Catalog,
2013-2014,
"Violations of academic integrity include the following: plagiarism,
unauthorized assistance, interference, and multiple submission."
Sanctions may include repeating the assignment with a grade reduction,
failure for the assignment, a grade reduction for the course, failure
for the course, or dismissal from the course.
-
Incomplete Grades--Please
note the SMC criteria for assigning a grade of "I" (Incomplete). I
will adhere to them.
(copied from the
Academic Policies of the Graduate Catalog,
2013-2014)
| A grade of “I”
(Incomplete) is assigned only in the
case of a student who, for illness or
circumstances beyond his/her control,
has missed a final examination or major
assignment. A student must gain approval
from the program director and course
instructor who will submit a signed form
to the Registrar. If an “I” grade is not
made up within six weeks of the
beginning of the semester following the
assignment of the notation (not counting
summer session), a “WF” grade is
assigned. |
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Saint Michael’s College is
committed to providing support services for all students, including
students with disabilities. Students wishing to disclose a learning
disability and who are in compliance with the Americans with
Disabilities Act, Sec. 504, may receive additional support. A clear
understanding of strengths and weaknesses in learning and of the
influence of the disability on current and past educational processes
will afford a broader assessment of abilities. To ensure the provision
of reasonable and appropriate accommodations for students having
learning disabilities, students needing such accommodations must provide
current and comprehensive documentation, including a copy of a
psycho-educational evaluation completed within the past three years that
includes a measure of cognitive functioning, a documentation of the
learning problem(s), and current measures of reading, math, and written
language achievement. The testing must be conducted by a certified
professional, must address the nature of the disability and should
provide suggestions for reasonable accommodations. The earlier the
information is received, the better prepared we will be to address
specific needs.
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Course Policies |
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Terms
of Agreement |
Please indicate that you have read and
understood the information on this
page and accept the terms and conditions specified by copying/pasting the
information below and sending it to me via email.
Now you are ready to begin the course. Check your email for
instructions on how to log in to the course site in eCollege.
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