Good morning. Hello. My name is Carl Blythe and I'm the Director of Coral and Coral stands for the Center for Open Educational Resources and Language Learning. And we're really happy today to be sponsoring a workshop on what we're calling BOLD following an acronym that was created, I guess, by Catherine, did you? No, it was the group. We had a meeting with this online and we went through all of the possibilities. There were OLDs and OLDs and we came up with BOLD. So just to make sure you know all what the acronyms stand for, BOLD means basic online language learning, which is really important, the two L's, language learning, it's the two L's that we have in Coral, and design and delivery. So that covers a lot of things. We're talking about designing materials, designing curricula for language learning, and then once you design it, you have to deliver it. So, and we're not talking about upper levels, we're talking about the basic intro levels. So that's really our focus today. Before I introduce our speakers and kick this off, let me say just a couple of words about why we wanted, why we're doing this. During the past year, I would say we have had lots of interactions with faculty here at the University of Texas at Austin about this very notion, this very topic, basic online language learning, design, and delivery. Although we weren't using that acronym BOLD, but that's really what it was all about. And UT Austin is not particularly different because this idea, this topic is being discussed all over the country. We go to conferences and people have very similar stories. We're sharing our stories with each other. For all kinds of reasons, people are trying to migrate their courses online. And people then are beginning to share their stories about how difficult it is, that migration, that they hadn't really thought about these technological problems that they were encountering, are that the idea of social presence is quite different in an online setting than it is in face-to-face. I mean, people have this notion, but then when the reality hits them, it's more sometimes than they know that they can deal with. So we were also, at Coral, noticed that we were talking to a lot of faculty here at UT who were, well, quite frankly being pushed to develop materials and courses. And they were doing it quickly, and we wanted just to kind of slow it down a little bit and have some kind of discussion among ourselves. So we do have a selfish reason for having this gathering, and that is to create some kind of ongoing discussion here at UT with people who were involved with online language learning and design and delivery. So we hope that this will just be the beginning, not the end, but the beginning of a discussion, and we'll be able to form some kind of working groups around these topics. Okay, so that's the background. I'm really happy today to have two people here who know a lot about bold, and I don't know if you can come over here. We have a camera here, so yeah, so this is Marlene John-Shoi, and Marlene is from Carla at the University of Minnesota, Twin Cities. Carla stands for the Center for Advanced Research on Language Acquisition. Okay, lots of acronyms here this morning, so we never say that. All we say is Carla. It's all a Carla, right? So Carla is one of our sister LRCs. They're 15 National Foreign Language Resource Centers all over the United States, and Carla has been around for 20 years. It's one of the old guard. Coral is brand new compared to Carla, and we're not competitive at all. We were just talking this morning about all of their summer institutes. Carla has done an incredible job in their teacher training. I think that's one of the things that they're known for, and in training for technology, teacher training for technology. That's of course part of what Marlene does. She is their technological coordinator at CAR, is that your title exactly? What is your title? I have a new title. No, I'm the Online Education Program Director. Okay, that sounds good. So her background of course is in technology and teacher training, and that's what we're talking about in Spanish. And before that, music. Great. Okay, so that's Marlene. We have name tags, and so if you want to talk to us, we have the chat room going, and just a minute you'll be able to see how the Adobe Connect, we're also doing this as a webinar, so there are many people joining us from all over the world, so we'll be making sure that we're talking to the people in the room as well as the people who are joining us online. So that's Marlene. So Catherine, our other speaker, is a French professor from Virginia Commonwealth University, and one of the co-founders, co-founder of Bold, and remember that stands for Basic Online Language Learning, Design, and Delivery. And what can I say about Catherine? I've seen Catherine at many different conferences talking about her experiences as a French professor, again, migrating from the face-to-face experience to the online experience, and she has a wealth of experience in this area and talking a lot about what works and what hasn't worked from her own experiences. So that's the basic introduction. We have a couple of technicians, people who are helping us with the technology, but I want to say right up front that Adobe Connect is not perfect, and sometimes there are problems. If you have a problem with Adobe Connect, you can