I’ll be attending my second conference of the American Educational Research Association (#AERA19) this year. The theme is ‘Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence.’ It will be held in Toronto, Canada from April 5-9th at the Metro Toronto Conference Centre. I was impressed with last year’s conference but a bit overwhelmed. Hopefully, with the help of their conference app, I’ll find the sessions I need.
I’m placing the final touches on the poster for Dr. Khoury and my session: Rubric to Analyze Online Course Syllabi Plan for Engendering a Community of Inquiry: Round II. Come join me on Saturday morning, April 6, from 8:00 to 9:30am in the Metro Toronto Convention Centre, 300 Level, Hall C. It’s hosted by the Division C – Section 3b: Technology-Based Environments in the subunit for Distance and Online Education. I’ll be sharing copies of my Online Community of Inquiry Syllabus Rubric.
I’ve shared our research paper on the AERA online Repository. I’ll share a link to the poster here upon completion. Read this blog page to learn more about our study. My hope is that it will be replicated to validate the rubric and improve not only instructors’ syllabi but teaching and learning in distance education.
I serve as the professional development officer for the Emerald Coast Teaching English to Speakers of Other Languages (ECTESOL), which is a chapter of the Sunshine State TESOL of Florida. Our local conference for the Gulf Coast area will be held in Pensacola on February 9th from 9:30-3:00. It will take place at the International Center, Building 71, at the University of West Florida (UWF). Registration costs $25 and includes lunch. The theme is Exploring Paths to Literacy Proficiency. See the itinerary below.
9:30 – 10:00 Registration (and refreshments)
10:00 – 10:10 Welcome General Session: Ms. Rachel Hendrix, Executive Director, International Affairs, UWF; Overview of Conference: Dr. Arlene Costello, President, ECTESOL
10:15 – 10:55 Keynote Speaker: Ms. Ginger Alberto, Program Director, Student Achievement through Language Acquisition, Florida Department of Education, Topic: Meeting the Needs of English Learners in Literacy Proficiency
11:00 – 11:30 Concurrent Sessions
Room 1: Engaging English Learners, Dr. Arlene Costello
Room 2: The Pragmatics of EFL/ESOL, Dr. Laureen Fregeau, University of South Alabama
11:35 – 12:00 Lunch & 12:00 – 12:15 Cultural Performances & DOOR PRIZES
12:20 – 1:00 General Session
Featured Presentation: Dr. John Pecore, Associate Professor, University of West Florida, Topic: Writing a winning TESOL grant proposal
1:40 – 2:15 Concurrent Sessions
Room 1: Language Writing Frames to Aid ESOL Elementary Students’ Research Projects, Dr. Sandra Rogers, SHC
Room 2: Supporting Non-Literate Adult Learners of English on Paths to Literacy, Dr. Meg Smith, SHC
2:20 – 2:50 Special Presentation General Session
The Dynamics of Literacy: Language and Science Dr. Vanessa Mangual, Bi-literacy Consultant, Benchmark Education
2:50 – 3:00 Business Meeting: Report by President; Paper Report by Treasurer; Ms. Vicki Murphy, ECTESOL Conference Chair, DOOR PRIZES
3:00 – 3:20 ECTESOLBoard Meeting, Conference Room
Please register by January 29, 2019. You may bring your payment onsite on the day of the conference. Visit the ECTESOL website to download the registration form and learn more about our organization. Contact Dr. Arlene Costello at firstname.lastname@example.org for more information. We hope to see you there!
I serve on the Educause Games & Learning Steering Committee. One of our new activities is to host book clubs on this topic via Twitter. You do not need to be an Educause member to participate. See my co-committee members invite below.
Please join us for the January Games & Learning Twitter Book Club. This month, we will be discussing Chapter 5: Remodelling Design of Rethinking Gamification (Fuchs, Fizek, Ruffino, & Schrape, 2014). Per the book’s copyright terms, you may download a free digital edition from the publisher’s website: https://meson.press/books/rethinking-gamification/.
