The basic course requirements consist of two parts: 1)  Required subscriptions (free) to professional listservs and online resources, and 2) Projects.  Please click on each link to find out the details.

I.  Required Subscriptions
II.  Projects

I. Required Subscriptions

Subscriptions to Professional Online Resources
            Choose TWO of the following free online sources of ESL/EFL materials and subscribe to them.  Send me an email confirming your subscription or put cbauer-ramazani at smcvt.edu in the cc line.

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1.  INTERACTION with the class (50%):  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 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 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, also reproduced at the bottom of this page.). 

• READING DISCUSSION FORUM: posting reactions to articles and interaction with classmates (15% = 3 points per week): Assessment of Objectives 1, 2, 3
  a) Summary/Reaction--2 points per week: For 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.  For the Reading Discussion Forum, participants post at the beginning of each week (Monday) which article/chapter they will read and summarize, avoiding duplication as much as possible.  Each week, they will post a 1-paragraph summary of at least 10 of the class readings, followed by a 1-paragraph reaction (two 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.  Preference should be given to chapters in the required textbook.  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 ones that are most pertinent to your needs and teaching/learning situation.  You will receive extra credit for responses beyond the minimum number of 10. 
  b) Interaction--1 point per week: In addition, 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. 

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. E/H-S, Ch. 3.  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.   Please try to stay within the 2-paragraph range for your summary/reaction, as longer postings are more 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% = 3 points per week): This is a major component of each weekly session.  After you have completed your weekly tasks and hands-on link 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 and hands-on links as indicated.  The Sharing what you learned forum is usually composed of TWO (sometimes 3) areas, or sub-forums, called Tasks and Hands-on Links. 
  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--KeyPals.  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)

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

MODERATOR ASSIGNMENTS

• INTERACTIVE TASKS/Peer Reviews (5%) (2 projects @ 2.5 points each):  In order to stimulate interaction among course participants, each member is required to review the projects that classmates have contributed to the Doc Sharing area, found in the menu bar across the top of the course screen, and post comments on them.  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 (23%):  Assessment of Objectives 3, 4

For each computer application that you learn (Word, PowerPoint, web authoring), there will be one or more applied project.  These projects need to be submitted to the DocSharing area. 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.  REVIEWS/Analyses--Collaborative review of a web site (10%): Assessment of Objective 5

These extensive reviews 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.  You will need to submit your reviews to the DocSharing area so that all course participants and the instructor, of course, may peruse and react to them.  (Collaborative Website review--due June 8)

4.  A WEB SPACE FOR TEACHING AND LEARNING (Tripod Web site, Wiki, Blog, or Podcast) to share course and class materials (20%):  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 Friday, June 20. 

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Interaction with the class:    47% 

• Reading discussion & interaction:                (15%) -- 5 weeks @ 2 points per week for summaries/reactions + 1 point per week for interaction; extra credit for more than 10 summaries/reactions
• Sharing what you learned discussion:          (15%) -- 5 weeks @ 3 points each (4 comments per week)
• Moderating a discussion:                            (12%) -- 3 turns required @ 4 points each
• Interactive Tasks/Peer Reviews:                    (5%) -- 2 tasks @ 2.5 points each

Hands-on projects:               23%

• Newsletter in Word:                                   (5%)

• CALL Lesson in PowerPoint:                      (8%)

• Web authored quiz/exercise:                      (5%)

• Web authored rubric/interactive Web forum: (5%)

Collaborative Web site Review: (10%) -- 10 points

Web Space Project (Tripod Web site, Wiki, Blog, or Podcast):                (20%) -- 20 points
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TOTAL:                                               100% -- 100 points

Grading Scale