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College of Arts and Sciences

AMERICAN ENGLISH INSTITUTE

5212 University of Oregon, Eugene OR 97403-5212 T (541) 346-3945 F (541) 346-3917 http://aei.uoregon.edu

An equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act

Course: Building Teaching Skills through the Interactive Web (Web Skills)Instructor(s): Courtney Cunningham, Sean McClellan, Robert Elliott, Donna ShawLast updated: November 4, 2013

Course OverviewParticipants 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.

PrerequisitesCandidates 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 ProjectAll 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 week’s 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 CompletionE-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.

Percentage Task or Assignment20% Online Weekly Discussions (10 points per week; up to 5 points for each of 2 posts)20% Blog Posts (5 points per week; 3 points for blog post and 2 points for posting to the blog of another course participant)20% Weekly Tasks (5 points per task)20% Project Tasks (10 points per task)20% 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.

©2013 University of Oregon, E-Teacher Course Description for Web SkillsPage 2

Weekly Syllabus

Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments01 Introductions.

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.

Handouts: 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

Article: 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.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments01 cont’d

Additional Resources: 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.

02 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 participant’s blog.

Readings: 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-blooms-digitally/44988

Mayer, M. (2008). Official Google blog: The future of search. Retrieved from http://googleblog.blogspot.com/2008/09/future-of-search.html

Post on the Nicenet discussion and post on another course participant’s post [topics from this point forward are the same as topics/themes and learning objectives).

Do one Blog post and comment on the blog of another course participant.

Create an ABCD learning objective.

Complete project task #1: Description of class.

03 Oral/Aural Skill-building

Explore, analyze, and review a variety of speaking, listening,

Readings: Miller, L. (2003). Developing listening skills with

Post on the Nicenet discussion and post


Week Topics/Themes Learning Objectives Readings/Resources Tasks/AssignmentsWebsites.

Search Tools and Effective Web Searching.

and/or pronunciation web sites.

Create a Delicious account, a social bookmarking website, to save and share websites that will be utilized for the remainder of the course and beyond.

Read sample project reports to expand on knowledge of final project expectations.

Reflect on what is being learned during the course in a weekly blog post and comment to at least one other course participant’s blog.

authentic materials. ESL Magazine, 6(2), 16-18. Busà, M. G. (2008). New perspectives in teaching

pronunciation. In From Didactas to Ecolingua: An ongoing research project on translation and corpus linguistics (pp. 165-82). Trieste, Italy: Università degli Studi di Trieste. Retrieved from http://www.openstarts.units.it/dspace/bitstream/10077/2850/1/bus%C3%A0.pdf

Gong, J. (2002). The employment of CALL in teaching second/foreign language speaking skills. Post-Script, 3(1), 1-11.

Samph, T. (2012). The future of search. Technorati Technology. Retrieved from http://technorati.com/technology/article/the-future-of-search/

Speaking Lesson Plans: Clandfield, L. (2013). Speaking skills: Teaching ideas.

One Stop English. Retrieved from http://www.onestopenglish.com/skills/speaking/teaching-ideas/

ESL Galaxy. (2013). ESL lesson plans and materials. Retrieved from http://www.esl-galaxy.com/

Websites to Explore: Davis, R. (2013). General listening quizzes. Randall's ESL

cyber listening lab. Retrieved from http://www.esl-lab.com/

The Marzio School. (2013). Real English: Lesson 1, Hi! How are you doing? Retrieved from http://www.real-english.com/reo/1/unit1.html

on another course participant’s post.


Create a Delicious page and add the URL to the course wiki.

Complete project task #2: Read and analyze an example final project.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments04 Reading/

Writing Websites and Technology-enhanced Lesson Plans.

Explore, analyze, and review a variety of reading and/or writing web sites in terms of usefulness to own class.

Read an overview of technology enhanced lesson plans and create one for own teaching context.

Continue to work on course project by reflecting on a course and identifying a problem or issue that technology might solve.


Readings: Dill, M. (2008). How to write an integrated lesson

plan. EHow. Retrieved from http://www.ehow.com/how_2324320_write-integrated-lesson-plan.html

Krajka, J. (2000). Using the Internet in ESL writing instruction. Internet TESL Journal, 6(11). Retrieved from http://iteslj.org/Techniques/Krajka-WritingUsingNet.html

Liang, M. (2004). Three extensive reading activities for ESL/EFL students using e-books. Internet TESL Journal, (10)10. Retrieved from http://iteslj.org/Lessons/Liang-ExtensiveReading.html

Websites to Explore: Banville, S. (2013). Breaking news English. Retrieved

from http://www.breakingnewsenglish.com/ Fried-Lee, L. (n.d.) Laurie's ESL website. Retrieved

from http://fog.ccsf.edu/~lfried/ Krauss, M. (2011). ESL independent study lab.

