2015 offering

Content & Webinar Schedule

Session 1: Learner-Content Interaction

Oct 1 (Thursday), 7:30-9:30 p.m. (Eastern Time); 1:30-3:30 p.m. (Hawaii Time)




  • About the Series

  • Badges & Certificate

  • Blackboard Collaborate

Stephen Tschudi

Lesson 1


  • Approaches to interaction in online spaces

  • Cultures of use and online discourse

  • Ignoring the technology: pedagogy-driven lesson design

  • Expanding possibilities: what can happen exclusively online

Julie Sykes

Lesson 2

Best Practices

  • Working in interpretive mode with novice-level learners

  • The interpretive mode in synchronous and asynchronous learning interfaces

  • Preparation, presentation, support, resources, and follow-up for reading, video, and audio content

Kathryn Murphy-Judy

Lesson 3


Overview of technology for learner-content interaction:

  • Purposes of using technology for learner-content interaction

  • Qualities of technology-mediated tasks that affect learner-content interaction

Tools for creating interactive reading tasks:

  • Lingro

  • Google Translate Chrome Extension

Tools for creating interactive integrative tasks:

  • CLEAR’s Mashup

Ruslan Suvorov


Bridget Beaver

Session 2: Learner-Instructor Interaction

Oct 8 (Thursday), 7:30-9:30 p.m. (Eastern Time); 1:30-3:30 p.m. (Hawaii Time)



Lesson 4
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  • Cognitive and motivational significance of learner-instructor interaction: what learners gain from social presence, input, feedback, and scaffolding

  • Points for attention in learner-instructor interaction: learner-centeredness, meeting learner needs

Marta Gonzalez-Lloret

Lesson 5
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Best Practices

The ‘course contract’

  • Learner ‘awareness’

  • Instructor ‘awareness’

  • Course material ‘awareness’

  • Technology ‘awareness’

The ‘teaching and learning contract’

  • Who are your learners?

  • What are your responsibilities as instructor?

  • Administrative

  • Content delivery

  • Task development

    • Synchronous tasks

    • Asynchronous tasks

Bonnie Youngs

Lesson 6
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  • Purposes of using technology for learner-instructor interaction

  • Tools for asynchronous learner-instructor interaction

  • Tools for synchronous learner instructor interaction

Hui-Ya Chuang


Bridget Beaver

Session 3: Learner-Learner Interaction
Oct 15 (Thursday), 7:30-9:30 p.m. (Eastern Time); 1:30-3:30 p.m. (Hawaii Time)



Lesson 7


  • Theoretical history of second language acquisition in a nutshell

  • How SLA theory translates into classroom practice through task design and learners’ negotiation of meaning, supported as necessary by explicit instruction

Robert Blake

Lesson 8

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Best Practices

  • Building Community via establishing and maintaining relationships.

  • Interactive Course Design

  • Interactive Technology

Teryn B. Odom

Lesson 9


  • Uses of technology for learner-learner interaction

  • Benefits and challenges of using technology for learner-learner interaction

  • Tech tools for enabling learner-learner interaction:

    • concept mapping (Sketchboard)

    • virtual board (Twiddla)

    • collaborative writing and peer feedback (EtherPad and Google Docs)

    • telecollaboration (Appear.In)

Ruslan Suvorov


Bridget Beaver

Session 4: Learner-Community of Practice Interaction
Oct 22 (Thursday), 7:30-9:30 p.m. (Eastern Time); 1:30-3:30 p.m. (Hawaii Time)



Lesson 10

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  • Overview on Cooperative, Collaborative & Computer Supported Learning

    • Definitions for Cooperative/Collaborative Learning (CL)

    • Differences between Cooperative & Collaborative Learning (CL)

    • Importance of Computer Supported Cooperative Learning (CSCL)

    • Asynchronous versus Synchronous (CSCL)
  • Overview on Theories Supporting Cooperative Learning:

    • Cognitive Developmental Theory (e.g. the work of Piaget & Vygotsky)

    • Behavioral Theory (e.g. the work of Watson & Skinner)

    • Social Interdependence Theory (e.g. the work of Johnson & Johnson)

  • Breakdown of Three Types of Cooperative Learning:

    • Formal Cooperative Learning

    • Informal Cooperative Learning

    • Cooperative Based Groups

Dustin De Felice

Lesson 11

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Best Practices

  • Instructional Delivery Addressing the Cultural Practices of Our Target Languages

  • Culture Café Model for Teaching about the Cultural Practices of the Target Language in the Online Foreign Language Classroom

  • Identify Opportunity for Program Development & Potential within Your Organization

Herman Hall

Lesson 12

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  • Four trends in world language education that support telecollaboration

  • Four kinds of software that match the trends

  • “Fleshware” problems with implications for using technology

  • KISS for success

Stephen Tschudi


Bridget Beaver

Session 5: Review & Reflection
Oct 29 (Thursday), 7:30-9:30 p.m. (Eastern Time); 1:30-3:30 p.m. (Hawaii Time)



Lesson 13

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Revisiting learner-content interaction: Implementing Processing Instruction

  • What is Processing Instruction?
  • Components of Processing Instruction
  • Steps for creating structured input activities
  • Research findings on the efficacy of Processing Instruction
Victoria Russell

Lesson 14

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Interactivity and Digital Content in 2015

  • Potential for new technologies to transform learners’ interaction with digital content
  • Technology and emotion in L2 learning
  • Technology and discourse signaling
  • Future directions: software that interacts more effectively with human affective states

Karen Price

Lesson 15

(There is no Ted-Ed for this reflective lesson.)

  • Putting it all together
  • Q&A about the interaction blueprint, badge criteria, and certification

Bridget Beaver & Stephen Tschudi