Fall 2011 –SLS 418 001 (CRN: 79227) — Instructional Media
Tuesday, 10:30 – 11:45 am, Moore Hall 207.
Thursday, 10:30 – 11:45 am, Faculty Development Lab, first floor Moore Hall , 155A
Office Hours: Thursdays Tuesdays 2:00 – 4:30. Please email for an appointment or stop by during my office hours.
Professor Dongping Zheng
Moore Hall 474 555 (YES, IT IS A REAL ROOM NUMBER)
A wide range of emerging technologies for learning will be explored in this course. The premises of hands-on labs and understanding the affordances of different technologies for learning and language use have to be grounded with solid pedagogies, theories of second language development and acquisition, as well as human learning and development theories. Therefore, online/face-to-face discussions and hands-on experiential learning are integrated with learner’s needs, current best practices, and theoretical foundations.
Student Learning Outcomes
After completion of the course, students are expected to:
1. be aware of emergent technologies available for educational purposes
2. make use of technologies for their daily learning, teaching and research activities
3. understand the rationale of each technology use
4. understand the relationship between technology use and L2 literacy development
5. critically evaluate emerging technologies for language use
6. evaluate learning outcomes with technologies
Projects and Assignments
1. Hands-on Projects
a. Personal website/blog development-10%
b. Audio podcast – 10%
c. Video podcast – 10%
d. Group project: Two action-based activities use Google Doc to collaborate – 20%
2. Weekly blog discussing the week’s readings and activities– 10%
3. Discussion leader – 10%
4. Online and face2face participation -10%
5. Final exam – 20%
1. Hands-on Projects
We will gather for 10 minutes before the hands-on projects for Q&A’s on Tuesdays. I will be floating in the lab to help with project activities.
• Website/blog: Use shareware, WordPress or http://posterous.com/ or your preferred web hosts to create a personal website/blog. You should host your projects on your own blog. By the end of the semester, you will have a portfolio to demonstrate your progress and achievements.
• Audio Podcast: 5-8 minutes of audio production on any topic that you’d like to engage the target audience (tutorial: http://radio.about.com/od/podcastin1/a/aa030805a.htm). You will need to upload the project on your website with a short introduction and reflection (This can be completed as a group project)
• Video Podcast: 3-5 minutes of video of teaching a language. You can use all video clips or a combination of clips and ppt text. However, a one-minute video clip is required in the final production. Your video cast has to have sound. You will need to upload the project on Youtube and link it to your website with a short introduction and reflection (This can be completed as a group project)
• Group project-Activity Design: You and your partner will design two activities, You can choose your environments to design your activities:
- Classroom environment with technology integration
- Quest Atlantis for grades 5-9
- Second Life for adult learners
Which ever environment you choose to work on, you will need to demonstrate SLA or learning theories that you believe in, as well as considering the affordances varieties of technologies, such as DVDs, film, web 2.0 and virtual world technologies. You will need to coordinate with your partner(s) in class or on your blog to create outlines and design of the activities. In the final presentation, a short video clip is required to demonstrate how your design function in its environment.
Talk points for the Action-based Project Presentation:
1. A rational for your project: Why do you choose a certainly technology and for what purpose?
2. A rational for learning: Why does your activity design that is supported/mediated by certain technologies can enhance learning. What aspect of learning does your activity support? Aspects of learning can include but not limited to: identity development, pragmatics, reading, writing, vocabulary learning, and so on.
3. A presentation of artifacts resulted from your activity, such as video clips, design prototypes, movie clips, screen shots, screen recordings, etc.
4. A reflection of whether learning can be achieved through your activity and how you plan next activity that can extend learning in a deeper and broader sense.
Write a short reflection at the end of each week to reflect on the hands-on projects, readings and discussions on your personal blog. Use Table 1 as your rubric for quality postings. Due Every Friday 5pm.