As usual, the book club will be hosted on Twitter at 6:30 EST (5:30 CT |4:30 MT |3:30 PT) on Wednesdays. Use the hashtag #read4games to participate.
January 16: Why Fun Matters: In Search of Emergent Playful Experiences by Sonia Fizek
January 23: Exploring the Endgame of Gamification by Scott
January 30: Eudaimonic Design, or: Six Invitations to Rethink Gamification by Sebastian Deterding
Please join us!
Tiffany Taylor Attaway
On behalf of the EDUCAUSE Games & Learning Book Club Committee
This article originally appeared in the Peace Corps Hotline on 5/15/2010. It has been updated to reflect my past decade of work/life.
The Peace Corps has remained on my mind now for 30 years, fresh as the memory of the first homemade, thick, warm, corn tortilla that I ate with crude salt or the first taste of green mango with hot sauce, lime, and (more) salt! Looking back, I realize that I have been involved in various Third Goal activities both formally and informally since my volunteer service in Honduras from 1985-1987. I guess you really never stop being a Peace Corps Volunteer! For those of you unfamiliar with the Peace Corps’ Third Goal, here are all three goals of service with this US government agency: (Peace Corps, N.D.)
To promote world peace and friendship by fulfilling three goals:
To help the people of interested countries in meeting their need for trained men and women.
To help promote a better understanding of Americans on the part of the peoples served.
To help promote a better understanding of other peoples on the part of Americans.
My actual first Third Goal activity was while I was still serving in Honduras. I submitted a quilt to the 25th Anniversary of the Peace Corps. The quilt was designed as a flag, with each stripe an arm, reaching out to help someone. The arms got progressively shorter as the ‘collaboration’ was made with the receiver, and the last arm ‘shook’ the hand of the recipient. The design signified governmental agencies’ past efforts of distribution of goods and services, in contrast with the Peace Corps’ effort of working with host nationals to bring about change.
When I returned home from service, I asked that my family hold a reunion. It was a great way for me to share my experience and give them all the gifts that I had brought back. I didn’t’ realize it at the time, but I influenced one of my nieces to join the Peace Corps. Her name is Rachel (Rogers) Miller, and she served in Lesotho from 1999-2000. You really never know who you might persuade to serve, even at informal gatherings. In my case, I returned in 1987, and my niece volunteered 12 years later.
While pursuing my masters in teaching, I used a poem that I’d written about my Honduran neighbor, as part of a dance/spoken word performance I choreographed for the theater department. If my Honduran neighbor only knew the profound impact she had on me with her small-framed presence, smoking her hand-rolled cigar, sitting quietly in her backyard among the banana tree fronds! It was such an honor, not only to participate as a choreographer but also to share my Peace Corps’ experience visually and orally with the university students.
After I became a teacher, I would share my Peace Corps’ photo album which included trinkets and a copy of Frost’s poem, “The Road Not Taken,” with my elementary students in Los Angeles. I’ve used it many times in the classroom. In addition, I shared my story with the whole school by organizing other returned Peace Corps Volunteers (RPCVs) to collaborate on a display for career week. Los Angeles Unified School District (LAUSD) recruits former RPCVs for their bilingual skills, so at my school in East Los Angeles, there were three of us. The display case had photos and souvenirs from each of our countries of service. The students really enjoyed learning about their teachers’ work in the Peace Corps.
I’ve blogged about my PC experience on this WordPress site. I also attend Peace Corps informational events at my alma mater to answer questions and encourage others to join. Most importantly, I stay in touch with my fellow Honduran RPCVs not only to reminisce about the past but also because they became such good friends. PCVs become like a fraternity of friends because of the shared experiences and closeness that serving in a foreign country brings, especially during the hardships of second language learning and working in an underdeveloped country with norms very different than your own.
