On CALL

On CALL News, Volume 24:1 (March 2008)

by User Not Found | 10/28/2011
In This Issue...
Leadership Updates From the Chair

John P. Madden, jpmadden@stcloudstate.edu

Welcome and thank you for reading! I think our IS has had a productive year so far, and I’m looking forward to the upcoming TESOL convention.

First, we need to recognize Claire Bradin Siskin, who won the D. Scott Enright TESOL Interest Section Service Award for 2008. Claire has given years of service to the IS and to the profession. Many of us are able to contribute to our schools and to the IS because of Claire’s mentoring. The award is well deserved!

Thanks are due to many people. Thank you to all those who helped evaluate TESOL proposals for the CALLIS this past summer. Though working with a new online system presented a number of challenges, the evaluation process went very smoothly because of all the anonymous reviewers. Thanks also go to the CALLIS Steering Committee, the Electronic Village (EV) events organizers and chairs, and the past and incoming chairs for the hours of work they put in making sure that CALLIS activities, especially the EV, happen this year. You can find their names and information about upcoming EV events at the CALLIS Web site: http://www.call-is.org.

Thanks also go out to everyone who helped make the 2007 TESOL convention in Seattle a wonderful experience! We had a very timely InterSection with Teacher Education about distance education and teacher training, and we had an interesting Academic Session about research in computers and language pedagogy. We had a very good space and a great location for the EV, and a lot of great presentations.

I hope you are looking forward to the TESOL 2008 convention in New York. The conference reflects the changing nature of our profession. Our Academic Session this year follows up on the theme of research, with a focus on applying research in CALL.

Finally, the cost of technology both for TESOL in general and for the EV in particular has been a theme at IS business meetings in recent years. This year, at the conference, you will notice that TESOL is experimenting with sponsorship in the EV. This was done after discussion between the TESOL board and members of the IS Steering Committee and the EV planners. I’m hoping that the sponsorship will result in better access to technology for all teachers who attend the conference. As an IS, we need to think about ways of supporting the EV and still maintain its status as a forum for ESL teachers to try out and discuss technology.

John P. Madden is an assistant professor of TESL in the English Department at St. Cloud State University, St. Cloud, MN. His research and teaching interests include listening comprehension and computer-assisted language learning.


From the Chair-Elect

Sandy Wagner, Sandylw303@yahoo.com

The Computer-Assisted Language Learning (CALL) Interest Section has always held fascination and excitement for me. What began as a volunteer stint as the local Florida contact person for TESOL 2006 in Tampa has evolved into my position this year as chair of CALLIS.
 
I bring to this position a strong desire to incorporate pedagogy into technology, inspire others to add the tools for computer-assisted language learning to their toolbox for teaching, and provide support and assistance to further these goals. In my everyday life, I try to address these goals, designing and facilitating teacher training for Tablet PC, SMART Board, and other software and researching effective ways to incorporate the language pedagogy. The Electronic Village program this year highlights these goals as well as offers a hardware fair and sessions addressing cutting-edge technologies, Web 2.0 tools, and ways to use the tools we are given by our educational institutions to adapt to language learning.
 
I hope you will join me in the pursuit of these goals and that you have a fascinating and exciting conference experience. 
 

Sandy Wagner, chair-elect, is assistant professor of faculty development at the Defense Language Institute, Monterey Bay. She began her career in foreign language education as a high school French/ESL teacher in Chicago, went on to teach ESOL for 14 years in Florida, then earned an MAEd in education and entered into the world of online facilitation and distance learning course design and development. Sandy is comoderator of the Electronic Village Online course “Teaching With PowerPoint” and facilitates "TESOL Teaching Reading and Writing Online."  She is a true aficionado of Northern California and loves hiking, speed walking, and cooking.



Articles The Electronic Village Online: The Coordinator, Moderator, and Participant—Go Team!

Paula Emmert, Emmert4@yahoo.com, with contributions from Dr. Helaine Marshall

The Electronic Village Online (EVO) is about to embark on its eighth year. Originally thought up and heavily contributed to by Christine Bauer-Ramanzani, Susan Gaer, Tom Robb, and Elizabeth Hanson-Smith, this extension of the onsite Electronic Village works hard throughout the year to bring TESOL as well as non-TESOL members 6-week online sessions (Jan-Feb) on a variety of subject matter in the field of English language learning. These online sessions are free and run by dedicated ELL professionals. Though EVO was started by the CALLIS Interest Section, other TESOL interest sections are also encouraged to become involved by sponsoring sessions. Almost 2,000 educators from all over the world participated in EVO 2007 sessions that introduced tools such as blogs, podcasting, PowerPoint, gaming, drama, ESP, and video, to name just a few.