Table 1: Grading Rubric for Blog Postings
4.0 High quality work. Uses and integrated many readings, peer discussions, and service classroom teaching experiences (where appropriate), and the project experience to inform the posting. Meets all the requirements of the assignment, is thoughtful and provides some details and examples to support writing. Very few errors in grammar, punctuation, spelling. Submitted on time.
3.0 Good quality work, performing at expected level. Uses some readings, peer discussions, and classroom teaching experiences and the project experience to inform the posting. Meets all requirements of assignment, shows attempt to engage with purposes of assignment, provides details and examples to support writing. Few errors in grammar, spelling, punctuation. Submitted on time.
2.0 Work below expected level of quality. Does not include appropriate references to relevant readings, peer discussions to inform writing. Does not meet all requirements of assignment. Limited attempt to engage with purposes of assignment, few details and examples to support the posting. Many errors in grammar, spelling and punctuation. Submitted on time
1.0 1. Significantly below expected level of quality. Many errors in grammar, spelling and punctuation. Shows little evidence of having read course readings, of use of classroom discussions or service learning experiences. Meets few of the assignment’s requirements. Shallow attempt to engage with purposes of assignment, no details or examples to support writing.
2. Submitted exceeding the pre-set deadline.
3. Discussion leader
Each student will be responsible for a 15-minute presentation/critique of each week’s reading during the semester. Presentation should cover: 1). A synthesis of the readings from different camps and perspectives, and 2). A clear stand with related projects.
4. Online and face2face participation
This is a major opportunity for interaction with members of the class community, including the professor. Please don’t take this lightly. It is through participation that we construct understating of each other’s thoughts and progress.
5. Final exam
Reflective essay questions will be given concerning the topics covered during the semester.
• Turn in all assignments on pre-set deadlines in order to receive a full grade.
• Evaluate your own quality of postings in reference to the postings rubric in Table 1.
• Actively participate in class and online discussions and reflections in order to receive full 10% of participation.
• No late submissions will be accepted except for excuses from the instructors.
• Contact the instructor right away if you foresee any reasons that you may submit your assignments exceeding the deadline.
• If you miss a class due to emergency, it is your responsibility to take the initiative to make up what you have missed. It is hoped that you develop rapport with your peers through class projects, so that you have a working support community to rely on.
• Plan your workflow during the week so that you make use of your time most productively.
• The instructor will not remind you what you need to hand in or submit. It is your learning experience and you should take in charge.
Most of the required readings are available electronically through UH library or the Web. I will be providing those that are not available in an electronic format (in LAULIMA).
We will be using LAULIMA as our online environment. http://laulima.hawaii.edu
Language Learning and Technology: A Refereed Journal for Second and Foreign Language Educators sponsored and funded by the University of Hawai’i National Foreign Language Resource Center and the Michigan State University Center for Language Education and Research. http://llt.msu.edu
Innovate. Journal of online education. A peer-reviewed online periodical published by the Fischler School of Education and Human Services at Nova Southeastern University. The journal focuses on the creative use of information technology (IT) to enhance educational processes in academic, commercial, and governmental settings. http://www.innovateonline.info
University of Hawaii Library: e-resources and e-journals
Tuesday, 8-24 Introduction
Thursday, 8-26 Bonk, C. J. (2009). The world is open. 2 selected chapters
Homework: sing up Live Mocha and Twitter
T 8-31 Growing Up Digital | Leader1: Phuong
Brown, J.S. (2000) Growing up digital. Change magazine article. Retrieved May 14, 2002, from http://www.johnseelybrown.com/Growing_up_digital.pdf
Th 9-1 Live Mocha, Twitter,
Antenos-Conforti, E. (2009). Micorblogging on Twitter: Social networking in intermediate Italian classes.