In closing, I don’t go around talking about the Peace Corps all the time. Instead, I’ve embedded it into my life, work, and artistic endeavors. As Shane Townsend (RPCV Bolivia 2003-05) said in a previous Hotline article, “The pursuit of the Third Goal is much like the Peace Corps’ experience itself; you’ll get far more out of it than you can imagine.” Part of that has been realizing that the third goal has been a charm for me. The Peace Corps is firmly a part of who I am even now.
Peace Corps. Retrieved from https://www.peacecorps.gov/about/
The English Language Programs of the U.S. Department of State is celebrating their 50th anniversary of the Fellow Program. As a former English Fellow to Mozambique, I want to share my teaching English experience as part of the celebration. I wrote about my fellowship in a newsletter while working elsewhere. Sections of the article are provided below. Please note that this information is outdated. It’s a snapshot of the early 1990s in Maputo, Mozambique from the perspective of a foreign worker.
The Multilingual Mozambican (Rogers, 1995)
I miss Africa. It was as great a pleasure as a hardship to teach in Mozambique. From September 1992 to December of 1993, I was employed by the Universidade Eduardo Mondlane (UEM) in Maputo, the capital city. After interviewing at TESOL Vancouver, the (USIS) United States Information Services provided me with an English Teaching Fellowship (ETF) contract for one year. Having always wanted to visit Africa, the stability of a US government contract made my adventure-in-the-wait a job reality with roundtrip airfare, medical insurance, and a generous stipend. In addition, UEM provided me with housing.
…My (US) salary as a visiting teacher was better than that of the host nationals. Monthly, I received $600 and the equivalent of $200 in their currency (Metical), which suffered from superinflation: one dollar equaled 5K meticais. My first check was for a million meticais.
When I first arrived in Maputo, the country was still at war. There were numerous war orphans and amputees on the streets. During my stay, I witnessed the uneasy steps towards peace that eventually led to a peace accord and democratic elections. I saw the UN tanks replace their army’s. I experienced the rebel leader leaving the bush and taking up residence in the city (my neighborhood). I talked to teachers who after being restricted from traveling outside the city for 15 years, finally got to go visit their hometowns. It was an amazing time in Mozambican history, one that I’m glad I can share. The UN Mission (UNOMOZ) was a success and the troops pulled out. The country was a tropical paradise in ruins that needed to be rebuilt. The major obstacle to rebuilding the infrastructure and a normal lifestyle was the litter of hundreds of landmines. Mozambique had the largest landmine problem in the world.
…Portuguese, as well as many African Bantu languages, are spoken in Mozambique. Spanish is understood by the Portuguese speakers and vice versa. It’s very close. I think it’s important to mentions this because, like most Americans, I was completely unaware of this fact. However, in my humble opinion, Portuguese is a more structurally complicated language.
Being fluent in Spanish helped me meet the language requirement to get the job. Also, my volunteer work with the Peace Corps (PC) in Honduras (1985-87) and an internship in Guatemala (1991) showed my ability to adapt to harsh conditions. Due to severe droughts and a sixteen-year-old civil conflict, Mozambique was one of the poorest countries in the world.
Teaching conditions at the university were definitely third world: no window panes to keep the dust out, sometimes no running water to wash hands or flush toilets, and frequent power outages. Most importantly, transit was limited for the students. Public transit was nonexistent in Maputo. Given these hardships, one must wonder why anyone would want to work there. Well, I knew from my PC experience that no matter how much I put into a job like this, I would gain more from it; and I strongly believe I have.
As a light-skinned, American female raised in a democratic society, I underwent a complete minority immersion. Placed in the Engineering faculty to teach English for Specific Purposes (ESP) to beginners, I encountered a majority of black males as well as a host of visiting professors from Communist countries. Mozambique was a Socialist/Communist country undergoing political change. In the past, they received assistance from Russia and Cuba, as well as other former East bloc countries. Some of my students had received military training in these countries and thus spoke Russian, German, and Spanish. Additionally, many Mozambican professionals had studied abroad…Not many Mozambicans spoke English, but a good number of them were multilingual. One charming example of this was the night I went out with some German backpackers to a simple open-air bar and had half the locals buying drinks for us and speaking German.
