Purpose Materials Responsibilities Activities/Evaluation
Research
Fall 2002 -- Section 5881
click here for summer 2002
Instructor:
Senom Yalcin,
Department of E-mail:
Language syalcin@[Link]
Education
School of Fax: 812.856-8287
Education
201 N. Rose, Home:
3044 Wright [Link]
Bloomington, IN syalcin
47405-1006
Course Purpose
and Goals
Although theories of learning and teaching may be
interdisciplinary, educational methods and techniques are
specific to subject areas. This is true in the case of second
language education. While general education technology
courses may provide an overview of technology use for
current and future teachers, they do not address issues
specific to the teaching and learning of second/foreign
language through technology.
This course is intended to give participants a broad general
view of computer-enhanced language learning. It will
involve participants in exploring a working theory of
language learning environments, using and discussing
existing and potential applications of computer technology
in the language classroom, and creating projects to use
and test knowledge gained through reading, discussion,
and hands-on experience.
Format and Philosophy
This course is designed for pre-service and in-service
teachers, technology consultants, administrators, and all
others interested in computer-enhanced language learning.
It is an introductory workshop course at the graduate level;
this means that, in addition to perusing the literature and
discussing the research, participants will be involved in
hands-on discovery and creation. To fulfill this purpose, the
class has been developed as a part seminar, part technical
training, and part hands-on workshop. Topics covered
include learning styles, software evaluation, software
integration, student assessment, and ways to
communicate with technology. Methods/ techniques
appropriate to second language classrooms will be
integrated into class sessions as will technology, and the
focus will be on building a learning communityamong
participants.
Objectives
With the focus on theories and practices of
computer-assisted language learning, the
participants in this course will be able to:
1. Create appropriate contexts in which
language learners interact and
negotiate meaning in the computer-
assisted classroom.
2. Understand how to integrate
technology into language learning
environments.
3. Effectively evaluate software and
technology-based projects and
activities for use in their own
language classrooms.
4. Develop new computer-enhanced
tasks and adapt existing computer-
based tasks to suit the needs of their
learners.
5. Understand the importance of and
use on-going assessment in the
computer-enhanced language
classroom.
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Materials
REQUIRED TEXT: Egbert, J., & Hanson-
Smith, E. Call Environments: Research,
practice, and critical issues. Alexandria, VA:
TESOL.
Information on how to order the text
Other readings as described in the syllabus
and schedule.
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Participant Responsibilities
As professionals, we'll work together in this course to
improve our knowledge, competence, and understanding in
our own and other areas of language education. Each of us
in this class will know more in some areas and less in
others; each participant will take on the role of mentor in
some situations and novice in others. In all of these
contexts, you should expect from yourself and the other
participants very high standards of professional conduct.
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Activities and Evaluation
The final course grade is the percentage of total points
earned out of the total 300.
A (94-100%), A- (90-93.99%): High achievement; shows unusually complete
command of the subject matter; represents an exceptionally high degree of
originality and creativity.
B+ (86 - 89.99%), B (83-85.99%), B- (80-82.99%): Very good, solid, above
average quality of work.
C+ (76-79.99%), C (73-75.99%), C- (70-72.99%): Satisfactory quality of work,
but lacking distinctive qualities.
D (60-69.99%): Work of minimally acceptable quality; fails on one or more
important assignment specifications.
F (below 60%): Unsuccessful work.
If you do not understand this system, please ask
immediately! Participants will receive their grades in the
Private Forum on SSF and can request a written grade
report.
Due dates for activities can be found in the course
schedule.
Note: All assignments are to be posted in the Private Forum
(on SSF).
Activity Description
Participation in the electronic discussion
forum (which takes place on the Sitescape
Forum) includes asking questions,
answering questions, sharing information,
and so on, in a variety of ways.
Sometimes you will participate in
dicsussions with the whole class; other
times you may participate in a smaller
group discussion on a topic that interests
you. Discussions are a critical component
of the course.
Assessment is based on the number and
quality of your contributions. This means
that you should ask thought- provoking
questions, give thoughtful comments, and
raise critical problems or issues in a timely
manner. Post regularly throughout a week
(at least 2-3times). Log-in frequently so
you can respond to other people's
questions, concerns, and comments in a
friendly and supportive way throughout
the week. generally speaking you should
make your first contribution "early in the
week* and subsequent contributions
thereafter. Suggested deadlines for
posting will be provided in SSF.
Forum Discussion
No personal attacks are allowed (we really
(80 points) don't think this would happen, but just in
case). We can all learn a lot from each
other through idea exchange and sharing.
Try to keep each of your postings to one-
two paragraphs (100-300 words) each
time you respond. Lengthy responds
become difficult to follow in an online
environment. You are not limited,
however, in the frequency and number of
times that you post.
As the instructor, I will be posting guiding
questions for each week's discussion.
each person will be responsible for playing
specific roles in the class discussion.
