hampel_online_2006 misc Guide to Good Practice aimed at those who teach or support teaching in higher education Online teachers need different skills than those normally employed by tutors trained to teach languages in a face-to-face classroom and they also require different skills compared to online teachers of other subjects. Research shows that the medium influences the form of communication and interaction (see e.g. Hutchby 2001). The asynchronicity of communication in written conferencing and the lack of non-verbal clues in audio-conferencing are examples of new challenges for online language tutors. Online teaching skills for language tutors http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=2530 September 2006 Good Practice Guide {\textbar} Subject Centre for Languages, Linguistics and Area Studies http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=2530 2006-09 hampel_new_2005 article Computer Assisted Language Learning New skills for new classrooms: Training tutors to teach languages online 0958-8221 311 18 2005 4 10.1080/09588220500335455 http://www.informaworld.com/10.1080/09588220500335455 2005 abuseileek_cooperative_2007 article Computer Assisted Language Learning Cooperative vs. Individual Learning of Oral Skills in a {CALL} - Environment 0958-8221 493 20 2007 5 10.1080/09588220701746054 http://www.informaworld.com.libezproxy.open.ac.uk/10.1080/09588220701746054 2007 shelley_itsunique_2006 article The International Review of Research in Open and Distance Learning This article outlines the background to, and progress on, a project based on work carried out at the Open University {UK} {(OUUK).} The aim of the project is to articulate the attributes and expertise required by tutors of languages in distance education. A review of the literature on the roles and competencies required for tutors operating at a distance indicates that the specific context of language teaching has received relatively little attention from researchers in the field. There has, however, been considerable interest in the skills and attributes necessary for face-to-face language teaching in the classroom, which is outlined here. Issues of definition and research perspective are discussed, as well as the advantages and disadvantages of various research approaches. The different stages and outcomes of the collaborative project are described in detail, demonstrating how the unfolding research design allowed opportunities for consultation, reflection, and responsive changes. The next stages of consultation are outlined, together with implications for the on-going professional development of tutors. {??????It??????s} a unique role!?????? Perspectives on tutor attributes and expertise in distance language teaching 1492-3831 September 7 2006 2 http://www.irrodl.org/index.php/irrodl/article/view/297/609 2006-09 hsu_using_2008 article Computer Assisted Language Learning Using audioblogs to assist English-language learning: an investigation into student perception 0958-8221 181 21 2008 2 10.1080/09588220801943775 http://www.informaworld.com.libezproxy.open.ac.uk/10.1080/09588220801943775 2008 hauck_telecollaboration_2008 article Computer Assisted Language Learning Telecollaboration in multimodal environments: the impact on task design and learner interaction 0958-8221 87 21 2008 2 10.1080/09588220801943510 http://www.informaworld.com/10.1080/09588220801943510 2008 mcintosh_case_2003 article Educational Media International A Case Study in Asynchronous Voice Conferencing for Language Instruction 0952-3987 63 40 2003 1 10.1080/0952398032000092125 http://www.informaworld.com.libezproxy.open.ac.uk/10.1080/0952398032000092125 2003 dekhinet_let_2008 article Innovate Rayenne Dekhinet, Keith Topping, David Duran, and Silvia Blanch describe a pilot project on the use of Internet-assisted reciprocal peer tutoring in foreign-language learning. The eight-week project connected Spanish-speaking English-language learners at a primary school in Catalonia with English-speaking Spanish-language learners at a Scottish primary school. Children were matched in pairs and acted as language tutors in their own mother tongue to their peers. Each week, the children wrote or corrected a text, depending on their role for that week, and sent messages to their peers. During and after the intervention, data were collected in the form of observations, participant