Russ1201 genitive chart

2012/11/28 Leave a comment

Categories: Grammars, Russian

Help with MyLanguageLab recordings

2012/11/28 Leave a comment
  1. Taken almost straight from the BB_Voice_Troubleshooting_Guide.pdf:
  2. When using  the  Voice  Recorder,  first click the (0) blue “Record” to  load  the recorder. You may have to accept a security warning.
  3. image
  4. Then click  the  (1) red  record    buttonclip_image001
  5. IMPORTANT:  Click the (2) black STOP  clip_image001[14]  button to save your recording.   (If  you do  not click  the  stop button, your  recording  will NOT  be saved  and  your  instructor  will  not  be  able  to  hear  your voice). When you stopped, the timer in the upper right will change from showing “time remaining” to “time recorded”.
  6. Click  the  (now not grayed out, but ) green PLAY    clip_image001[8]button  to  confirm  your  voice  was  recorded. If  you  do not  hear  anything,  check your  microphone  and  the  volume  controls  on your  computer.
  7. If you wish, to re-record your voice,
    1. click the  red  record button  again.
    2. Click  YES when  asked if  you  want to Override Current Recording. clip_image001[16]
    3. Re-record  and  again click STOP. and play to Playback  your  recording.
  8. When finished,  Click Submit for Grading to submit  the recording  to your  instructor  for  review.
Categories: audience-is-students, e-languages, multimedia-recording, textbooks, websites Tags:

Protected: Slides for ARBC1201 Oral Exam

2012/11/28 Enter your password to view comments.

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Categories: Absolute-Beginner, Arabic, audience-is-teachers, digital-audio-lab, Institution-is-University-of-North-Carolina-Charlotte, learning-materials, Slideshows, Speaking Tags:

Some concrete examples on how to use the Sanako Study 1200 Playlist and Pairing in language teaching

2012/11/27 Leave a comment

image

From the Sanako-UK Fall 2012 Newsletter – click on the link or article for accessing the full newsletter (Hint: No need to wear suit&tie when using the LRC Sanako; headsets, however, tend to be a required accessorySmile).

You can learn more here on how to use Playlist and Pairing. Or visit our Fall 2012 Faculty Workshop I: Intermediate Sanako Teaching Techniques and the following Fall 2012 Faculty Workshop II: Clinic on creating teaching materials for use with the Sanako

Categories: audience-is-teachers, digital-audio-lab, learning-usage-samples, LRCRoomCoed434 Tags: , ,

Protected: How to get SamAccountName name through Outlook Global Address List

2012/11/27 Enter your password to view comments.

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Categories: e-infrastructure Tags: , , , ,

A classroom-management-system-based emporium to improve tutoring support for Hybrid Spanish students