Newgarden, K. (2009). Twitter. TESL-EJ, 13(2). Retrieved August 24, 2010, from http://www.tesl-ej.org/wordpress/issues/volume13/ej50/ej50m2/
Newgarden, K. (2009). Annotated bibliography – Twitter, social networking, and communities of practice. TESL-EJ, 13(2). Retrieved August 24, 2010, from http://www.tesl-ej.org/wordpress/issues/volume13/ej50/ej50int/
Sample, M (2010). A framework for teaching with Twitter. The chronicle of higher educatin. Retrieved August 24, 2010, from http://chronicle.com/blogPost/A-Framework-for-Teaching-wi/26223/
T 9-7 European Language Portfolio | | Leader2: Nao |Website/blog creation due
*Little, D. (2007) Language learner autonomy: Some fundamental considerations revisited. Inovitation in Language Learning and Teaching. 1 (1). 14-29.
*Kessler G. (2009) Student-initiated attention to form in wiki-based collaborative writing. System
*Optional: Little, D. (2007) Learner autonomy: drawing together the threads of self-assessment, goal-setting and reflection.
Th 9-9 Blogging and writing | Leader3: Casey
Warschauer, M. (2010). New tools for teaching writing. LLT 14(1), 3-8. Retrieved January 25, 2010, from http://llt.msu.edu/vol14num1/commentary.pdf
Bloch, J. (2007). Abdullah’s blogging: a generation 1.5 student enters the blogosphere. Language Learning & Technology, 11(2), 128-141. Accessible at http://llt.msu.edu/vol11num2/bloch/default.html
T 9-14 Podcasting and pronunciation and more? | Leader4: G Katsu
Ducate, L., & Lomicka, L. (2009) Podcasting: An effective tool for honing language students’ Pronunciation. Language Learning & Technology 13(3), 66-86. Retrieved January 25, 2010, from http://llt.msu.edu/vol13num3/ducatelomicka.pdf
Godwin-Jones, R. (2005). Emerging Technologies: Skype and Podcasting: Disruptive Technologies for Language Learning Language Learning & Technology 9(3), 9-12. Accessible at http://llt.msu.edu/vol9num3/emerging/default.html
Th 9-16 Multimedia: Watch and discuss a multimedia film or educational DVD.
Mayer, R. (2001) Multimedia Learning. Cambridge, UK: Cambridge University Press, Chapter 1: The promise of Multimedia Learning. Retrieve January 25, 2010, from http://books.google.com/books?id=ymJ9o-w_6WEC&dq=multimedia+for+language+learning&printsec=frontcover&source=in&hl=en&ei=6WteS63JD4b8Ndn0vZEN&sa=X&oi=book_result&ct=result&resnum=12&ved=0CEAQ6AEwCw#v=onepage&q=multimedia%20for%20language%20learning&f=false
Th 9-23 L2 Reading | Leader5: Jung-ts
Brandl, K. (2002). Integrating internet-based reading materials into the foreign language curriculum: From the teacher – to student-centered approaches. Language Learning and Technology. (if you google the title, you will find it on the first searching result.)
Chun, D. M. (2001). L2 reading on the Web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14(5), 367-403.
T 9-28 Wikipedia and Multilingual Chat | Leader6: Jae won
Elia, A. (2007). Fables and ICT: Intercultural communication and e-language teaching. Journal of Intercultural Communication, 14. Accessible at http://www.immi.se/intercultural/
Lam, W. S. E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8(3), 44–65. Retrieved Feburary 23, 2010, from http://llt.msu.edu/vol8num3/lam/default.html
Th 9-30 Presentation of Podcast Project | Audio Podcast due
T 10-5 New Literacies | Leader7: Jing
*Zheng et al. (2009). Negotiation for action: English Language Learning in Game-
based Virtual Worlds.
Jenkins, H., Clinton K., Purushotma, R., Robinson, A.J., & Weigel, M. (2006).
