GLOSSARY
WEEK 10UX - commonly refers to user experience, a person's behaviors, attitudes, and emotions about using a particular product, system or service
Immersive technology - technology can be used to simulate an immersive experience when time or budget constraints do not allow for travel to country where the target language is spoken. Some examples could be VR (which stands for Virtual Reality) applications, AR (which stands for Augmented Reality) applications, in addition, apps designed for natives of that language in a specific country (such as an app for arts events in a specific city), or even Google Maps, which, via Street View, allow you to virtually walk down the street. In addition, technology can be used to allow students to speak with native speakers, or listen to native speech, such as listening to the radio. (I, personally love ooTunes for this). (Developments in Technology, p. 14)
Mobile learning - According to Developments in Technology (p. 12), 86% of undergraduate students own a smartphone or tablet. The article also asserts that "students expect to be able to use whatever devices they choose to access learning content, take notes, gather data and communicate...with their peers and instructors. As a result more instructors are adapting and creating materials specifically for this medium, and "mobile-assisted language learning devices have the potential to facilitate almost any educational experience, allowing learners to organize virtual video meetings with peers all over the world, use specialized software and tools and collaborate on shared documents or projects in the cloud." (All quotations from p. 12)
Data-driven technology - technology that uses information about the user/customer and his/her activities online (gained via data-mining) in order to tailor the experience to the individual user, such as choosing appropriate advertisements or product recommendations based on purchase history or previously-visited pages. (Developments in Technology, p. 7)
WEEK 9
I went to https://www.cmu.edu/teaching/assessment/basics/formative-summative.html where I found this lovely explanation of Formative vs Summative assessment. All credit to Carnegie Mellon for the concepts, and I've reworded the definitions so I wasn't just copying/pasting.
Formative assessment or feedback - the goal is to assess student learning in order to provide the instructor with information about how and what the students are learning and/or to provide the students themselves with information about how well or what they've learned. There are two main goals for formative assessments:
for faculty - allow them to see what the students are doing well and what is more difficult for the students so that the instructors can adapt their teaching accordingly
for students - allow them to see for themselves what they're doing well and what they need to focus on in the future in order to improve.
Summative assessment - the goal here is to assess student learning at the end of a segment (section of a chapter, chapter, trimester, year) and to judge performance by comparing the students' work to a set of criteria or standards. These are frequently assesments of importance, and Carnegie Mellon gives some examples: "a midterm exam, a final project, a paper, a senior recital."
Carnegie Mellon also adds this interesting bit about summative and formative assessments: "Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses."
IPA - stands for Integrated Performance Assessment, a prototype assessment created by ACTFL, which evaluates the progress students are making with regard to their proficiency with the target language. The IPA has three facets:
interpretive - level of detail understood, ability to provide a summary, ability to use context clues to help comprehension
interpersonal - negotiation of meaning, use of strategies when there is lack of comprehension, means of asking for clarification, ability to sustain a conversation
presentational - students show that they can present information, concepts, and ideas to inform,
explain, persuade, and narrate on a variety of topics (using appropriate media) and adapting to various audiences of listeners, readers, or viewers.
(definitions from the ACTFL World-Readiness Standards)
"The three tasks are aligned within a single theme or content area, reflecting the manner in which students naturally acquire and use the language in the real world or the classroom. Each tasks provides the information and elicits the linguistic interaction that is necessary for students to complete the subsequent task." --Quotation and above information from: Center for Advanced Research on Language Acquisition - the University of Minnesota.
The Ohio Board of Education provides this rubric for the IPA which might be of interest.
IPA - stands for the International Phonetic Alphabet, which uses symbols (mainly based on the Latin alphabet, though including some Greek letters and other symbols) to represent the numerous different sounds in a language, which sometimes are represented by the same letter in that same language. (For example, the different sounds of vowels in English).
From Wikpedia:
a phone is any distinct speech sound or gesture, regardless of whether or not the exact sound is critical to the meanings of words. Phones are absolute, not specific to any language.
a phoneme is a speech sound that in a given language, if swapped with another phoneme, would change the meaning of the word. Phonemes can only be discussed in reference to specific languages.
intonation is a variation of spoken pitch that is not used to distinguish words; instead it is used for a range of functions such as indicating the attitudes and emotions of the speaker, signalling the difference between statements and questions, and between different types of questions, focusing attention on important elements of the spoken message and also helping to regulate conversational interaction. --https://en.wikipedia.org/wiki/Intonation_(linguistics)
Note: IPA can also refer to India Pale Ale, a type of beer
Classroom Response Systems (CRS) - A classroom response system is any system used during class (therefore in a face-to-face setting), which allows the teacher to ask students questions and get immediate feedback in response to those questions. Generally the information is then used to tailor/adjust the instruction. Definition from page 2 of this paper, reworded for the glossary.