Retrieved from http://www.lclark.edu/~krauss/toppicks/toppicks.html

Kelly, C., & Kelly, L. (2012). Activities for ESL students. Retrieved from http://a4esl.org/

Kelly, C., & Kelly, L. (2012). Interesting things for ESL students. Retrieved from http://www.manythings.org/

Post on the Nicenet discussion and post on another course participant’s post.


Complete project task #3: Describe issues or problems in classroom that can be solved with technology.

Create a technology-enhanced lesson plan.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments05 Project-based

Learning with WebQuests.

Rubrics for Assessment.

Explore project-based learning (PBL) and WebQuests in regards to student motivation and collaboration.

Learn about, discuss with other course participants, and create a rubric for own teaching context.

Continue to develop final projects by considering current issues/problems in own teaching context and possible technology tools that can be implemented to address one or more of the issues.


Optional: develop a WebQuest.

Readings: The National Capital Language Resource Center.

Assessing learning: Alternative assessment. (2004). Retrieved from http://www.nclrc.org/essentials/assessing/alternative.htm

Gaer, S. (1998). Less teaching and more learning. Retrieved from http://www.ncsall.net/index.html@id=385.html

Zunal.com. (2013). What is a webquest? Retrieved from http://zunal.com/zunal-help/help-about-whatiswebquest.php

Websites to Explore: Rubistar. (2008). Create rubrics for your project-based

learning activities. Retrieved from http://rubistar.4teachers.org/

Gaer, S. (2009). Web learning projects. Retrieved from http://susangaer.com/studentprojects/

Dodge, B. (2007). WebQuest.Org. Retrieved from http://www.webquest.org/

Post to the Nicenet discussion and post on another course participant’s post.


Complete project task #4: Describe a potential change that can be implemented with technology.

Create a rubric using Rubistar (www.rubistar4teachers.org).

Extra credit: create a technology-enhanced project or WebQuest.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments06 Student-

centered Large Classes.

Differentiated Instruction.

Formative Assessment.

Explore examples of different student-centered, interactive techniques that can be used in own teaching context.

Create an interactive Power point using concepts and ideas learned about in the weekly course materials.

Further develop final project or plan by implementing new technology into an existing class that will solve a problem or issue


Readings: Teaching Effectiveness Program. (2011). Using

technology in teaching large classes. University of Oregon. Retrieved from http://tep.uoregon.edu/resources/largeclasses/usingtechnology.html

The Science Education Resource Center. (2013). Teaching large classes. Carleton College, Northfield, Minnesota. Retrieved from http://serc.carleton.edu/NAGTWorkshops/earlycareer/teaching/LargeClasses.html

Finnan, R. & Shaw, D. (2012). Teaching large classes. Retrieved from http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf

Teaching Effectiveness Program. (2011). Best practices in Presenting with PowerPoint. University of Oregon. Retrieved from http://tep.uoregon.edu/technology/powerpoint/docs/presenting.pdf

Slangen, S. (2010). How to create an interactive quiz using PowerPoint masters. MakeUseOf.com. Retrieved from: http://www.makeuseof.com/tag/create-interactive-quiz-powerpoint-masters/

Oneil, B. (2003). How to create and use an interactive PowerPoint quiz game. Journal of Extension, 41(2). Retrieved from http://www.joe.org/joe/2003april/tt2.php



Complete project task #5: Begin to implement the technology in the classroom.

Create an interactive PowerPoint of at least 5 slides.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments07 Learner

Autonomy and the One-computer Classroom.

Innovative Use of PowerPoint.

Reflect upon and develop ideas to increase learner autonomy in own classes.

Explore literature about the one- computer classroom and learner autonomy; develop ideas on how technology tools can be used to enhance learner autonomy.

Add a resource related to learner autonomy to the class “Padlet” wall.

Develop project by implementing a new technology into own class; document what occurs.


Readings: Thanasoulas, D. (2000). What is learner autonomy? How

can it be fostered? TESL Journal 6(11). Retrieved from http://iteslj.org/Articles/Thanasoulas-Autonomy.html

Sheu, S. P. (2001). Learner autonomy: Bird-in-the-hand or bird-in-the-bush? Learning, 8(1). Retrieved from http://coyote.miyazakimu.ac.jp/learnerdev/LLE/8.1/sheuE.html

Burkhart, L. J. (1999). Strategies and applications for the one computer classroom. Retrieved from http://www.lburkhart.com/elem/strat.htm

Ashmus, D. (2008). But I don’t have a computer lab: Using one computer in the classroom. SouthEast and Islands Regional Technology in Education Consortium. Retrieved from http://www.seirtec.org/present/onecomptr.html

Additional Resources: Interconnections: Learner autonomy teacher autonomy.