ask Natalie. She's going to be checking in the chat room. She'll be responding to any issues that you may be having. Let's say the volume is not working or whatever reason, whatever problem it may be, and we'll try to troubleshoot as we go along. And that, of course, is one of the reasons we wanted to do this, because we wanted to give people the sense of this online experience. Even though sitting in the room, we're talking about online issues, and one of those issues is, gee, the technology's not working. How do I troubleshoot it? Okay, so let me turn it over to our presenters. And again, thank you all for joining us today. We're going to be here from nine today all the way to four this afternoon. We're taking a break for much. The webinar will end at 12 o'clock, and the rest of you will be staying here. Okay? Thank you. Thanks so much, Carl, and Natalie, and Rachel, and welcome. We're so happy to see you here. I think we maybe need to just quickly go through the webinar check, because when it comes to the time for the breakout room, and we're only going to do one, but we want you to see how a breakout room works. Please don't use the video. We tried this ourselves, and it's been my experience. I use Blackboard Collaborate. It just takes way too much bandwidth, and then everything falls apart. So please don't use the video. Use the audio, but don't use the video. Did we need to say anything else about what they're going to be doing in the breakout room, technically? We'll do that when we get there. And when we get there. All right. So stay tuned for that. You'll see down in the bottom that there is a PowerPoint. You have access to the online PowerPoint, which is at Google Flexbook, and the handouts are also on a bit.ly, a Google promotion, whatever. So you can, you will need the handouts. The PowerPoint is something you might want to look at later, because some of the slides, we have a lot of slides.  But we're not reading through them. Okay. Could we print out for anybody here in the room? We didn't print. No. Okay. So we're not killing trees today, whether you're online or in the room. No trees have been killed for this. So our workshop goals today, we want to help you begin your strategies by using what's called ADDI, which stands for A, Analyze, D Design, D Develop, I Implement, and E Evaluate, and we'll more or less be working through this in that order. What we want you to go away with today, having looked at some basic online language courses in action from a wide variety. So you can look at quite different ways that different places are doing online language teaching and learning. We've got the worksheets that I just referred to that are a lot of times sets of questions, things for you to go back and ponder. We also have a really long list of additional resources and a bibliography. Again, really good places to start, and I'm sure you'll have some of your own. And then also, bold is a collaboratory. It is open to anyone and everyone. All you have to do is go to the bold site and ask to be put in, and then you become one of the members of the collaboratory. I'll show you in a minute where to find that. And then, of course, we also have the wonderful choral people and with all of their resources, and so that's what we're doing today. Before you go on, did everyone get a chance to get the URL for the handouts? No. Do you want to flip back there? Okay. The PowerPoint isn't working. It is. Try the one in the chat window to figure out why this network then? It worked. Okay, great. The link in the slide was wrong, but the one I'm gonna pick the link in the slide right now. If you copy and paste it from the slide, it works, but if you click it, it does not. Okay. And let's use this as a learning thing. I very frequently use all of the Google tools because my students and I can be on our Google PowerPoints and slides and documents and spreadsheets and making these changes on the fly as it's porting into a synchronous class. Really powerful to be able to do something like what Natalie is doing right now and flip it on the fly because you're gonna need to make changes sometimes on the fly. So are we good there? All right. Interductions. We've done introductions. The adi model is what we'll do from 9.30 or 9.20 or so until 9.45. We're gonna go through analyzing. Then you get a break and that goes for you people who are there online with us too.  Demonstrations. We're gonna show you these number of different online courses, a wide range of them. Then we're gonna look at a bunch of tools that are appropriate. There's no way to go through all the tools. We're just gonna give you smatterings. We're gonna give you ideas where you can start to be looking for some and maybe give you an opportunity to actually look at some of them. And then we're gonna talk about best practices and social presence, which is really important. And that ends our morning. The afternoon schedule will be different. All right. So we've already introduced Coral and I guess we didn't get a chance to see Rachel and Natalie, but they're here. They're here. You want to say some more about Carl? All right. Carl mentioned that we're a sister LRC up in Minnesota at the University of Minnesota. And that we do a lot of teacher ed programs.  