Another factor adding to the multilingualism in Mozambique is that many educational materials had been donated to the university in languages other than Portuguese… So learning how to read in English (the language of the largest selection of books) is necessary for third and fourth-year students at UEM. Hence, ESP programs focused on reading proficiency.
To add to the multilingualism, many visiting professors didn’t speak Portuguese and thus lecture in their native language. For example, my students were used to receiving math classes in Spanish because of the numerous Cuban professors employed at the Engineering faculty. Visiting professors make up about 50% of the staff due to the ‘brain drain’ caused by the civil conflict and previous war of independence. In such a case, the majority of management and PhDs are very young and abroad obtaining their credentials.
As for the communication in my classroom, students received instructions only in English at first, but they were informed of my Spanish fluency and consequent comprehension of Portuguese. We exchanged English for Portuguese during free periods. The only formal instruction for non-native (adult) speakers at that time was the Brazilian Cultural Center downtown. I attended classes for one month, but the accent was so different that I decided it wasn’t a good idea. Mozambican Portugues is truer to Portugal given the colloquial insertions and accent. This is because Mozambique was Portugal colony until 1975.
Eventually, I learned to communicate in Portuguese. My students were at ease after my acquisition. It led me to question the ‘English only’ rule: If I’m to be the facilitator, how can I help them if I can’t speak their language? That year (1993) an article appeared in the TESOL Journal questioning the validity and general acceptance of such rule with no empirical basis. In my opinion, this rule creates a high affective filter. I was made aware of this by reading hundreds of my students’ journals each week.
To further expand on my minority immersion, I was the only American teaching English in the city, probably the entire country. British English dominated Africa. This is due to…their colonization…and their continued outpouring of funds for English programs throughout the continent. For example, the British Council had a wonderful library and resource center in … Maputo.
…Teaching Mozambicans was a great pleasure. They were very receptive and gracious. I miss my students and the Mozambican teachers. Together they showed me how to relax and have a good time despite the harsh conditions. Thanks to them, I too have become multilingual. Initially, Mozambique was at the end of the world for me, as it appears to many based on their global location, but now it seems somehow closer with the education I carry of the land and its people.
#ELPalumni #Mozambique #TESOL #fellowimpact
Rogers, S. (1995). The multilingual Mozambican. The Teacher, 1(2). Recife: Brasil: Association Brasil America.
The Association for Educational Communications & Technology (AECT) is, in my humble opinion, the premier association for instructional designers. My professors in my doctoral studies had been promoting this professional organization and their educational technology standards to their students. I finally attended the AECT conference last year and was blown away by the professional level of everyone I met and how cordial they were to newcomers. This year, their 2018 conference will be held in Kansas City, MO from October 23-27 at the Kansas City Marriott Downtown. I’ll be there, so let me know if you plan to attend. For AECT members, I placed my slides and research paper on the new conference online portal.
This time around, I’ll be presenting on my latest research and giving a workshop on the Online Community of Inquiry Syllabus Rubric that I co-developed with Dr. Van Haneghan. It serves as a great collaboration tool to provide feedback to instructors and for syllabi content analysis for action research. Here’s my schedule:
Wed, Oct 24, 9:00am to 12:00pm, Marriott, Room-Bennie Morten B
Use of Online Community of Inquiry Syllabus Rubric for Course Developers and Collaborators, Drs. Rogers & Khalsa
Google Suite, along with the Chrome browser’s Omnibox and useful extensions, can be used to enhance the teaching of all learners with universal instructional design principles. Google Suite is the new name for these features: Google Apps (Docs, Forms, Sheets, Slides), Classroom, and Drive. This blog focuses on the use of technology to augment instruction through differentiation via scaffolding, formative assessments, and student collaboration. Google professional development opportunities and teacher resources are also addressed.