(2001). Learning, 8(1). Retrieved from http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/smithE.html

Hunter, L. & Krier, K. (n.d.). 25 Ways to Integrate the Internet. Retrieved from http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=13326

Rodden, M. & Parrington, M. (2002). Self-access: A Framework for Diversity. Retrieved fromhttp://www.teachingenglish.org.uk/think/articles/self-access-a-framework-diversity

Tool of the Month: Wallwisher (2012). Learning and teaching with the Web. Retrieved from http://titova.ffl.msu.ru/tools-for-teachers-february-2012.html



Complete project task #6: Suggest a partner for peer review.

Post to the course Wallwisher.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments

08 Teacher Resources Online.

Technology-enhanced Research Project Draft Reports to Peer Reviewers for Feedback.

Explore, analyze, and reflect on the usefulness of a variety of online teacher resources.

Create a new course tool, for own teaching context, using an online resource.

Participate in peer evaluation and collaboration activities with final project.


Resources: Tools for educators. (2013). Custom worksheets, games,

and other resources. Retrieved from http://www.toolsforeducators.com/

BoggelsWorldESL. (n.d.). Lanternfish ESL worksheets and lesson plans. Retrieved from http://bogglesworldesl.com/

EasyTestMaker. (n.d.) The easy way to make and grade all your tests. Retrieved from http://www.easytestmaker.com/

Half Baked Software, Inc. (2012). Hot Potatoes. Retrieved from http://hotpot.uvic.ca/

Clock Watchers. (2003). Crossword puzzle games. Retrieved from http://www.crosswordpuzzlegames.com/create.html

Rubistar. (2009). Web poster wizard. ALTEC, University of Kansas. Retrieved from http://wizard.4teachers.org/

CLEAR. (2006). SMILE. Michigan State University. Retrieved from http://clear.msu.edu/teaching/online/mimea/smile/v2/index.php

Magoto, J. (2011). ANVILL help: Core tools. University of Oregon, Yamada Language Lab. Retrieved from http://ylclab.uoregon.edu/groups/anvillhelp/wiki/fb6ef/Core_Tools.html

Oestreich, T. D. (2010). Back to boutique? Search for a free and affordable voice recording to replace Wimba Voice consumes LLTI. LLTI Highlights 41(2). Retrieved from http://www.iallt.org/iallt_journal/llti_highlights



Complete project task #7: Create first draft of project or plan report, share with partner, and give feedback.

Create an online course site or an exercise to use online or offline.


Week Topics/Themes Learning Objectives Readings/Resources Tasks/Assignments09 Online Teacher

resources: templates, grade books, puzzle and game-makers.

Final Technology-enhanced Research Project Report Due.

Explore literature about learning styles and technology tools for multiple intelligences; discuss use of technology to address different learning styles in own teaching context.


Create a final draft of project report using peer feedback.

Readings :Johnson, L. & Lamb, A. (2007). Technology and Multiple Intelligences. Teacher Tap. Retrieved from http://eduscapes.com/tap/topic68.htm

Felder, R. N. & Soloman, B. A. (2010). Learning styles and strategies. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm

Additional Resources: Edutopia. (2013). What is your learning style? George

Lucas Education Foundation. Retrieved from http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

Montgomery, S. M. & Groat, L. N. (1998). Student learning styles and their implications for teaching. CTLT Occasional Paper Number 10. University of Michigan. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no10.pdf

Chamot, A. U., Meloni, C. F., Bartoshesky, A., Kadah, R., & Keatley, C. (2004). Sailing the 5 Cs with learning strategies. National Capital Language Resource Center. Retrieved from http://www.nclrc.org/sailing/

Carey, B. (2010). Forget what you know about good study habits. New York Times. Retrieved from http://www.nytimes.com/2010/09/07/health/views/07mind.html?_r=3&ref=benedict_carey



Complete project task #8: Create final draft of project report or plan report. Submit it

Complete course evaluation.

10 LoTI (Levels of Technology Integration) Digital Age Framework.

Wrap-up.

Participate in final course reflections and advise future course participants.

Analyze level of technology integration in own teaching situation.

Resources: LoTi: Learning Quest Incorporated. (2011). LoTi digital

age survey. Retrieved from http://www.loticonnection.com/

Hubbard, P. (2008). CALL and the future of language teacher education. Calico Journal, 25(2), 175-188.

Post to the Nicenet discussion.

Do one Blog post. Evaluate classroom

technology practices using two specified models.