But when they have a little bit more time, we'll say that. And we do everything from strategies for language learning to immersion programs to technology that I work with to pragmatics, all sorts of different things, second language acquisition. So a lot of different programs for teachers specifically at Carla. And we have a huge website www.carla.umn.edu, which we should is probably in your list of resources. If it's not, we'll be. So that's Carla. And again, the bold collaboratory, I'm going to take you to our wiki. And this is our wiki. And all you would have to do is when you go on to it, it might ask you if you want to sign up for it in which case it lets me put you in and put your name in. This explains who we are, what we are, when we do where we do what we do, for whom it is, how we do it and why we do it. We've been giving presentations at Actful Nectful Schultz just all over the place. Thanks, a little bit of feedback here. So you can you can take a look at the PowerPoints that have been given at all these other presentations. And we are starting to work on a bold guide to pull all of this together to have it. Most likely we're going to have a paper copy, but this stuff needs to be online because it's rapidly changing. So it will be in a wiki sort of format, most likely like this, and it'll be online, it'll be open because we believe with Coral that learning should be open. And we build it. So when I say bold, it's not me, it's us. And anyone, everyone who wants to be a part of this certainly can. You do as much as you can when you can. And it works pretty well, pretty well so far. So any rate, that's the bold collaboratory. Any questions? So far out of this back to full screen on this. Can we kind of get an idea from you? Who's here? Can you look at the we could turn? Can we turn the camera around? We were talking about doing that.  So those of you who are online, we're moving the camera around. And these are the folks who are here at UT with us today in the beautiful Glickman Center. How many people are joining us online? 28? And we have 28 people online. And how many of you out here are online? Two, four, six. So we probably have about 22 people who are truly online. But we have some online and face to face people as well. So we have folks from Lebanon, Guatemala, Montreal. Okay. Anyone else experiencing that? It might just be the wireless right here that maybe we're overloading a bit. Okay, so there was a question about the connectivity going in and out. And we decided that it might be that there's just too heavy traffic on the Wi-Fi in this room. And this probably is taking a great deal of bandwidth. Video. So, you know, just be patient. But it's good that you're having this, because you need to think this through. This is a part of where the rubber meets the road. Alrighty. So we've, who else do we have? Who's joining us? Dallas, Abilene, St. Louis, South Carolina, Jersey. Okay, so hi everyone. Alrighty. We did a participant survey. We'll just take a quick look at what you have already let us know. The primary reasons for taking this workshop are people are seeking skills for teaching online. They're interested in the technologies in the media and in assessment strategies. We're not going to be doing that much on the assessment strategies because assessment is huge, but we will address it in the afternoon. Grade level, the majority of people are post secondary. We do have a person in elementary, we've got some middle school, high school, non-specific and other folks. I think one of the other folks said she's actually in one grade level, but she'll be designing for another. And the levels of your students, this is bold. This is the novice and intermediate level. That's what we do. That's the basic online language learning design and delivery. And so we'll take a look at some more of these later. But already, one of the reasons that I like to use the surveys is so that students can have voice before we even get into a class. And so you as participants have had an opportunity to actually say something and participate before you even showed up. And then I can tailor and we can tailor more specifically what we're doing. And real good reason to use participant surveys. So we're going to go into the Adi model. Okay, the Adi model is used by instructional, yes, question. So did we lose our, okay, for those of you online, we're talking about the fact that sometimes you can't see our slides, but you're just seeing the Adobe Connect room. Refreshing, I think it's a connection problem. Okay, so our tech people are saying it's maybe just a connection problem and that if you refresh it should go. But you need to let your students know when you're teaching fully online, this happens.  