WEEK 8
SNS - short for Social Nework/Networking Sites, for example, Facebook, Twitter and LinkedIn. Boyd and Ellison (2007) created a lovely definition for these services:
- they permit people to construct a public or semi-public profile within a specific system
- they allow users to create a set list of other users with whom they share interests or connections
- they allow users to view the publications made by their contacts and other members within the platform
web 2.0 - "a group of Internet-based applications that build on the ideaological and technicological foundations of web 2.0, which allows the creation and exchange of user-generaged content" (Kaplan & Haenlein, 2010: 61)
RSS - stands for Rich Site Summary. A system or program that creates a list of frequently published material, such as blog posts, news headlines, and other media. The user sees a list of the titles of these updated posts, sometimes with a brief summary of their content.
Podcast - an audio program, made publically available on the internet for downloading or streaming. Usually they form parts or chapters of a series. Some podcasts can be subscribed to and will automatically download onto the subscriber's device.
Captcha - a system that exists to allow websites to distinguish between a real person and a bot. For example an extra box that asks you to type in the numbers that appear in a picture.
Blog - an informational website, generally run by one person or a specific group of people. Generally it is written in an informal style. Readers of the blog may post comments to each of the author(s) posts, but it is not a collaborative type of page.
Wiki - stands for What I Know Is - it is a website where more than one person can work collaboratively to create the content and structure of the page
Note: though the wording is mine, thanks to Google for the gist of the definitions
WEEK 7
L2TL - an abbreviation for second language (L2) teaching and learning (TL)
Game literacy - is the ability to play, learn through and understand games (Gee, 2007) and can be considered a new digital literacy (Lankshear & Knobel, 2006; Thorne, 2012)
Game based L2TL - refers to the use of games and/or game environments that were designed specifically for the acquisition of the target language. (Chapter 1: Introduction to Language at Play: Digital Games in Second and Foreign Language Teaching and Learning)
Game enhanced L2TL - means using games that were not designed for language-learning to teach, or to enhance teaching the L2. Games that are not designed with educational purposes in mind are also known as vernacular games. (Chapter 1: Introduction to Language at Play: Digital Games in Second and Foreign Language Teaching and Learning)
Gamification - applying game-design elements and game principles in non-game contexts (Wikipedia) One gamified activity might be the following: students work in pairs to write four sentences using direct- and indirect object pronouns. Each correct sentence gets 3 points, and the team with the most number of points wins. This could easily be done without the points element of the activity, but the teacher hopes that the points add engagement and excitement for the students.
WEEK 6
Blog vs Wiki
Blog - a website run by one person or one organization who/which periodically posts information. While other people can read the blog and write comments, it is generally not collaborative work. The focus is to share information about different topics, rather than one.
Wiki - stands for What I Know Is - is a website that can have multiple authors/editors who collaborate to create and revise content in a collaborative manner. The focus is one content area that is refined over time.
Tgianno22 created the diagram below about the similarities and differences between blogs and wikis.
Peer-editing - is an activity based on the concept that students can help each other become better writers. In peer editing, a student (or a group of students) read another student's work and provide(s) feedback, so that the author can edit his or her work and improve the quality of the piece. In his article, David R. Byrd also suggested that the peer editor also include positive feedback about the writing sample. (Byrd, David R. Practical Tips for Implementing Peer Editing Tasks in the Foreign Language Classroom. Foreign Language Annals, v36 n3 p. 434-41. Fall 2003).
Triangulation of data - is a method used to confirm or corroborate the accuracy of data. It is the use of more than one different method of acquiring data to see if both (or all) methods produce the same result, which would then validate that information/data. One can use it both for quantitative and qualitative studies.
CMC - Computer Mediated Communication is communication between people via the use of technology. For our readings, it refers to communication that take place via computer-supported software or Web 2.0 services such as wikis, chat rooms, discussion boards and forums, enabling collaborative learning either synchronously or asynchronously.
Collaborative learning - occurs when two or more students work together to learn something or acquire knowledge.
Task-based learning - is sometimes abbreviated as TBLT or TBI. It is a style of learning in which the students are asked to complete specific tasks, and the language (grammar/vocabulary/register) is learned along the way in order to achieve these tasks.
Scaffolding - is the support given to a student that is customized to that student's needs to reaching his/her goals at that point in time. (Sawyer, R. Optimizing Learning: Implications of Learning Sciences Research. Organization for Economic Co-operation and Development. 2008.) This support can be provided from the teacher or from the learner's peers, in the course of peer editing.