So what does it take to pull off such a large online teacher-training event? A group of highly dedicated teachers that through a variety of roles work to deliver and participate in these sessions year after year.

The three primary roles of those involved in the EVO are the coordinators, the moderators, and the participants.

The Coordinators
The EVO 2007 and 2008 coordination team is being led by Dafne Gonzalez, who started as a participant in the “Webheads in Action” session in 2002. The EVO team begins by determining a schedule and timeline not only for the sessions but also for the moderator training that runs for 5 weeks, in October and November of each year. After the call for participation has gone out and proposals begin pouring in, the coordination team reconnects to vet proposals and to begin planning moderator training and to choose groups that they will mentor throughout the entire EVO session. Most coordinators have also been moderators, which enables them to foresee any issues that might arise and to offer feedback and guidance, not only to the moderators but also to participants. Everyone in the EVO interacts and engages with participating teachers, which makes this an exchange like no other.

The Moderators
Moderators who have their proposals accepted for the EVO begin a 5-week moderator training in October. This training involves readings on teaching online as well as an introduction to several synchronous and asynchronous tools that the moderators might use in their sessions. Training is also a time to finalize the materials for sessions, as well as an exciting time for the moderators to bond through excellent discourse and sharing.

One of the most popular EVO sessions, “Becoming a Webhead,” was held for the sixth consecutive year in 2008. Moderated by Dafne Gonzalez and Teresa Almeida d’Eça, this session covered a wide range of Web-based teaching tools and their applications. Gonzalez and Almeida d’Eca stated, “The role of the moderators is essential from the very beginning, first and foremost in setting the atmosphere, but also in setting the pace. We welcome participants one by one and his/her intro and photo, when there is one, are included in the Participants page.” They went on to state, “Joining a workshop such as ‘Becoming a Webhead’ is a significant advantage and enrichment at the professional and personal levels. It is a pleasant and useful way to learn about and start using different Web-based communication tools, gradually introduce them in your teaching-learning process and, last but not least, meet colleagues from all over the world and thus enhance your professional horizons in unprecedented ways.”

The EVO sessions are run off of YahooGroups, though many sessions are now using blogs, wikis, and Moodles for interaction and storing session files and information.

The Participants
So, how useful is the EVO for the teachers who participate?

Helaine W. Marshall, PhD, stated,

Becoming an EVO participant is like jumping into a swimming pool that is so cold you have to keep moving just to keep warm, but at the same time is so exciting and refreshing that you enjoy keeping moving! Metaphors aside, as someone who took a Podcasting course and a Web Presence course in EVO 2006 and an OpenWebPublishing course in EVO 2007, I can’t say enough about the plusses of these enriching educational experiences.

At first I resisted blogging in the courses because I am generally a private person and did not want to be ‘out there.’ However, actually, reading my blog is so informative because I recorded my learning along the way and you can see my progress through the courses. I can also now understand the process I went through as an EVO participant. They are listed here as stages, but as with any process, it is not merely linear but cyclical, so you are in all the stages all the time, at some level.

Stage One: becoming part of the group. Instead of just you taking an online course, it is a group experience and it is essential that you put yourself ‘out there’ for the group.

Stage Two: handling the lingo. Wow! So many new terms and concepts. It was difficult to grab what each ‘tool’ was designed to do and how they fit together. Here is a quote from my blog last year: ‘I can look back now and see how much I learned. I can’t believe that just six weeks ago I had no idea what any of these were: RSS/netvibes/aggregator/moodle/forum/flicker/flapper/delicious/bubbleshare/springdoo/odeo/podomatic/
itunes/podcasting/webcasting/open source/worldbridges/gigadial/pbwiki/audacity/label track/skype and more and more!’

Stage Three: doing the activities. Once I had the schema for the course, in terms of both the people and the language, I could start to complete the tasks.

Stage Four: pedagogical analysis. After all, we are teachers of English! This was the fruit of my efforts—worth all the work in the beginning of the course. Once I felt I could do the work, I had a chance to reflect on how what I was learning could benefit my students. Everyone had great ideas to share and together we developed many super plans.

Stage Five: saying goodbye. Ending one of the EVO classes is a bit sad and sudden—like a summer romance! That’s why I am hoping to develop the link between the EVO and the actual TESOL convention in the spring, so those who can be face to face or virtual can set up meeting times to follow up on the courses and with each other as EVO buddies!

The EVO 2008 season had an incredible line-up of sessions. Registration ran from January 1 to 13, 2008, and EVO sessions ran from January 14 to February 26, 2008. Watch the CALLIS moodle, at http://www.call-is.org, for more information on events.