Confronting the challenges of participatory culture: Media education for the 21st century. The John D. and Catherine T. MacArthur Foundation Occasional Papers. Retrieved July 1, 2009, from
Th 10-7 Treasure hunt New literacies: Quest Atlatnis
October 10, 2010 (10-10-10) Video Podcast DUE
T 10-12 Video Games, Vocabulary, L2| Leader8: Jonathan
Purushotma, R. (2005). Commentary: You’re not studying, you’re just… Language learning and Technology, 9(1): (80-96). Retrieved January 5, 2010, from http://llt.msu.edu/vol9num1/purushotma/default.html
DeHaan, J. et al. (2010). The Effect of Interactivity with a Music Video Game on
Second Language Vocabulary Recall. Retrieved August 23, from http://llt.msu.edu/vol14num2/default.html
Treasure hunt New literacies: video pods; Prepare for your videopods: shooting videos, collecting footages and other materials
The Sims Teach German: http://vodpod.com/watch/207344-the-sims-teach-german-video-games-for-foreign-language-learning
Week9 New Media Literacies and L2 | Leader9: Joe
T 10-19 Thorne, S. L. & Reinhardt, J. (2008). “Bridging Activities,” New Media Literacies and
Advanced Foreign Language Proficiency. CALICO Journal, 25(3): 558-572. Retrieved January 5, 2010, from http://language.la.psu.edu/%7Ethorne/Thorne&Reinhardt_CALICO_08.pdf
Th 10-21 Editing and (Try to) finalizing your video project in class
T 10-26 Distance Learning and Evaluation | Leader10: Toso
Blake, R., Wilson, N.L., Cetto, M., Pardo Ballester, C. (2008). Measuring oral proficiency in distance, face-to-face, and blended classrooms. Language Learning & Technology, 12(3), 114-127. Retrieved January 5, 2010, from http://llt.msu.edu/vol12num3/blakeetal.pdf
Godwin-Jones, R. (2003). Emerging Technologies. Tools for Distance Education: Toward Convergence and Integration. Language Learning & Technology, 7(3), 18-22. http://llt.msu.edu/vol7num3/emerging/
Th 10-28 Present your or your group’s video | Video Podcast due Audio Podcast Due
T 11-2 | Holiday: General Election Day, No CLASS
TH 11-4 Assessment | Leader11: Hyun Jeong and Jihye (Meet in Moore Hall 206)
*Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation.
Cambridge, UK: Cambridge University Press. Chapter 1.
*Shaffer, D. (2009). Wag the Kennel: Games, Frames, and the Problem of Assessment, IGI Global.
T 11-9 in Lab Second Life Activities | Leader12: Aki
*Van Lier. L. (forthcoming). Action-based teaching, autonomy, and Identity TH 11-11 Action-Based Learning
Th 11-11 Holiday: Veterans Day |NO CLASS
T 11-16 Design activities in classroom settings | Leader13: Jill
*Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer Academic Publishers (Chapter 4: Emergence and affordances)
TH 11-18 Activities design in classroom and Second Life, or QA | Leader14: Greg and Ying
*Stoller, F. (2006). Establishing a theorectical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller. (Eds). Project-based second and foreign language education (pp. 19-40). Language Arts and Disciplines.
T 11-23 in Lab, Design activities in SL, QA and Play Wii | Leader15: Linlin
Diehl, W. C., & Prins, E. (2008). Unintended outcomes in Second Life: Intercultural literacy and cultural identity in a virtual world. Language and Intercultural Communication. 8(2). 101-118.
*van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: OUP.
TH 11-25 Happy Thanksgiving | NO CLASS
T 11-30 Activities Presentations Working on action-based activities | Action-based activities due
TH 12-2 Activities Presentations | Action-based activities due ( Ying, Toso, Jonathen and Casey
T 12-7 Activities Presentations ( Phuong and Aki, Joe and Katus and JaeWon)
Thur 12-9 Activities Presentations (Linlin and Greg; Jung-Ts, Jill and Nao)
T 12-14 Final Exam Day
* Readings are available in Laulima under resources