37 Matching Annotations
  1. Jun 2021
    1. cooperative learning, jigsaw, and information gap 

      An opportunity to include links or hover-overs with examples from CALL classrooms for these

    2. History of Computer Aided Language Learning Infographic by E-learning Infographics is included on the basis of fair use as described in the Code of Best Practices in Fair Use for Open Education 

      Attributions for non original content can be handled many ways - due to the brevity and simulated nature of this example, I managed them this way. But as in the original OER, a full attributions page would eventually become necessary for clean attribution and decluttered document layout.

    3. Consider the following infographic

      This would have been selected with SME. I wanted to demonstrate multiple means of representation and use an insert to demonstrate use of Code of Best Practices for Fair Use in OER.

    4. following video

      Video embed to illustrate content & address diverse learning styles. Handy that I found one from the author, but as with all media inserts I've added, these would be chosen with the SME!

    5. References

      As there are in-text citations, this page gets a link to the References page for one-click findability

    6. Figure 4.1. A computer classroom at Washington State University.

      Inserted images with captions and added alt text

    7. Provide opportunities for learners to be active.

      Applied formal heading structure

    8. Social Interaction in CALL

      Inserted header to contextualize introductory paragraphs

  2. oeidsanders.pressbooks.com oeidsanders.pressbooks.com
    1. my comments

      If you're reading this, thank you! You successfully enabled Hypothes.is and found my comments.

  3. oeidsanders.pressbooks.com oeidsanders.pressbooks.com
    1. Padlet

      By including these learning checks within Pressbooks, I'm overlapping with LMS functions. This would be another decision to work out with SME. The purpose is not to have course activities in 10 different places or to overextend the Pressbooks format, but simply to show the committee some range in my interactivity options.

    2. Some

      Again, a video insert to illustrate content in a new format to engage diverse learning styles. The selection would be worked out with SME.

    3. Tools

      Inserted section title & heading structure

    4. Facebook Messenger, Google Hangouts, and Skype). There are also 3D chat rooms that can be found in VWs (see chapter 3) such as Second Life and Twinity.

      Revised links by linking text with the URLs so they are intelligible to screen readers.

    5. Chat

      Added formal heading structure

    1. CALL

      I've added some multimedia throughout the text (possibly too much) to demonstrate UDL principles of representing information in multiple ways for learner diversity. The amount of multimedia, placement, and content selection would be a SME-driven, OEID-facilitated endeavor in real life. Here, I'm just demonstrating my thought process. The original OER this chapter was drawn from doesn't use a lot of graphical inserts or multimedia, which suggests to me it wasn't appropriate for the audience/purpose. Hence, these are examples of UDL options I may suggest in an OER hypothetically in collaboration with faculty.

    2. Check your learning

      Free pressbooks.com accounts don't have the H5P plugin...only EDU accounts. So this is an image placeholder for where I would embed interactivity for learner-content engagement.'

    3. take advantage of modeling gain new, comprehensible language input use language creatively work together to understand new experiences and derive meaning from them solve language and content problems gain control of a situation or person learn to use language appropriately transfer information focus on language structure and use

      Created formal bulleted list for easier navigability and accessibility.

    4. STE Standards for Students

      Revised link

    5. TESOL Technology Standards

      Heavy references to standards in this chapter could be represented in a table format in addition to text for UDL reasons.

    6. CMC gives language learners access to more knowledgeable individuals, either native speakers of the target language or more advanced nonnative speakers, than they might be able to encounter in a face-to-face environment, thus increasing their potential ability to learn. Indeed, in some environments, CMC provides the only possibility for access to NSs. (p. 12)

      Indented and italicized to offset the quote for navigability and readability.

    7. Chapter 1

      This links to the Egbert & Shakroni OER as a placeholder for my suggested practice of linking to previous readings/chapters for easy student reference.

    8. CALL

      I created a few glossary terms as an example of improved interactivity.

    1. ‘Discussion 4: Evaluate your classroom using CALL principles.’

      In real life this would be linked

    2. Chapter 4 Revision by Colleen Sanders is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

      This is where I would work out, with instructor, what license this revision should bear. I opted for CC BY for now, but that could change depending up on whether the instructor wanted to move into remixing more copyrighted/openly licensed content.

    3. Course outcome 1

      These would be linked to syllabus or course map - wherever the instructor has explored the course outcomes with students.

    4. Reference List

      I culled the in-text citations to create a structured reference list, then placed it with the conclusions. Students are one click away from the extensively cited works while reading.

    5. Tasks

      Continuation of TILT framework

    6. Attribution

      Providing attribution for source material

    7. (Course outcome 1)

      Mapped chapter outcomes to course outcomes. Helping students see why they are being asked to do work leverages motivation, engagement, metacognition, and building connections.

    8.  Hypothes.is

      Simulated open pedagogy exercise - group note-taking.

    9. Identify techniques to support communication and collaboration

      Rewrote chapter outcomes to use observable, measurable, specific language for assessment.

    10. Explain

      Applied formal structure to lists to enable keyboard/assistive technology readability

    11. By the end of this chapter, you will be able to:

      Framed outcomes in student-centric language to leverage motivation, metacognition, engagement

    12. Purpose of Chapter 4

      Applied Transparency in Learning and Teaching (TILT) assignment design principles (https://tilthighered.com/)

    13. Chapter 4: Communication and Collaboration

      Applied heading structure for accessibility & navigability

    1. Now complete the following exercises before returning to Canvas to complete Discussion 4.

      Indicated learners' next steps, continuing the TILT framework. In real life, this would either be linked or not exist, depending on the audience for the book. Given this is a revision of a larger title, I'm simulating that this revision is just being used for a particular course audience.

    2. References

      Full list of sources cited in this chapter. In real life, these would all be properly formatted citations with links to articles.