Paula Emmert lives in Brussels, Belgium, where she is not currently teaching but is staying busy as a member of the EVO coordination team as well as a member of the CALLIS Steering Committee.

References
Gonzalez, D., &Almeida d’Eça T. (2005, July). Becoming a Webhead: First steps in blended and online EFL/ESL teaching. Teaching English With Technology: A Journal for Teachers of English 5(3). Retrieved October 1, 2007, from http://www.iatefl.org.pl/call/j_review22.htm

Hanson-Smith, E. (2007, July). The Electronic Village Online: A project of TESOL’s CALL Interest Section. Retrieved October 1, 2007, fromhttp://webpages.csus.edu/~hansonsm/What_is_EVO.html

Hanson-Smith, E., González, D., Stevens, V., al Othman, B., Yeh, A., Jones, C., et al. (2005). How is EVO different from other online courses? Retrieved October 1, 2007, from http://webpages.csus.edu/~hansonsm/How_EVO_differs.html


CALLIS Goes the Distance

Sandy Wagner, Sandylw303@yahoo.com, Christine Bauer-Ramazani, cbauer-ramazani@smcvt.edu, Roger Drury, roger.drury@esl.gatech.edu, and Kent Matsueda,kmatsueda@gmail.com

“Teaching With PowerPoint” had an encore performance in early 2008 in the Electronic Village Online (EVO; http://academics.smcvt.edu/cbauer-ramazani/TESOL/EVOL/portal.htm) repertoire of online course offerings.  Last year, “Teaching With PowerPoint”—moderated by Christine Bauer-Ramazani, Roger Drury, Paula Emmert, Jessica Noyes, Kent Matsueda, and Sandy Wagner—was among 13 courses offered through EVO. 

This 6-week “Teaching With PowerPoint” session focuses on using PowerPoint in the classroom, with attention to both student and teacher applications. Teachers learn how to use PowerPoint effectively for their own teaching, such as to support a lesson, as well as for collaborative student projects. The workshop combines technical training and expertise with pedagogical insights and focus on practical applications in the classroom.

The 2007 “Teaching With PowerPoint” session was sponsored by the Teacher Education Interest Section (TEIS) and Computer-Assisted Language Learning Interest Section (CALLIS; http://www.call-is.org/moodle) of TESOL.  It first offered training to about 150 participants in the use of PowerPoint at the beginning level, and then the course progressed to intermediate and advanced PowerPoint instruction and classroom applications. Both PC and Mac users were represented, and participants at all levels of expertise were welcome.  In Week One, participants became acquainted with each other, indicating their geographical location on a Frappr (http://www.frappr.com) map and informing the group of their goals for the session.  In Weeks 2-5, participants viewed models of PowerPoint lessons that illustrated the objectives of each week, and they then used links to online tutorials to learn new skills in PowerPoint.  Course members then applied what they had learned to a teachable lesson constructed for their classes and participated in discussions about the pedagogical aspects of PowerPoint.  Throughout the course, hands-on assignments focused on features of PowerPoint and progressed each week from PowerPoint basics to more advanced features such as graphics, animation, linking, and sound and video components.

The workshop moderators and participants used YahooGroups as the learning management system for discussions and file uploading. Each week began with questions posed by the moderators related to the week’s objectives and assignments; participants posted their responses and discussed them with each other and with the moderators.  The participants developed a wide variety of projects during the session. They created presentations on grammar, scientific topics, and music in the classroom, to name a few. One participant from Russia designed a reference for other teachers to integrate music into the classroom. Her idea took life as a text and graphics presentation to which she added navigation links and animations in subsequent weeks.  During later stages, she experimented with adding sound to provide a listening context for viewers. The entire process took place within a supportive, peer-review forum that focused on designing course materials that followed the lesson’s learning outcomes. Interaction was very lively and it was a pleasure to watch and participate as the PowerPoint lessons grew in conceptualization, design, appearance, and technique.

The YahooGroup and materials from the 2007 session can be accessed at http://groups.yahoo.com/group/TeachingwithPowerPoint.

For more information about the call for EVO courses in 2008, visit http://dafnegonzalez.com/evo08/Cfproposals.htm.

For more information about EVO sessions in 2008, visit http://evo08sessionscfp.pbwiki.com.

 



Columns Making Connections

Suzan Stamper, stampers@iupui.edu

The “Making Connections” column continues its focus on a valuable CALL resource: our CALLIS members. This issue, the following members are interviewed:

  • • Andy Bowman
    • Dafne Gonzalez
    • Paula Emmert

For each newsletter, I will invite members to answer a set of simple questions:
• What is your favorite platform?
• What is the one indispensable tool/Web page?
• What is your most unexpected source of information about CALL?
• What was your favorite CALL creation?
• What are you working on now?
• What area would you like to see developed/researched?
• In a sentence, what advice would you give to a newbie starting out in CALL?