and teacher interviews, and analysis of student writing in the target languages. The results of this study show how Internet technology can be leveraged with reciprocal peer tutoring to enhance language learning. Let Me Learn with My Peers Online!: Foreign Language Learning Through Reciprocal Peer Tutoring March 4 2008 3 2008-03 murch_new_2005 misc The focus of this paper is a challenging analysis of how the roles of teachers and students in different classroom settings are altered as a result of computer-based technologies. I am particularly interested in how the capabilities of computer-based technologies, and technology-enhanced learning environments can enable and{\textbackslash}or constrain innovative pedagogical practices in and elementary school, Gaelic language settings, in Ireland[1]. Powerful new capabilities of computers make it possible to access, represent, process, and communicate information in new ways {(Kozma,} 1991, 1994). These capabilities make it possible to search and organize information, analyze data, represent and transform ideas, simulate complex systems, and communicate with others in ways that were previously not practical or even possible. They also enable new ways of teaching and learning ?????? new activities, new products, and new types of learning and teaching {(Kozma} \& Schank, 1998), but, do all teachers, students and educators feel and agree with the general, positive, societal perception of technology in education? New Teacher and Student Roles in the {Technology-Supported,} Language Classroom {http://www.itdl.org/Journal/Feb\_05/article01.htm} February 2005 http://www.itdl.org/Journal/Feb_05/article01.htm 2005-02 camarra_weblingua_2005 misc The challenges involved with developing and offering online language courses are well-known. There are several common difficulties to overcome, such as lack of participation, low student motivation and high drop-out rates. However, research provides evidence that ??????strong feelings of community may not only increase persistence in courses but may also increase the commitment to group goals, cooperation among members, satisfaction with group efforts, and motivation to learn?????? {(Rovai,} 2002; Dede, 1996; Wellman, 1999). Additionally, active participation in asynchronous forum discussion may result in higher amounts of L2 (second language) output, providing more opportunities for noticing comprehensible input {(Krashen,} 1994) and planning further output {(Swain,} 1993). Finally, several studies show that creating a safe, risk-free environment encourages timid students to participate more than they may in the classroom {(Warschauer,} 1996; Kern, 1995; Chun, 1994). {WebLingua} - Building and sustaining a learning community in asynchronous discussion forums May 2005 http://moodle.lett.unisi.it/mod/resource/view.php?id=10018 {IV} Convegno {AICLU,} Sperimentazione, Ricerca e Didattica nei Centri Linguistici Universitari Italiani, Napoli 2005-05 coryell_implementing_2007 article Computer Assisted Language Learning Implementing {E-Learning} components with adult English language learners: Vital factors and lessons learned 0958-8221 263 20 2007 3 10.1080/09588220701489333 http://www.informaworld.com.libezproxy.open.ac.uk/10.1080/09588220701489333 2007 Taylor, C. Taylor C. Taylor Braul, Bryan Braul Bryan Braul Hauck, Mirjam Hauck Mirjam Hauck Comac, Linda Comac Linda Comac Dekhinet, Rayenne Dekhinet Rayenne Dekhinet Rocchiccioli, A. Rocchiccioli A. Rocchiccioli Murphy, Linda Murphy Linda Murphy Duran, David Duran David Duran Chlup, Dominique T. Chlup Dominique T. Chlup White, Cynthia White Cynthia White Hampel, Regine Hampel Regine Hampel Wang, {Shiang-Kwei} Wang {Shiang-Kwei} Wang Mesh, Linda Mesh Linda Mesh Baumann, Uwe Baumann Uwe Baumann Youngs, Bonnie L. Youngs Bonnie L. Youngs Hsu, {Hui-Yin} Hsu {Hui-Yin} Hsu Shelley, Monica Shelley Monica Shelley Coryell, Joellen E. Coryell Joellen E. Coryell Blanch, Silvia Blanch Silvia Blanch {McIntosh}, Sandy {McIntosh} Sandy {McIntosh} Chao, Tracy Chao Tracy Chao {AbuSeileek}, Ali Farhan {AbuSeileek} Ali Farhan {AbuSeileek} Stickler, Ursula Stickler Ursula Stickler Murch????, Daith???? ????. Murch???? Daith???? ????. Murch???? Camarra, M. Camarra M. Camarra Topping, Keith Topping Keith Topping
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education + technology = connection