So, you know, we're here face to face. And this is happening. Imagine you're in a foreign language. It's just beginning and you're not seeing whatever they're talking about. Let them know ahead of time. Sorry, Adi model. I was gonna say that's a good practice is to do tech practices before your class starts. We always do a pre week just for that specifically. Okay, so this is something that instructional designers use and you'll notice there's kind of a circle going on here. Even though you probably want to start with the analyze and that is finding out who your audience is and what they know and what their needs are going into some of the divine design and development and then into the implementation, it kind of keeps going around in a circle. These are things you're going to have to come back and revisit and look at again. And that evaluation in the center, evaluating how the design is going, how the development is going, how the implementation is going. All of that keeps circling around and around as you're developing. And I'm sure those of you who are working on some of this already are aware of that. In our particular Adi model, we put this extra circle in that I borrowed from Shambo. I'm not sure how you pronounce that. I'm saying Shambo and Magliaro that has specific things to do with education. Most of the ID models come from the commercial world or from the training commercial world. And so in education, we're adding some things in here that I think they're borrowing back from us. And that's looking at backwards design. How many of you are familiar with backwards design? All right, maybe about half. Those of you in the room are two thirds. Are you are online people aware of the green check kind of an idea? If we say, raise your hand or yes or no, they can do the green check. So those of you online, can you find the green check? Put it on right now. And then you'll have to clear it Natalie. Getting green checks. All right. Excellent. Okay. So with that backwards design idea, we're starting with, I think I have another one, another slide here that shows that up a little closer. Here we go. So we're starting with what will students learn? What are your goals? And what's the learning outcomes for what you're going to do? And then you need to look at how will you know if the students have learned what it is that your goals are? That's the assessment part. Look at the assessment first, then back up and say, okay, if this is my assessment, what are the steps I need to take? What are the activities that the students will go through so that they can actually perform that assessment successfully? And then go back before that and say, all right, since we're talking about online learning here, what kinds of technology will help my students to do those activities? What kinds of applications and software do I need to use in the activities that the students are doing they're learning with? So we want to take take advantage of what technology can give us. And this doesn't necessarily have to be strictly online hybrid classes, or they're doing homework outside of class on technology and doing that sort of thing. So again, another circle, you're starting with the learning outcomes, looking at the assessment, looking how you're going to get there, looking how the technology can help. But again, keep going around and around reiterating going through and looking at things again. And I think that's about all we had to say about that unless you had anything more you wanted to say. All right. But now we have a quiz that we're going to do in Adobe Connect. Those of you who are here, we're going to if you're not connected with the Adobe Connect, we're just going to have to do it by raising your hand. Little formative quiz. What is the A in Addie Stand for? Access, accumulate, assess, analyze. Don't don't don't give the answer. And is there a way for us to get and see this? So there we go. And we can see that most of you got analyzed correctly, because that's what the A of Addie Stand for. That's where you start. You have to analyze your context and situation. We're going to go and do some analysis in just a minute. But that was just re-listening. And if it helps, if we have a lot of people, you know, doing something else that meant that maybe we need to do something first before we actually get into the next part of the lesson. Great way as an instructor to see in this formative part of the work that you're doing, are they with us? Let's do the next question. And the next question is? They're already voting in. Okay, evaluate. Only happened at the end of the Addie Sequence. In the room? How many of you would say yes? How many of you would say no? You're, you're watching the online results, aren't you? This is something that I just found out about. I was reading in social media that when people see this, not this part, but when people see this part, it will actually, it's part of our mirror neuron. We will change our answer even though we know the correct answer will change it to mirror the group. And it's one of the phenomena of our human brains that we do this. So a good thing not to show the answers in the bar as it's happening. You're actually seeing the teacher mode. And the people online would not have seen the results until Rachel clicked that broadcast results button. Yep. So once she clicked that, the online people could see the results. So you actually got them first here because you're watching teacher mode. I don't know if any of you clicked it in your classroom, but this sort of thing happened. You need to think through. Alrighty, back to slide. So back to the slide. And in this next part, we're going to ask you if you have any questions to go ahead and ask them in the text chat part of the Adobe Connect. And those of you who are here just didn't think that you have any questions that you want to ask us. And we'll let folks out in the webinar world have time to write up their questions. And then we'll get Rachel to tell us what the questions are. I did go through that very quickly. I'm sure you could spend a week seminar on Addy. I have a shelf full of books at home on instructional