The answers to these questions will reflect a variety of perspectives, experiences, and insights. My hope is that every reader—from new member to founding member—will enjoy this opportunity to compare experiences, to share advice, to nurture inspiration, and to make connections within our community.

Please e-mail me at stampers@iupui.edu if you have suggestions or contributions to “Making Connections.”

Suzan is a lecturer in the English for Academic Purposes Program at Indiana University-Purdue University, Indianapolis, IN, USA. She has been a CALLIS member since 1995.

Andy Bowman

Andy Bowman comes from Wichita, Kansas. After graduating from the University of Kansas in 1986, he moved to Paraguay and taught English there for several years. Later, Mr. Bowman began working at the Intensive English Language Center (Wichita State University) where he has been the lab coordinator since 1996. His role in CALLIS has mainly been in the Developers’ Showcase, presenting materials or reviewing proposals.

E-mail: ielc.lab@wichita.edu
Affiliation: Intensive English Language Center, Wichita State University, Wichita, KS, USA
Years in the CALLIS: 3 to 4 years in CALLIS, but has participated in EV fairs since 2001

Q: Favorite platform?
A: Windows XP (by default)

Q: For you, what is the one indispensable tool/Web page?
A: Visual Basic

Q: What was your favorite CALL creation?
A: “World News Review,” an early piece featuring authentic audio.

Q: What are you working on now?
A: An application to help students become more conversant.

Q: What area would you like to see developed/researched?
A: More computer-like devices created specifically for language learning.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: When creating an activity, keep it simple and don’t lose track of who is going to use your application and how they’ll react—and always plan for the worst.

Q: What is your funniest CALL-related incident?
A: Not all that hilarious, but Greg Kessler got a kick out of it when I showed up for the 2001 Applications Fair with my own desktops, monitors, etc. I brought them because I wasn’t sure my stuff would work on someone else’s PCs. Lugging them around the St. Louis convention center was a bit silly, especially when you factor in the snow, parking problems, and the local teamster restrictions.

 

Dafne Gonzalez

I am an ESP and CALL teacher involved in e-learning since 2002 when I joined the “Webheads in Action” TESOL Electronic Village Online session. I am now the coordinator of the TESOL EVO and comoderator of the “Becoming a Webhead” session in which we explore the use of Web tools for language teaching and learning. I am the head of the Informatics and Education graduate program at Universidad Simon Bolivar, in Caracas, Venezuela, where I am a full professor. I was a member of the TESOL Technology Advisory Committee from 2003 to 2005.

E-mail: dygonza@yahoo.com
Affiliation: Universidad Simon Bolívar; Venezuela
Years in the CALLIS: 6 years

Q: Favorite platform?
A: PC, Windows XP

Q: For you, what is the one indispensable tool/Web page?
A: Wikis, Moodle, and Del.icio.us (This was a difficult question. I would have listed six or seven tools.)

Q: What is your most unexpected source of information about CALL?
A: My undergraduate students, once they have been introduced to different Web tools in my classes. Google and Twitter, where I have been able to find links to many new tools, interesting ideas, and information about important computer-assisted learning events taking place or that will take place.

Q: What was your favorite CALL creation?
A: My blended English for Architecture courses in which students use wikis as e-portfolios where they add their own podcasts, slidecasts, 3D creations, and graphic organizers, and complete their reading and writing activities.

Q: What are you working on now? 
A: I am now comoderating our fifth round of “Becoming a Webhead” and coordinating the other 12 Electronic Village Online (EVO) sessions we are delivering from Jan. 14 to Feb. 24, 2008, and I am redesigning my blended English for Architecture and Urban Planning courses through an action research project. Also, I am involved in a project to teach languages in Second Life (a 3D virtual world).

Q: What area would you like to see developed/researched?
A: I would like to see studies on teachers’ preparation and attitudes to promote autonomy in online and blended courses.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: To be adventurous, curious, and not afraid of asking for help. I would suggest newbies join our EVO sessions, especially “Becoming a Webhead.”

Q: What is your funniest CALL-related incident?
A: At the old Tapped In platform, a newcomer mistook me for a robot. I had asked, “Can I help you?” and repeated it several times when he would not answer. I played the role for a while.