2012/11/26 Leave a comment
  1. “[T]o bridge the gap between students’ demand for introductory Spanish courses and adequately staffing”, UNC-Charlotte – using, among others, a UNC-Chapel Hill pilot as a model, which, however, served a different student population and was soon faded out again – introduced a hybrid model for 1st year Spanish:
  2. Weekly contact hours were cut in half (effectively doubling student numbers per teacher ) ,
  3. and attempted to be replaced by more extensive assignment of homework exercises/quizzes from the online textbook component
    1. for lack of own technical resources (p.54), not that the components were designed for a hybrid purpose – but always nice to see language teachers adopt technology for ROI in creative ways when they have to.
    2. for the same reason of incapability of “adequately staffing”, so that teachers do not have to operate the computers, only those activities from the  online components were chosen that could be automatically graded (while the continued reliance of online quizzes on right/wrong black/white schemes instead of at least considering editing distance (maybe reasonably also for foreign language diacritics), not to mention attempts on a truly semantic understanding of student input, makes one wonder if this subset of assignments could effectively and should be left to auto grading).
  4. and other, auxiliary syllabus guidelines, like:
    1. taking more advantage of the online textbook component for
      1. heavier formative testing
      2. outcome testing
    2. requiring “oral testing administered two or three times a semester” (p.46, 64)
    3. increased focus on taking advantage of contact hours by communicating, what is now often deemed flipped classroom pedagogy and used to be called homework preparation
  5. tutoring,  for students that could not handle the cut in face-to-face time with teacher (note, tutors were from the grad student teacher pool – not all teachers were grad students)
    1. face-to-face:
    2. online, during off-hours (weekends):
      1. seems a welcome extension, and a convenient time-saver
      2. however,  little adoption
      3. additionally, hindered by a technology change from Wimba to Centra.
    3. also hybrid? The LRC
      1. could be host to an emporium like Virginia Tech’s: computerized for access to online assignments, but under tutor guidance;
      2. could provide the Sanako classroom management and digital audio lab system for making this learning experience even ore efficient. The tutor on teacher station can monitor many students (simultaneously or automatically cycling through student stations at an interval of choice, while stopping interactively where desired) via screen sharing. Interact with any student computer via remote control, with the student over headphones, without disrupting,
      3. easily escalate presentation of tutor or model student screen and audio discussion of endemic problems to either student group as a whole or subset (meaningful as long as 2 or more students overlap in their assignment activity and have similar issues) via the Sanako – and of course also use the classroom projector.
  6. Hybrid Spanish clearly constitutes a radical program change, dictated by shortness of funds and requiring measures to efficiency and effectiveness of instruction, upholding of standards, and management of attrition.
Categories: LRCRoomCoed434, Presenter-Computer, service-is-tutoring, Spanish, Student-Computers Tags: , , , , , , ,

Fall 2012 Faculty Workshop II: Clinic on creating teaching materials for use with the Sanako

2012/11/22 Leave a comment
      1. (Being planned and scheduled, therefore this post is a work in progress, please stay tuned: ).
      2. As a continuation (and practical application ) of our previous Intermediate Sanako Teaching Techniques Workshop (and a repetition of our Learning material creation Clinic from the summer), we will create learning materials.
      3. Bring some ideas and materials. The Sanako and entire LRC infrastructure aims to lower the technical authoring requirements.
        1. We can record remotely, all authoring teachers at the same time, your source (model/question material) which you will be able to distribute as easily (“ loop induction”)  from the Sanako teacher station. Bring some questions your students should be able to respond to in L2, and be prepared to read some text that you want them to repeat, for pronunciation practive
        2. We can author hand-outs for so-called “homework” (actually reading and writing, with supervision and collection by the teacher as easy as the handout): It just takes opening one of our customized LRC MS-Word templates. I will hand out (more loop induction) “homework” files to aid your work. Bring some texts and essay writing tasks
        3. PowerPoint exam files with visual cues: bring some ideas for vocabulary quizzes.
Categories: announcements, audience-is-teachers, digital-audio-lab, documentation, e-languages, Institution-is-University-of-North-Carolina-Charlotte, learning-usage-samples, Listening, LRCRoomCoed434, Reading, service-is-learning-materials-creation, Speaking, workshops, Writing Tags: , ,

Fall 2012 Faculty Workshop I: Intermediate Sanako Teaching Techniques

2012/11/22 Leave a comment
  1. (Being planned and scheduled, therefore this post is a work in progress, please stay tuned: ).
  2. Using the Sanako classroom management system for training (“loop induction”),
  3. we will present learning usage models, based on the work done by our language teachers in the LRC Sanako this term.
  4. We will then provide you with hands-on practice how you can do the same with the Sanako system.
  5. This will hopefully give you some ideas for for writing LRC visits into your face-to-face teaching syllabus next term.
  6. To facilitate this, we will continue with a follow-up Workshop II: Clinic, where we will help you prepare your Sanako-based learning materials for next term.
  7. You can review our past Sanako Workshops (online screencast).
Categories: announcements, audience-is-teachers, digital-audio-lab, documentation, e-languages, Listening, LRCRoomCoed434, Reading, service-is-applying-learning-tools, service-is-training, Speaking, workshops, Writing Tags: