COURSERA TEACHING WITH TECHNOLOGY READINGS

Excerpt from "50 Ways to Teach Online: Tips for ESL/EFL Teachers" by Dr. Justin
Shewell. You can purchase an electronic copy of the book
at https://www.amazon.com/Fifty-Ways-Teach-Online-Teachers-ebook/dp/B01M5IS58Q

Glossary of Important Terms

Here are some terms used frequently in this book that may be unfamiliar to you, especially if
you are new to online learning and teaching. While some of the terms may have varying
definitions, or be used differently by different people in the field, these definitions are the ones
that make the most sense in the context of this book.

Asynchronous – When students are online and accessing course content at different times
from each other and the instructor. Most online courses function using an asynchronous model.

Audio conference – Using a microphone along with a network connection to allow people in
different geographical locations to hear and speak to each other. Audio conferences are often
conducted over the Internet or via telephone technology.

Blended learning – A model of instruction where online and face-to-face instruction are
combined in a single course or context. Students will often complete a certain number of online
learning activities before meeting in person with an instructor for additional learning activities.

Courseware – Another term for Learning Management System (see below). It can also refer to
instructional software or applications installed on a learner’s computer rather than accessed via
the Internet.

Discussion boards – A type of communication platform that allows students to send messages
to each other. Messages are often grouped into threads, and most discussion boards are
accessible by all students, which is different that some private messaging features.

Distance learning or distance education – An educational context where the learners and
instructor(s) are not in the same geographical location. Before the Internet and the Information
Age, distance learning was conducted by mail and was sometimes called correspondence
learning. Today, distance learning almost always refers lessons delivered via technology,
usually via the Internet.

eLearning – Short for electronic learning: any educational context where lessons are delivered
via technology, such as a computer, tablet or other mobile device. Often eLearning is used in a
distance learning context, but it can also be used in face-to-face contexts.

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FAQ – Frequently Asked Questions.

Instructional design – The deliberate planning and development of educational materials to fit a
specific learning context. The process of designing instruction generally involves determining
the needs of the learners, defining clear learning objectives, planning learning activities that
help accomplish those learning objectives, and designing assessments that effectively
determine if those learning objectives have been met.

LMS – Learning Management System. The software or website that stores and distributes
course materials to your students. An LMS usually features a way for students to communicate
with each other such as a discussion board, and a way for students to submit assignments.
Common LMSs include Blackboard, Canvas, and Moodle. Some online education companies,
like Pearson or Coursera, have developed their own LMS for their courses.

MOOC – Massive Open Online Course. While there is some debate about the details of what a
MOOC is, generally a MOOC refers to a course that is available to anyone online and has
hundreds if not thousands of learners all accessing course materials and assignments at the
same time. Obviously there will be some differences between MOOCs and other types of
online courses that have fewer students or where student enrollment is more controlled.

Media – Images, audio, video, or text.

Multimedia – The use of different types of media together to deliver instruction.

Netiquette – A combination of the words “net” and “etiquette.” This usually refers to a set of
rules and manners that guide students in how they behave and interact with others in online
settings.

Online learning – Generally similar to eLearning, except that the lessons are delivered via the
Internet.

Social media – Media (see above) that are created and/or shared on a social network (see
below).

Social network – A website or platform that allows its users to connect and share ideas and
media with others. Common examples of social networks include Facebook, Twitter,
Instagram, YouTube, and many others.

Streaming media – Instead of downloading an entire file to a computer before playing the
media, streaming media begins playing as soon as enough data has been downloaded, and
continues to download in the background. A common example is a YouTube video, where the
video begins playing before the entire video file has been loaded; and as the video plays, it
continues to download until the entire file has been downloaded.

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Synchronous – When students are accessing instructional materials and lesson activities at the
same time. Examples of synchronous activities might be a video conference (see below) or
online chat session, or when students login to watch the instructor deliver a lecture live rather
than watching a recording.

Q & A – Question and Answer.

Video conference – Using cameras and microphones combined with some type of network
connection to allow people in different geographical locations to see and hear each other
synchronously.

Virtual classroom – A digital space where learners and instructors can interact and conduct
learning activities. Most virtual classroom software provides a way for instructors to share
media with learners, hear and sometimes see learners, and record the interactions so they can
be played back later.

Webinar – A seminar conducted through a video or audio conference, usually via the Internet.
Webinars are often recorded and distributed to a wider audience for those who could not
attend the live session.