 

Paula Emmert

Paula has taught ESL/FL for 18 years in the United States and overseas. She has developed and presented on WebQuests for 6 years and has moderated sessions for the Electronic Village Online (EVO) on both WebQuests and PowerPoint. Paula is currently part of the EVO coordination team and is a member of the CALLIS Steering Committee.

E-mail: Emmert4@yahoo.com
affiliation: Paula is currently living in Brussels, Belgium.
Years in the CALLIS: 8 years

Q: Favorite platform?
A: Windows out of habit more than preference

Q: For you, what is the one indispensable tool/Web page?
A: Google. It’s like one-stop shopping.

Q: What is your most unexpected source of information about CALL?
A: Teachers. They have some of the best ideas about tools and their integration.

Q: What was your favorite CALL creation?
A: I love WebQuests. They really present a fun and exciting way to use resources from the Internet.

Q: What are you working on now? 
A: I am working as part of the coordination team for the EVO and we are just wrapping up the 2008 sessions. I am also looking forward to running the face-to-face EV fairs in New York. We have 8 hours of amazing presentations. I think the more information that is clearly outlined with the tool and the pedagogical applications, the better equipped and comfortable teachers and administrators will be about integrating CALL resources.

Q: What area would you like to see developed/researched?
A: Ways to use information, specifically authentic text, on the Web at lower levels.

Q: In a sentence, what advice would you give to a newbie starting out in CALL?
A: At the risk of sounding like a Nike Ad, “Just do it!” Look at your curriculum, your students’ learning needs, and your administrative balance and find CALL tools that can enhance these areas. It adds a very exciting component to your curriculum, for you and your students, and it’s fun! Oops, I exceeded one sentence.

Q: What is your funniest CALL-related incident?
A: I was taking my first online graduate course and I had only one required synchronous meeting during the semester. I got prepared and told my two young kids that mom had a meeting and needed an hour. Five minutes later, my 4-year-old brought me the largest glass of water I’ve ever seen so I wouldn’t get thirsty, tripped, and spilled every drop onto the keyboard. I just remember reading in horror as the professor repeatedly typed “Paula? You there, Paula?” Two days and a new keyboard later, the whole class had a good laugh about it.



Keeping Up With the Community Volunteer Opportunities at TESOL 2008: CALL Electronic Village

April 2-5, 2008
New York, New York USA

You are invited to volunteer 1-, 2-, 3- or 4-hour blocks of your convention time at the Electronic Village. Volunteers who work 4 hours will get a $40 reduction in the registration fee.
 
We need GREETERS at the front desk as well as CONSULTANTS who can assist participants with the computers and software.  In either case, you’ll have a great opportunity to meet and work with others who share your interest in computers and language teaching and learning.
 
You can volunteer for 1-, 2-, 3-, or 4-hour blocks during the following times:
 
Thursday     7:30 a.m. to 5 p.m.
Friday          7:30 a.m. to 4:30 p.m.
Saturday     7:30 a.m. to 4:00 p.m.
 
To join us, send an e-mail specifying HOW (Greeter or Consultant) and WHEN you would like to volunteer to JoAnn Miller at miller@room20.org.

 


Call for Articles On CALL welcomes your contributions of articles, reviews, opinions, announcements, and reports of conference presentations. We also would like to hear your suggestions, ideas, and questions. Send one or more of the above to Suzan Stamper at stampers@iupui.edu.

About This Member Community Statement of Purpose TESOL's Computer-Assisted Language Learning Interest Section (CALLIS) exists to define issues and standards in the field of computer-mediated language instruction, promote research and development in the area of computer-based language learning, and disseminate information about CALL to ESL/EFL educators worldwide.
CALLIS 2008-2009 Community Leaders

Chair: John Madden, jpmadden@stcloudstate.edu
Chair-Elect: Sandy Wagner, Sandylw303@yahoo.com
Past Chair: Steven Sharp, ssharp66@gmail.com
Newsletter Editor: Suzan Stamper, stampers@iupui.edu
Webmaster: Jeff Nelson, jtnelson89@yahoo.com

Steering Committee Members 
07-10 Paula Emmert, emmert4@yahoo.com 
07-10 Aiden Yeh, aidenyeh@yahoo.com
07-10 Andrew Bowman, ielc.lab@wichita.edu
06-09 JoAnn Miller, miller@efltasks.edu
06-09 Thomas Robb, tom@tomrobb.com
06-09 Jeff Nelson, jtnelson89@yahoo.com
05-08 Christine Bauer-Ramazani, cbauer-ramazani@smcvt.edu
05-08 Laurie Moody, LMoody@pccc.edu.
05-08 Sookhee K. Plotkin, sookhee.plotkin@gmail.com

Web sites: http://www.call-is.org/moodle
http://www.tesol.org/callis