| dc.contributor.author | Baig, Veronica | |
| dc.date.accessioned | 2011-05-17T20:41:36Z | |
| dc.date.available | 2011-05-17T20:41:36Z | |
| dc.date.issued | 2011-05-17T20:41:36Z | |
| dc.identifier.uri | http://hdl.handle.net/2149/3061 | |
| dc.description | I was able to meet with a number of colleagues from across the country both in the sessions of the conference and in the more relaxed atmosphere provided on the pre-conference tours and the Saturday lunch. At such a conference, I am always looking for ideas that I can adapt to fit my own teaching circumstance at AU.
There were several sessions in particular that generated some ideas. One on teaching pronunciation and accent reduction included valuable on-line links including some to an activity that I and the tutor for that course have discussed introducing. Within CLL, we have recently started a discussion about offering a language pedagogy course, and I found a number of interesting suggestions that would relate to that and which I will be sharing with colleagues. Also of particular interest is a project funded by the federal government for online learning with the LINC (Language Instruction for Newcomers) program that provides access for students at a CLB (Canadian Language Benchmark) 2 to 7 range. It was clear, that this project is very expensive to run (mandatory instructor student interaction—teaching—each week), and the funding is very limited. My main interest was to find out how materials would or could be offered to students at these lower levels. Apparently the regular LINC materials are used and the instructors monitor student progress in the weekly calls. No instructor has more than 20 students.
With regard to my own presentation, there were about 25 attendees. As always, when I have to provide some background about how we operate at AU (the online asynchronous space) there are a number of questions about that. I think it never hurts to provide information about the niche that AU fills in the educational market space. There was also interest in the specific topic of my presentation. There were a number of questions related to the type and amount of feedback we provide to students with the online journals. There were no negative comments, and I felt that there was agreement on the usefulness of this approach and that the online journal project was well received. I felt support from my peers that this is something worth continuing and even expanding. As a result, I am considering using online journals in the next revision of Engl 155. | en |
| dc.description.abstract | The practice of writing journals is a tried and tested method for developing student writing skills and reflection on the process of writing. With current technology, this method can be updated and given a new dimension and achieve additional goals. Traditionally, the dialogue has been between students and the instructor; with e-learning, students can write for a larger audience and support each other through the writing process. This is particularly relevant in an online/distance education scenario in which students are physically isolated and may be studying asynchronously. It is a successful combination. | en |
| dc.language.iso | en | en |
| dc.relation.ispartofseries | 92.927.G1272; | |
| dc.subject | Writing journals | en |
| dc.subject | Studen writing skills | en |
| dc.subject | E-learning | en |
| dc.subject | Studying asynchronously | en |
| dc.title | Something Old, Something New: Reflective Journals and Social Networking | en |
| dc.type | Presentation | en |