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Excerpt from "50 Ways to Teach Online: Tips for ESL/EFL Teachers" by Dr. Justin
Shewell. You can purchase an electronic copy of the book
at https://www.amazon.com/Fifty-Ways-Teach-Online-Teachers-ebook/dp/B01M5IS58Q

Designing Instruction
While you may be able to walk into a face-to-face class and “wing it,” doing so in an online
setting will only result in disaster. Your students will not know what to do and where to go
without specific instructions. They will not accomplish your learning objectives if you do not
lead them in the right direction. Creating a successful online learning experience begins with
deliberate application of instructional design principles. There are almost too many different
theories of instructional design to count, but hopefully these tips will get you headed in the right
direction.

...

3. Keep the technology as simple as possible. Just because you have the ability to include
advanced technology doesn’t always mean you should. Design with the lowest common
denominator in mind. If you expect to have learners from a third-world country, for example,
you may not want to include a lot of online videos that require a lot of internet bandwidth
because those learners might not be able to access them. Or you may want to provide the
same content in two different ways: videos for those who can access them, and readings for
those who either don’t want to or can’t access the videos. Keeping the technology as simple as
possible also means you won’t have to spend as much time teaching students how to use the
technology you have included in your course.

4. Alignment, alignment, alignment. As with any course, your content should be in direct
alignment with your assessments, and your assessments should be in direct alignment with
your curricular objectives. Just like the alignment on your car, if one of the wheels is out of
alignment, it can do great damage to your remaining tires and result in high repair or
replacement costs. If one of the pieces of your instruction, such as your content or your
assessment, is out of alignment with your learning outcomes, your learners will not be able to
achieve what you’ve set for them to do.

Similarly, it is sometimes possible for all four wheels to be aligned with each other, all pointing
the same direction, but just not straight ahead. Your learning activities and content may be
aligned with your assessment, but those two pieces may not be aligned with your learning
objectives. Or you may have chosen inappropriate learning objectives for the context of your
course. Ensuring that all pieces of your curriculum are in alignment will help ensure a better
learning experience for your learners, whether it be online or not.

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Excerpt from "50 Ways to Teach Online: Tips for ESL/EFL Teachers" by Dr. Justin
Shewell. You can purchase an electronic copy of the book
at https://www.amazon.com/Fifty-Ways-Teach-Online-Teachers-ebook/dp/B01M5IS58Q

Create Cognitive Presence

Cognitive presence refers to the depth at which students interact with the content of the
course, think critically about what they’ve learned, and apply it in meaningful ways. For learning
to take place, online or otherwise, the brain must physically change. New knowledge must be
integrated with existing ideas and understanding in a way that makes sense to each individual
learner. New neural networks are created, and meaning is constructed within the mind of the
learner. The next few tips focus on how you can create cognitive presence in your online
courses.

...

16. Provide multiple interactions with the same content. This is another seemingly simple
principle, but essential to the success of your learners. Learning occurs in steps; very rarely
are learners able to construct new knowledge and meaning in one sitting or lesson. They need
to interact with the content multiple times, each time approaching it from a slightly different
angle. As you plan your course structure, don’t forget the importance of revisiting previously
taught concepts and recycling content in new contexts.

For example, you might present your students with a problem, sometimes called a triggering
event. Students then have to explore the content you’ve provided to find ways to solve the
problem or complete the challenge. During this process, they are inquiring, exploring, and
reflecting on what they’ve learned. They share their ideas with their classmates and brainstorm
solutions to the problem. Finally, they apply what they’ve learned to create a solution, which
they present to others along with clear reasons and opinions.

Structure your course assignments to be progressive, with the first easier assignments
naturally leading to more complex assignments that require students to use things they’ve
learned previously in new ways.

17. Use inquiry-based projects. In inquiry-based learning, the learners come up with a
question and then find the answer or answers. Inquiry-based projects are common in science
subjects, where students hypothesize and then test out their hypotheses and draw conclusions
based on their tests. However, this type of project can be used in a variety of subjects with
enough planning.

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For example, if you were teaching American history and had a unit about the gold rush, you
might ask students, Why does society need rules? Then students would be asked to research
some of the problems gold rush boom towns had and create rules that would help solve those
problems. They could present their rules to the class or a wider audience via the internet.

Inquiry-based projects typically have an “essential question” that guides the research. There is
also a task students are required to do in order to answer the essential question and show their
understanding.

...

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Excerpt from "50 Ways to Teach Online: Tips for ESL/EFL Teachers" by Dr. Justin
Shewell. You can purchase an electronic copy of the book
at https://www.amazon.com/Fifty-Ways-Teach-Online-Teachers-ebook/dp/B01M5IS58Q

Student-to-Content Interaction
This refers to students learning from course content and participating in course activities.
Creating dynamic content that is delivered in a way that motivates students to learn from the
materials and participate in course activities is essential to successful online learning.