design. So that was a really quick overview. And Addy is not the only model. There are other models of instructional design. But this one is just clean, clear. And the minute you get into Addy, you'll find that there are lots of people who can divide it up in different ways. And that's fine. Whatever helps you start getting an infrastructural idea of what your strategizing how you're going to do it. We have our first question from Nicole Lesser asking, are the questions that you gave us made through Adobe? Nicole asked if the quizzes that we gave you are made through Adobe. Yes, that is a built in part of the Adobe Connect. Any other types of what do we want to call this software or rooms element? Web conferencing. Thank you. We'll probably have similar capabilities. And yes, I know I'm pretty sure that WebEx is because I've been in a lot of WebExes. But also, I do know that Blackboard Collaborate has this facility because I use it all the time when I'm in online mode. Do we have any other questions? Is everybody is in the same room? Is not in the same room. If all the participants are not in the same room, is it easier? If all the participants are remote, I would say yes. It's easier. The problem is when you've got some people in front of you and some people remote, and you've got laptops in the room physically, that we start getting that feedback loop if the speakers aren't turned off. And so participation kind of degenerates down to just the text chat level. That's what I tried to do. But I didn't say it in exactly the same way. In the Addy model, who does the evaluation and does the assessment, or is it only to evaluate the course of time? So he's asking, was it Evan? Devan, asking about the evaluation. And is it who does it? And is it only the teacher? Do the students do feedback? I would say yes, yes, and yes to all of everybody should be doing evaluation and feedback. I'm hearing myself again. Yeah, sorry, somebody in the room has their speakers. We need to turn them off. So yes, I would say everyone should be involved in evaluation. The teachers, obviously the students should be giving feedback. If you've got other teachers who teach the same course, that would be super for them to come in and do some evaluation. And if you've got somebody external, who doesn't work with the materials, but is coming in with new eyes, that would be super to do that as well. One of the things about it evaluating and evaluating when we talk about it, we do the whole kit and caboodle and we're talking about student assessment and we're talking about course evaluation and student evaluations. Of course, it's the whole kit and caboodle, including how the course fits into the program. One of the beauties when you're using a web conferencing tool like this, this is being archived. When it's all done, it's in an archive. And I don't know about Adobe Connect, but collaborate, I can send that out as an MP3 or an MP4 and have people look at it. If you were to have a colleague who was peer coaching with you, to be able to share with that colleague, some of you feel safe with, because this is kind of scary. You know, you're building this, you're doing your course. And a lot of times we don't want people in our courses looking at them and observing us, right? It's stressful.  But they're someone that you're safe with and comfortable with, you can share your archived course with them and say, talk to me specifically in peer coaching, I really love.   It sounds really silly, but that kind of thing is a really great way to do course evaluation that you can do something about on the fly. And I just, in addition to that, Catherine's talking about recording live sessions, if you're doing synchronous sessions. Also, if you've got asynchronous classes, which is mostly what I've worked with, invite them in to your, you know, mood all your blackboard or whatever it is, and have them take a look around, again, at the student interactions, the student student interactions, and have them give you some feedback. It would work the same way. Should we repeat the question? Yeah, she said it was a UT specific question. It really isn't. I think it's and that is when you make archived recordings, even when you create courses, who do the intellectual property, who do those belong to? And that's a good, very good question. And one thing really quickly, we're into HIPAA. You know, do I get the right one? HIPAA, FERPA, which one is it? Yeah, HIPAA is the HEPAA, FERPA is FERPA, but we have a specialist. Any of that. Not here? Yeah, we need to get people on the mic so that the remote audience can hear. No, I think these are really important questions. And you're good to hear because these are things that we're all talking about. So please, a quick, quick review. She was saying that anything that's created even with university monies. Now here at the University of Texas belongs to the faculty. And can I just jump in? Let me jump in real quickly, because there it used to be that Blackboard, if you produced in Blackboard, they were trying to say they owned it. So be careful as you're reading through whatever media you're using, who owns it. Right now, I'll just write this out there that there's a chartering process. And as part of the charter, it belongs to the faculty members, but the university, the slightly messy language, is the university reverse the right to