There are several efforts to design education with universal design in mind. Palmer and Caputo (2003) proposed seven principles for universal instructional design (UID): accessibility, consistency, explicitness, flexibility, accommodating learning spaces, minimization of effort, and supportive learning environments. The UID model recognizes those needs for course design. Its main premise is equal access to education and extends this to all types of learners and not just those with disabilities. For example, all learners can benefit from multi-modal lessons. Palmer and Caputo’s principles should be kept in mind as you develop differentiated instructional learning scenarios with Google Suite. See my blog post to learn more about universal design.
My College is a Google Apps for Education campus, which means we have unlimited storage on our Drive and seamless access to Google Suite through our school Gmail. Speak with your Google Suite administrator to learn about the features and functions of your access, as some institutions like my alma mater block YouTube and Google+.
The following scenarios address possible technology solutions for teaching all learners. For instance, scaffolding supports different learners’ preferences, as well as the needs of lower performing students. Formative assessments are important to obtain ongoing feedback on student performance; use these often. They can be formal or informal (practice tests, exit tickets, polls). Formative tests promote active learning, which leads to higher retention of information learned. Use the following list to add your ideas and scenarios for differentiated lesson planning.
Google Tools & Features
Your Ideas & Scenarios
Provide visuals for structure, context, or direction & just-in-time definitions
Google Drawings, Docs’ Explore tool, & Drive
Students make their own graphic representation of a concept or complete guided tasks with the frame provided by an instructor.
Provide authentic speaking practice prior to oral test/presentation
Google Docs’ Voice Typing, Chrome Browser’s Omnibox for a timer, & Drive
Students work individually or in small group turn-taking voice typing their scripts/stories on Google Doc within a timed parameter on a split screen.
Check for comprehension to obtain data to drive instruction/remediation
Google Forms, Sheets, Classroom, & Drive (Alternative: Google Slides new feature allows for asking questions & polling question priority live from slide.)
Students take a quiz on Google Forms to demonstrate knowledge after a lesson (exit ticket) or homework. Instructors receive Form responses in a Google Sheet. Sheets has Explore tool for analyzing data for visual display for data-driven discussions among teacher cohort/supervisors. Auto import grades from Forms to Classroom gradebook.
Students use app with embedded choices to check their own grammar
Free Chrome extension, Grammarly and/or app
Students correct errors in their first writing drafts on the app or within online writing platforms (e.g., wiki, blog, or email). Grammarly is also available for MS Office and Windows but not for Google Docs. Use its app to check Docs or other writing formats by pasting content to New Document.
Hi/low peer collaboration and/or tutoring
Google Apps, Classroom, & Drive
Students share settings on project Docs, Drawings, etc. to collaborate via text comments or synchronous video chat sessions.
Resources for Digital Literacy Skill Training
Did you know that Google provides lesson plans for information literacy?
Do you need to teach your students how to refine their web searches? See Google Support.
Internet Safety Tip- Recommend that students use incognito browsing on Google Chrome when conducting searches to reduce their digital footprint. See Google’s YouTube playlist, Digital Citizenship and Security, and their training site for more information.
Accessibility Resources for Assistive Technology
ChromeVOX – Google’s screen reading extension for the Google Chrome browser and the screen reader used by Chrome Operating System (OS).
TalkBack – This is Google’s screen reading software that is typically included with Android devices. Due to the design of Android and its customizability by hardware manufacturers, TalkBack can vary and may not be included on some Android devices.
Screen Magnifier – This is the screen magnification software included with ChromeOS. The magnification function in ChromeOS doesn’t have a unique product name like other platforms.
Hey, Google – This is Google’s personal assistant, which is available in the Google Chrome browser, ChromeOS, and many Android devices.
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled.― Paulo Freire