Today's session revolved around strategies and tools to ensure our online/hybrid class is student-focused.

We used three different tools:

• Answer Garden to give our opinions about teaching online.

• Google Earth and Wordwall to see how to integrate two tools in a listening comprehension activity.

• Padlet to collect our questions for the instructor first and then to add our comments to our peers' questions.

In the Recommended tools section of this e-portfolio you have links to all of these apps.

Today's session explored in a practical way how to build the connection between face-to-face sessions and autonomous work in an online platform.

We first experienced it firsthand, then were invited to do a metareflection from the point of view of the instructor and finally we delved into the features that make a good online learning platform.

In the morning session we explored the possibilities offered by screen capture software and in the afternoon we went over some ideas to make the most of Kahoot in line with Russell's purpose of making the most of every learning opportunity.

Loved these 2 research articles:

Research in Norway

Research in Canada

Socrative as a tool for formative assessment and the use of the online platform to create a level-playing field for our students in hybrid teaching.

Holec (1981) defined an autonomous learner as "capable or taking charge of his own learning". That theory is underpinned by two principles: 1) learner involvement (taking charge, accepting responsibility) and learner reflection (engaging metacognitively with the learning process, planning and monitoring learning, evaluating its outcomes).

Our last session focused on what learner autonomy entails and how it can be implemented in practical ways.

I am including a link to Russell Stannard's video feedback on my portfolio.