license it from the faculty members. So just to make sure that everybody online can hear what's being talked about here at UT, what they're developing is this notion of a charter so that faculty can develop their materials and own the intellectual property right. But the university can license that material. So I know from my experience at CoralVet, they've told us in the past that if we develop materials using UT technology, like video studios or their audio studios, and it heavily involves technicians, that then it is shared intellectual property with the University of Texas. So this is, it seems to be a moving target, things are changing right now. Yeah. And so again, what's being discussed is that the idea is, since UT now is developing MOOCs, and we are a member of the edX consortium, that they're trying to clarify this ambiguity. And so we now have clear guidelines, or they're developing clear guidelines to know who owns what. Yeah. I think that would be really sticky if you've got different faculty developing different courses in a series, for example. So if someone did Spanish 101, someone else did Spanish 102, someone else did Spanish 103, the Spanish 102 teacher decides to go and teach in Minnesota and takes their course with them because it's their intellectual property. What happens to the department sequence? She's saying that they have to replace the course. Well, and I think another sticking point or one of one of the big issues is what is the intellectual property? Because at an abstract level, if you're talking about content, when you're writing a textbook, so the ideas and the text, but a lot of the issue is the development of media, which is technology intensive and requires the infrastructure of a university. So when it gets into that domain, who owns it? Is it simply the intellectual property of the professor? Well, it seems like the professor really requires all this technical staff to actually implement it and do it and create it. So that's, that's where it's a problem. And I like that. What they're saying is not to encourage faculty to develop content and not worry about not owning it and not controlling the distribution rights. They have actually said in these charts, that ultimately faculty can decide, even with a loop, to decide that I don't want it anymore, you know, I want to get off the market and not distribute it. And they say they will stop that. So just to repeat, she was saying that the university is trying to make it more encouraging to faculty to give them the intellectual rights to encourage them to do these types of things. But if it came to a lawsuit, am I saying this right? It came to a lawsuit. There would probably be a big fight. But to encourage the faculty that they just didn't want it on the market anymore, they could pull it off. So I want to step in here and just say we will have the entire afternoon to talk about UT specific topics. And we should do that. That's why we were having this kind of morning, general, afternoon UT specific. Okay. But anyhow, that was a great question. And we can still dig in more because there's a lot more to talk about. We will be because Analyze is looking at some of these issues. But I would also, since you raised the issue of intellectual property rights, and I would say that you should probably think about opening up your materials since we're the Center for Open Educational Resources. And people want to lock down and not share their materials. I realize that a lot of work goes into these materials. And this isn't kind of frivolous on my part in trying to promote the notion of openness. But open means that you actually have a legal protected way of sharing your materials. So it's not just there's the legal system and then there's no system. No, not at all. We're dealing with creative commons open licenses, which brings a legal system into this notion of sharing. So we're all about promoting openness and for language education. Okay, so let me turn it back to our presenters. And I think the question about intellectual property rights with MOOCs. And I think again, it depends on what system you're using, who you're going through to create your MOOC, all that kind of stuff. And I'm sure Coursera has their set, depending on which institution you're with, and Udacity has theirs, and it's going to be very specific to where you are and what you're using. Question. Yeah, my chat question. She's asking about where can you insert the quizzes if you're in Adobe Connect, for example. When you're in teacher mode or presenter mode, there's an off-screen presenter area. You have to create a pod, they call it a pod, that is the quiz. You can set it up ahead of time with your questions and the answers. And then when it comes time to show it, you just enable it and stick it on screen. So you won't see it there while you're viewing us now. But when you actually get into Adobe Connect, there is a quiz pod that you would create. All right. So throughout this, we've got what we call back burners. And these are not questions that we're going to go through, but they're things that we'd like you to read these and then think about them throughout the day, throughout the next couple of weeks. This back burner is just reflect on what we just did. We used a little formative quiz, and then we used a text chat. And then we followed it with a discussion and a bit of a