ZPD - the Zone of Proximal Development describes the tasks that a student can do with help/guidance from another. This is the zone between what a student can do on his/her own and what a student cannot do at all. It was created by the pychologist Lev Vygotsky (Soviet Union) between 1924-1934. Here's a visual from Wikipedia:
Triangulation of data - is a method used to confirm or corroborate the accuracy of data. It is the use of more than one different method of acquiring data to see if both (or all) methods produce the same result, which would then validate that information/data. One can use it both for quantitative and qualitative studies.
CMC - Computer Mediated Communication is communication between people via the use of technology. For our readings, it refers to communication that take place via computer-supported software or Web 2.0 services such as wikis, chat rooms, discussion boards and forums, enabling collaborative learning either synchronously or asynchronously.
Collaborative learning - occurs when two or more students work together to learn something or acquire knowledge.
Task-based learning - is sometimes abbreviated as TBLT or TBI. It is a style of learning in which the students are asked to complete specific tasks, and the language (grammar/vocabulary/register) is learned along the way in order to achieve these tasks.
Scaffolding - is the support given to a student that is customized to that student's needs to reaching his/her goals at that point in time. (Sawyer, R. Optimizing Learning: Implications of Learning Sciences Research. Organization for Economic Co-operation and Development. 2008.) This support can be provided from the teacher or from the learner's peers, in the course of peer editing.
ZPD - the Zone of Proximal Development describes the tasks that a student can do with help/guidance from another. This is the zone between what a student can do on his/her own and what a student cannot do at all. It was created by the pychologist Lev Vygotsky (Soviet Union) between 1924-1934. Here's a visual from Wikipedia:
WEEK 5
Multimodality - In its most basic sense, multimodality is a theory of communication and social semiotics. Multimodality describes communication practices in terms of the textual, aural, linguistic, spatial, and visual resources - or modes - used to compose messages. (from Wikipedia.com).
It is also a theory that "looks at how people communicate and interact with each other, not just through writing (which is one mode) but also through speaking, gesture, gaze, and visual forms (which are many modes). This version was originated by Gunther Kress (from Learningtheories.com)
Multiliteracies - This term originates from the New London Group, who published their paper, "A Pedagogy of Multiliteracies: Designing Social Futures," in 1996.
The idea is that there are many and various ways that people engage in literacy due to globalization, technology and greater social and cultural diversity.
NewLiteracies.com.au does a nice job of boiling it down: "The New London Group (Cope & Kalantzis, 1996) suggest six design elements in the meaning making process, Linguistic meaning, Visual meaning, Audio meaning, Gestural meaning and Spatial meaning and the Multimodal patterns of meaning that are combinations of the above semiotic codes. Texts may employ one or more semiotic (sign, symbol, code) systems."
(semiotic - of the process of meaning-making, sign processes and meaningful communication)
Copyright - the exclusive right to make copies, license and otherwise exploit a literary, musical or artistic work, whether printed, audio, video etc. Works granted such right by law on or after January 1, 1978, are protected for the lifetime of the author or creator and for a period of 50 years after his or her death. - Dictionary.com
The TEACH Act - short for the Technology, Education and Copyright Harmonization Act of 2002. It creates allowances for those conducting distance teaching (such as an online course). The act allows teachers and students of nonprofit educational institutions to share performances and copies of copyrighted works as long as they meet the requirements of the act. The goal is to give instructors more flexibility so that they can effectively teach their long-distance students.
Under TEACH:
- Instructors may use a wider range of works in distance learning environments.
- Students may participate in distance learning sessions from virtually any location.
- All participants enjoy greater latitude when it comes to storing, copying and digitizing materials.
Source for Under TEACH: https://www.copyright.com/Services/copyrightoncampus/basics/teach.html
There are some nice quick-reference pdfs on the Copyright vs Fair Use here and here
Interculturality - is the dynamic process of active participation in communication guided by a knowledge and understanding of culture. Demonstrating intercultural competence requires both the ability to use language and to behave appropriately in a variety of cultural contexts. Just as the proficiency level can-do statements of novice, intermediate, advanced, superior, and distinguished are cumulative in nature for language competencies, they are cumulative for intercultural competencies as well. from: http://ncssfl.org/secure/index.php?interculturality
Global competence -Global competence is the ability to:
1. Communicate in the language of the people with whom one is interacting.
2. Interact with awareness, sensitivity, empathy, and knowledge of the perspectives of others.
3. Withhold judgment, examining one’s own perspectives as similar to or different from the perspectives of people with whom one is interacting.
4. Be alert to cultural differences in situations outside of one’s culture, including noticing cues indicating miscommunication or causing an inappropriate action or response in a situation.
