College of Arts and Sciences
Building Teaching Skills through the Interactive Web (Web Skills)
Courtney Cunningham, Sean McClellan, Robert Elliott, Donna Shaw
November 4, 2013
Participants in this course deepen their understanding of the theory and applied use of Computers and Language Learning (CALL) principles and practices in the EFL classroom. The course will model innovative online teaching practices, enable participants to understand and use appropriate technology to enhance learning outcomes for their students, and offer opportunities to share real-world applications of technology tools and practices. The course will provide educators with support and problem-solving mechanisms as they implement technology in their local contexts. It will act as a train-the-trainers model so that participants can set concrete timelines and move forward during and/or after the course with concrete dissemination plans.
Candidates should be highly motivated in-service EFL educators, teacher trainers or ministry officials who are both dedicated to their own professional development and willing to share their knowledge with colleagues. In addition, they should:
Have high intermediate to advanced level English language proficiency in all skill areas (approximately 525 TOEFL), particularly reading and writing.
Have access 4-5 times per week minimum to reliable computers with high-speed Internet; expect to spend a minimum of 8-10 hours each week on coursework.
Have basic technology skills for email, the Web (e.g., searches, downloads, uploads, managing of course logins/passwords) and file management (e.g., PDF, MS Word, Excel).
Course Learning Objectives
Discuss behavior-based learning objectives, learning styles, learner autonomy, teaching large classes, the one-computer classroom, and a variety of assessment techniques, then explain how they could apply or adapt these concepts to meet their own needs.
Use search tools, skill-building websites, project-based learning, and online teacher resources, then explain how they could adapt these for their own purposes.
Develop a formal action plan for incorporating technology into their teaching or class preparation in at least one new way and share their project reports with the group.
Description of Final Project
All 10-week E-Teacher courses require participants to complete a final project with a score of 70% or higher. Following is a short description of the project for this course.
Course participants identify and target a problem in their current teaching. They select appropriate technology to address the problem and integrate the technology solution into the class in order to address that specified problem. The technology tool or technique must be new and not used before, and it must be encountered in the course. In a written, formal final report, participants document what happened. They describe what the class was like at the start, what needs the class has, what new technology is tried to address that need, what happened when it was tried, how successful the change was, any changes made and what will be done next. Participants offer evidence as to how successful the technology experiment was in addressing the original class problem and describe how they know the technology change helped improve the class.
Each week, course participants complete a project step that will help guide them as they formulate and implement their projects. Much of what they write in each weeks project task will be used in their final reports. The weekly reflections on blogs can also be helpful to brainstorm and grow projects.
Course participants who are not teaching complete a plan report in which they formally write up a plan for using technology or a technology tool, that can assist with an issue or problem, in their teaching, administrative work or other teaching-related employment. Participants complete a detailed list of resources and write how these resources support the choice of technology. They also create a detailed timeline.
Grading Criteria and Requirements for Certificate of Completion
E-Teacher participants must complete the final project per above and all other assignments with a score of 70% or higher to receive a passing grade for the course and a Certificate of Completion. This course is equivalent to 10 Continuing Education Units (CEUs) or 100 hours of instruction.Following is a description of the grading criteria for this course.
Task or Assignment
Online Weekly Discussions (10 points per week; up to 5 points for each of 2 posts)
Blog Posts (5 points per week; 3 points for blog post and 2 points for posting to the blog of another course participant)
Weekly Tasks (5 points per task)
Project Tasks (10 points per task)
Final Project Report (50 points)
Participants will be required to:
Read assigned texts and submit at least two posts a week on the topics that demonstrate understanding of key concepts and how these concepts can be applied in their teaching context.
Complete weekly assignments to practice and apply course information to the creation of teaching plans and classroom activities.
Learn and use a variety of free, easily accessible, teacher/classroom based technology tools.
Create weekly blog posts to record reflections about the course and how the information can be used in participants own classrooms; post comments on the blogs of other course participants.
Create a capstone technology-enhanced research project or plan in which participants identify a need in their courses, meet the need with a new technology tool, use the new technology tool, reflect on the results, and create a project report.
Give constructive feedback on peers final project or final plan.
Creating an Academic Blog.
Become familiar with course tools and fellow course participants.
Collaborate with fellow course participants through postings on Nicenet, course online discussion site.
Analyze own knowledge of course topics and technology with a needs analysis.
Create opportunity and tool for weekly reflections on the course.
Elliott, R., Shaw, D., Cunningham, C., Weber, J., & Healey, D. (2013). Course help guides. [Email]. University of Oregon.
Elliott, R. (2013). Ground rules for discussions. University of Oregon. Retrieved from https://docs.google.com/document/d/1R9-wki_a3X3bwSiXijTCOavey7AzzSj-KYKM5VAswzI/edit?hl=en&authkey=CJeX_eoO
Healey, D., Opp-Beckman, L. & Heitman, C. (2009). Online discussions, comparing rubrics. Retrieved from http://umbc.uoregon.edu/eteacher/webskills/material/rubrics_compare_2010.pdf
Elliott, R. (2013). Creating a blog at Blogger. University of Oregon. Retrieved from https://docs.google.com/document/d/1O3ryxh6wCCcsWGrNc04uV54MrQ5DetMQLzXiCZv79K4/edit
Opp-Beckman, L., Healey, D., Elliott, R. et al. (2010). Discussions. University of Oregon. Retrieved from http://umbc.uoregon.edu/eteacher/webskills/material/webskills_discussion_guidelines+rubric.pdf
Stanley, G. (2005). Blogging for ELT. Retrieved from http://www.teachingenglish.org.uk/articles/blogging-elt
Complete needs analysis.
Create a blog.
Post one comment on blog.
Add blog to Blog Roll on course wiki.
Participate in three online discussions on self-introductions, blogs, and ground rules for discussions.
Campbell, A. P. (2003). Weblogs for use with ESL classes. The Internet TESL Journal, 9(2). Retrieved from http://iteslj.org/Techniques/Campbell-Weblogs.html
Healey, D. (2010). Reflecting on teaching online. Retrieved from http://deborahteachingonline.blogspot.com/
Sample blogs from participants from previous terms.
Writing Clear Behavioral Learning Objectives.
Explore a number of websearching tools and analyze them according to personal need.
Describe one group of students or class in detail as the first step toward the final project.
Read about the ABCD model for writing objectives and create objectives in this model for a current group of students.
In a weekly blog post and comment to at least one other course participants blog.
Bixler, B. (2007). Writing objectives. Penn State Learning Design Community Hub, Pennsylvania State University. Retrieved from http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives/
Tan, A. (2008). Writing specific instructional/learning objectives. National Institute of Education, Singapore. Retrieved from http://www.slideshare.net/ashleytan/writing-specific-instructionallearning-objectives-presentation
Obannon, B. (2012). Classifying objectives. Retrieved from http://edtech2.tennessee.edu/projects/bobannon/classifications.html
NoodleTools. (2012). Choose the best search for your information need. Retrieved from http://www.noodletools.com/debbie/literacies/information/5locate/adviceengine.html
Healey, D. (2009). Technology tip of the month. Retrieved from http://www.uoregon.edu/~dhealey/techtips/
Websites to Explore:
Churches, A. (2008). Bloom's Taxonomy blooms digitally. Tech & Learning. Retrieved from http://www.techlearning.com/article/blooms-taxonomy