These roles support the philosophy of a
learning community where each member
has a specific part to play. You will receive
more information about your role in the
weekly discussion, bu there is an overview
of the types of posts that are encouraged:
Explorer: The role of the explorer is to
"explore" ideas on the discussion topic.
This could include, for example,
brainstorming ideas, making suggestions
for consideration, and describing personal
experiences you have had related to the
topic. You can draw on all sorts of
resources that shed light on the topic
(reading you have done, other courses,
etc.) The ultimate goal of the explorer is
to fully investigate the possibilities on the
topic of discussion.
Integrator: The integrator's role is to try to
"integrate" the ideas that have been
presented in the discussion. This may
include further developing ideas that have
been presented, finding common ground
among diverse ideas related in the
discussion, or otherwise synthesizing
important elements of the discussion. The
ultimate goal of the integrator is to draw
conclusions from ideas presented in the
discussion beforhand by the other
participants.
Trigger:At times you may want to ask
questions or make a point that takes the
discussion in another direction. This is fine
and good for stimulating further
discussion, please label your post as
"trigger" if your post does this.
Applicator: At the end of each discussion it
is important to figure out how our ideas
can be practically applied to our teaching.
The applicator will take our integrated
ideas and show how they could perhaps
be applied to a specific (even
hypothetical) teaching situation. This "real
world application" of our conclusions can
help us more clearly see the relevance of
our "theoretical discussions" to our
teaching.
General Throughout the semester you'll be
Participation involved in a variety of activities, from
MOOing to chatting to creating profiles in
(30 points) our electronic conference. Your
participation is crucial to all of them!
Every two weeks you will write a reflection
to describe what went well and what could
have gone better in the class, what you
Interactive Class learned/didn't learn, wish you had
Reflection learned, and what your plan is for learning
more. You will post your brief (one page or
less) reflection on the Private Discussion
Forum in the designated folder and the
instructor will respond in a timely fashion.
(15 points) Points are earned for completing this
activity as instructed. Due dates are noted
on the schedule.
Website/Software It is quite important for us to have a
critical eye on the material that we want
Evaluation
to use. This acitivity aims that you
develop the critical eye. You can find the
(35 points) guidelines here.
External Document You'll have the chance to make a piece of
software or a Web site to better suit your
students' needs. Find more information
(35 points) and examples here.
In this project you and your teammates
Webquest will build on the strengths of the Internet
and World Wide Web to create materials
for language teachers world-wide. You'll
(55 points) be facilitated in this process by outside
experts. For more information, look here.
Final Project The final project will have several options
for you to chose from. You can find
(55 points) information here.
Bonus Activities Do you want to get bonus points? Do you
want to learn more technical skills? That is
(5 points) what the Bonus activities are for!
Research Study
The Language Education department is interested in
providing the best learning environment for students,
regardless of their background, technical experience, or
future plans. In order to do so, research on student's
reactions to innovative teaching practices are necessary
and welcome. This type of research is the major impetus of
a school of education, especially one with the reputation
for being one of the most wired campuses in the world.
Only through this type of work can we improve learning
and teaching for today's and tomorrow's college students.
The Department currently has approved one research
project that has the potential to add greatly to our
understanding of our own teaching and students' learning
on the web. To learn more, click on the link below.
L530, CALL research project
this page is located at [Link]
last updated by senom yalcin on sept 9, 2002
Lecturer
Dr Peter White, Room 503 Forgan Smith Buildng
Phone: 3346 9492
Fax: 3346 9495
Email: [Link]@[Link]
Webpage: [Link]
Lecture times: Tuesday, 4-6 pm
Tutorial: Tuesday, 6-7 pm Tutor: Mr Trevor Balzer
Location: Arts Learning Centre, Joyce Ackroyd, Building 37, Room 115
Consultation Times: Monday 2.30-3.30pm Tuesday 2.30-3.30pm
Objectives
This course will:
1) introduce the principles underlying the use of computer technology in
language teaching and learning;
2) relate these principles to practice;
3) discuss CALL software and hardware through the exploration of relevant
theories, principles and models, and through software demonstrations;
4) provide an overview of the other CALL course offered by the Department.
By the end of the course, students should:
1) use CALL software themselves;
2) understand the issues in designing CALL software;
3) be able to produce simple CALL programs;
4) be able to evaluate CALL software programs effectively;
5) be able to integrate materials into language learning programs.
Presentation
This course will be 2 hours per week class contact for one semester with an
additional one-hour tutorial. Additional time for student practice may be available
in the Arts Learning Centre.
The topics covered in this course will be taught as modules, with some later
modules requiring more intensive hands-on work out of class than others, which
may require more intensive research reading. Most classes will cover the
theoretical issues involved in a topic followed by discussion, and some
demonstrations and practice using CALL software. The emphasis is on
understanding the theoretical under-pinnings of why CALL is used in language
teaching and learning as well as 'hands-on' experience at the computer, and
students will be expected to begin to author some of their own teaching materials
using the software packages available. Items in the CALL software list will be
described, demonstrated or referred to when pertinent to the weekly topic of
discussion.