Studies show that students have greater interaction with content when teachers provide
opportunities for continuous contact with the content, provide opportunities to participate in
course discussions, and deliver the content in an interesting way for students. The following
tips focus on these areas.

...

27. Remember the multimedia principle. People learn better from pictures and words than
from words alone. As you design and present your content, think about how you can
incorporate multimedia – videos, images, music, etc. – to help your learners grasp important
concepts. Research on the human brain has shown that humans are generally visual learners,
and that the brain is able to process much more visual information than any other type of
sensory information. So use visual representations as much as you can.

28. Remember the interactivity principle. This principle states that people learn better when
they can control the pace of their learning. In online settings, this is almost second nature
because much of the content presentation happens through videos, where learners can pause,
go back, speed up, etc., if they want to. If you have chosen a course platform that prohibits
these actions, think about changing platforms. Additionally, depending on the context of your
online course, being flexible with assignment deadlines and course enrollments allows learners
to set their own pace and have more control over their learning and interaction with course
content.

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Excerpt from "50 Ways to Teach Online: Tips for ESL/EFL Teachers" by Dr. Justin
Shewell. You can purchase an electronic copy of the book
at https://www.amazon.com/Fifty-Ways-Teach-Online-Teachers-ebook/dp/B01M5IS58Q

Supporting Students
Online settings can lack the interaction and connection that inherently exists in face-to-face
teaching situations. Several studies have shown that in courses that do not provide support to
learners, students reported feeling isolated and unmotivated, and were less likely to begin
assignments and projects on their own. Students need to feel the instructor cares about their
success in the course.

Additionally, online learners need different types of support than face-to-face learners may
need, so it is important to consider your learners and prepare to support them accordingly. The
next tips will help get you started in supporting your online students.

...

44. Provide instructions for using technology tools. One of the biggest differences
between face-to-face and online teaching is, of course, the technology. Most of your learners
will probably have sufficient skills to navigate the course materials and submit assignments, but
some learners may need tutorials including step-by-step instructions on how to use the
different features of the LMS.

Additionally, if your course requires any specialized technology, or perhaps uses existing
technology in a new way, you should provide clear instructions on how to use it. Not only will
this help students be more self-sufficient, it will save you an enormous amount of time that
would otherwise be spent responding to questions of How do I…?

45. Scaffolding, scaffolding, scaffolding. The concept of scaffolding in instruction comes

from the work of Vygotsky and his Zone of Proximal Development. Essentially, you provide the
learners with a structure that builds on what they already know and guides them through new
tasks step-by-step, gradually allowing them more autonomy until they can complete tasks on
their own. You may need to provide background knowledge to some of your learners that other
learners already have. You might want to enlist the help of more knowledgeable students as
mentors to help you assist less skilled students as they complete coursework. In short, provide
students with the tools and guidance they need to complete their assigned tasks.

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 Example Technology Survey

1. How often do you get online?

 At least once a day.

 2-5 times a week.
 Once a week.
 A few times a month or less.

2. How often do you check your email?

 At least once a day.

 2-5 times a week.
 Once a week.
 A few times a month or less.

3. We will be exploring some very exciting technologies in our Technology in the Classroom
course! We will need to use computers EVERY DAY in this class. Are you able to bring a
laptop computer with you to class?

 Yes.
 No.

4. What technology do you have access to on a daily basis? (Check as many boxes as apply.)
*

 Personal computer
 Smart phone or tablet
 Computer at your school/workplace
 Projector in the classroom
 All of the above.
 None of the above.

Using the numbers below, please rate your skill level with the following technology
tools:

1- I have never heard of this tool.

2- I have heard of this tool.

3 - I have used this tool personally.

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 4 - I have used this tool with students.

5 - I have taught others how to use this tool.