5. Act respectfully according to what is appropriate in the culture and the situation where everyone is not of the same culture or language background, including gestures, expressions, and behaviors.
6. Increase knowledge about the products, practices, and perspectives of other cultures
from: http://www.actfl.org/news/position-statements/global-competence-position-statement
ICC - Michael Byram's definition - Click HERE to see the pdf
The components of intercultural competence are knowledge, skills and attitudes, complemented by the values one holds because of one's belonging to a number of social groups, values which are part of one's belonging to a given society.
The foundation of intercultural competence is in the attitudes of the intercultural speaker and mediator. Here are these attitudes, or savoirs, as found in Byram's 2001 work.
Digital native - a term created by Marc Prensky. The first generations to grow up with technology. The key difference between native and immigrant is year of birth, and as a result the technology that the "native" had access to as s/he was growing up. "Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives." In addition, they "think and process information fundamentally differently from" the generations that did not grow up surrounded by technology.
Digital immigrant - a term created by Marc Prensky. People who grew up not surrounded by technology, and have only adopted it. According to Prensky, digital immigrants don't understand digital natives and digital immigrant teachers don't understand the natives and therefore don't teach in a way that is accessible to digital natives. Prensky also states that "Digital Immigrants don't believe their students can learn successfully while watching TV or listening to music, because they (the Immigrants) can't." (Studies have proven that we really can't multitask - here's a quick summary from CNN).
ICT - Information and communications technology/technologies - is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications such as videoconferencing ad distance learning. From techtarget.com
CALICO - https://calico.org/ Short for Computer Assisted Language Instruction Consortium - is an international organization dedicated to research and development in the use of computer technology in language learning: computer-assisted language learning.
Blooms Taxonomy Verbs - a great list of verbs to help define exactly what skills you want your students to use while doing a (collaborative) activity
Flipped learning - a learning model where the students do the lecture or content-introduction portion of the class at home as homework, and what is generally considered the homework portion of the class at school with the teacher. This way the teacher can work more closely with his/her students and answer questions easily
Hybrid or blended learning - is a learning model where the student does some of the lectures and/or content introduction at home, and part in the class. It is a hybrid of flipped learning and the traditional model.
Mastery learning - a learning model where each student progresses at his/her own pace, and cannot move forward in the curriculum until reaching the teacher's definition of mastery with the previous material.
Universal Design for Learning - addresses what needs to be learned (recognition), how to learn it (skills and strategies) and why (caring and prioritizing). It is based on three principles: Representation, Action & Expression and Engagement. One should find multiple and different ways of presenting the new material (Representation), give the students multiple and different ways for the students to show what they know (Action & Expression), and find different ways to get the kids engaged (the video was rather vague on this point). Please note: different learning styles have been discredited.
Carol Tomlinson - is an educator, program director and speaker who came up with the idea of differentiated instruction to help both challenged and advanced students learn, to devise effective teaching strategies for classrooms with students of different preparation and background. Click here for official bio.
P21 - the Partnership for 21st Century Learning - P21's mission is to serve as catalyst for 21st century learning to build collaborative partnerships among education, business, community and government leaders so that all learners acquire the knowledge and skills they need to thrive in a world where change is constant and learning never stops. (http://www.p21.org/about-us/our-mission)
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from https://www.youtube.com/watch?v=9UqyVUxitDA
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Differentiated instruction - kids can differ in level of readiness (students might have background knowledge that might help them excel), "the teacher helps the students work towards the same outcome but at different degrees of difficulty, of scaffolding." Students also have different interests, which affect their motivation. According to Tomlinson, students also differ in their "learning profile...an umbrella term [for] how we process information...it has to do with the efficiency of learning" -- Carol Tomlinson Differentiated instruction addresses these differences among students and helps them move towards shared goals. Teachers also try to connect their content to what matters to students to promote student engagement.
Kathy Schrock - a teacher who has been incorporating tech into her classroom for over two decades. She has a page with lots of tools and ideas here.
SAMR - SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences so they result in higher levels of achievement for students. (http://www.schrockguide.net/samr.html)
Examples of evolution of tasks here (helpful!)
Also more examples (though less visually friendly) here.
Toni Theisen - the 2009 ACTFL Teacher of the Year, teaches French at Loveland High School in Loveland, Colorado where she is also the district WL Curriculum Representative. Theisen is a National Board Certified Teacher with a M.A. in Foreign Language Teaching and French from the University of Northern Colorado and a M. A. in Education of Diverse Learners from the University of Phoenix. She is also a Google Certified teacher. (http://www.actfl.org/toni-theisen)
TPACK - Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge. (http://www.matt-koehler.com/tpack/tpack-explained/)
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