Technology Tools

1. Word processing software (e.g. Microsoft Word, Google Docs, Apple Pages)
2. Presentation software (e.g. Microsoft PowerPoint, Google Slides, Apple Keynote, Prezi)
3. Spreadsheet software (e.g. Microsoft Excel, Google Sheets, Apple Numbers)
4. Email software (e.g. Outlook, Gmail, Hotmail)
5. Search engines (e.g. Google, Yahoo, Bing)
6. Typing Club
7. Blogger
8. Popplet
9. Bubbl.us
10. Lingua.ly
11. Visual Thesaurus and Vocab Grabber
12. Scoop.it
13. Google Bookmarks
14. Twitter
15. TedEd
16. Storify
17. FlipGrid
18. Padlet
19. Socrative
20. Jing
21. Vocaroo
22. SpeakPipe
23. Schoology
24. EdModo
25. EdCreations
26. Study Stack
27. Quizlet
28. Khan Academy
29. English Central

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30. Wimba Voice
31. My Homework App
32. Teachers.IO
33. Grammarly
34. Camtasia
35. Hello-Hello English
36. Phonetics Focus App (Cambridge)
37. Digital recording devices (e.g. smartphone, digital voice recorders, online web tools like
Audacity)
38. Rubistar
39. SurveyMonkey
40. Google Forms

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The Pedagogical Foundations Of EnglishCentral

By David Deubelbeiss

EnglishCentral is a company that takes pride in having experienced teachers on staff and
designing a product that will help students learn and acquire English, particularly for
international communication.

Too often technology is designed without the control or voice of educators. Technology for
technology's sake. We have tried to avoid this error and build an e-learning platform that puts
pedagogy and learning first.

Here are the key aspects of English Central's pedagogy:

1. Motivation.

We live in a visual and digital world. Students consume enormous amounts of video content
and video has become the new textbook. EnglishCentral harnesses this built in, intrinsic level
of motivation - why not learn English while viewing videos you love? EnglishCentral publishes
30 new video lessons per week and its vast library of video lessons and courses offers every
student the chance to study what they want and listen to messages they want to hear.

2. Comprehensible Input

Not only do students need to listen to messages they want to hear - these messages must be
level appropriate (Krashen, 2001). Each EnglishCentral video lesson or course plus our
vocabulary is leveled and can be assigned to students based on their level of English. This
provides appropriate practice maximizing language acquisition.

3. Precise, Timely Feedback

EnglishCentral provides instant feedback to students. Students begin to "notice the gap"
(Schmidt, 1990) and begin to self-correct as they compare their speech to the original. Tools
are provided so students can "dig down" and understand the language and get the answers
they need immediately. EnglishCentral works to promote learner autonomy.

4. Lowered Affective Filter

Many students go through a substantial "silent period" (Krashen, 1985). Others need the time
and space given through self-study before they are ready to excel in the very socially

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demanding classroom. EnglishCentral provides a safe, low anxiety environment where learners
can proceed at their own pace and practice speaking in a non-threatening place. Teachers are
often amazed how the quiet students in their class "bloom" on EnglishCentral.

5. An Oral Language Focus

The 21st century workplace and global nature of communication demands that students have
strong speaking skills. The importance of written communication is receding. EnglishCentral's
proprietary speech recognition system IntelliSpeech™ trains students to produce, clear,
intelligible speech for effective communication across cultures and borders.

6. Blended Learning

The future of education lies in blended learning (Arne Duncan, 2014). EnglishCentral partners
with schools and teachers offering a unique blended learning model and platform. Courses and
video lessons can perfectly compliment what students learn in class, providing students with
extra practice matching the class curriculum. Our free LMS lets teachers extend the curriculum
and track student achievement.

7. Structured Learning

Our simple Watch | Learn | Speak methodology provides low cognitive overload and an easy to
follow learning pathway. Courses and video lessons are leveled and vocabulary is presented
with spaced-time repetition. EnglishCentral monitors every word or expression students study
and provides a simple interface where students can use the feedback to improve their
pronunciation and build their vocabulary.

8. Gaming

Students are highly engaged by the gaming dynamics of EnglishCentral. Students compete for
XPs (Experience Points) and ranking through their study. However, we don't go overboard and
aim to keep the focus on the learning, not the gaming.

9. Ambiguity Tolerance

Language is a vast and unpredictable space. Successful language learners are risk takers.
Critical to being a risk taker is having a strong ability to not be stressed out by what you don't
understand (Brown, 2007). EnglishCentral provides authentic content that challenges students
to focus on the general meaning and gist and strengthen their level of ambiguity tolerance.

Interested in reading more about EnglishCentral and why it works? Try this post on our blog or
visit our Academic area for some case studies on how teachers have used EnglishCentral
successfully at their school.

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David Deubelbeiss is a professor, educational consultant and teacher trainer currently at the
Schulich School of Education, Nipissing University, North Bay, Canada. He is a leader in
promoting the use of technology in language teaching and the use of social media in
education. He is the Director of Education at EnglishCentral. Find him online at his professional
development community for teachers, EFL Classroom 2.0 or through his LinkedIn profile. He
espouses the simple teaching philosophy of “When one teaches, two learn.”

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