recap. So think about this in terms of online teaching and learning. Is this kind of way of working with your class, suit what you're going to be doing? Is it a strategy you might use? Just think about it. There's no answer. It's not a right or wrong. Just getting you to do some meta-thinking about what we're doing. So we're going to proceed on to A for Analyze. And here's where we get into our technological chaos. Yes. All right. At this point, because we would like to try and use audio in some breakout groups online, what we're going to ask everyone here in the room to do is leave the room, the digital room, unless you have headphones. Headphones you can participate in an audio chat with the online participants. But if you don't have headphones, it would be too much for you to ask. You log out by closing the window. Just closing the window. Yep. One other caveat here. Those of you who are adding your headphones at this point, sometimes the computers will switch over and sometimes they won't.  So we'll see what kind of feedback loops we get into here. But for those of you who do not have headphones, please leave the room in that way. Yep. There's one. So let's tell you what you're going to be doing. You've got 12 minutes where you're going to go through the eight questions that we have here. There's no way you're going to get through eight questions that have as many parts to it as these do. So as you grow into your group and how many of you here are not going to do Adobe Connect. This is just for the face-to-face people. Okay. Could you sort of migrate over and discuss this but amongst yourselves face-to-face orally in some part of the classroom, maybe up over here? And we're getting feedback again. All right. If you're using the PDF, you will notice that these are the questions that are bolded. So we only want you looking at those. When you get into your group, the first thing you need to do is choose a group leader who's going to keep you moving forward and that person is going to get to choose the questions that you're going to look at. You just need to do that because otherwise there won't be enough time. The other thing is you need to choose a reporter because the reporter is going to be taking notes and is going to consolidate everything that you discuss over the next 12 minutes and put it into a one minute report. Okay. So you have 12 minutes to get in and talk about the questions, discuss with each other and then you've got about three minutes to work with the reporter to come up with what is the one minute of most important stuff that you can tell us about your 12 minute discussion. So you've done some pondering and hopefully we haven't laid any eggs here. All right. So now what we're going to do, if we were entirely online, you would bring everybody back into your synchronous session and have a person doing reports. Because of the logistics of what we're doing here and the feedbacks and so on, what we're going to do is ask those of you who were online in a group participating online, you're going to report for your group. And why don't we start, however, with one or two of the groups who were face to face and could we get the reporter to please come up here. OK, so our group had myself and a colleague from the Classics Department and a colleague from the German Department, all of whom teach language courses that share the fact that we're not really interested in conversation or buying railway tickets or ordering a beer. So our interest is probably different than many. And what we are interested in is developing a class that will use technology to help us break down geographic accessibility age barriers, not so much in scaling the experience to a huge size. When we're thinking of classes that will be basically the same size as a residential bricks and mortar class. And we see technology that that's where technology can help us because we'll still be the teacher will still be there teaching. We're also interested in developing the format, the basic format that will help keep the same quality in every section of the class as we currently have a basic template, if you will, for all sections of the same level of the class. We want the same sort of flexible format that will maintain the quality, maintain the same pace in the class, but will also allow the person who is teaching the class who steps in and takes over that format to be able to run the class as the teacher, as the instructor of record in their own in their own way. And one of the motivating factors for the Classics Department at least is to keep quality, the same quality as we have in our residential. And it's very likely that in each group different kinds of questions were discussed. So it's a very broad ranging set of reports. So Nia, introduce yourself then. Nia Falabi, I'm an associate professor in Spanish and Portuguese and African-African diaspora studies. I teach intermediate Yoruba. We have two Yoruba classes. Yoruba, by the way, is a language spoken in West Africa, in Nigeria specifically and also in the diaspora, which is where religion in African religion has been hybridized, so to say. So we try to deal with actually maybe the first question for each of the three groups on context, learners and content. The basic challenge for us is issue of enrollment in number of students and the type of students that we get here on campus. They are mostly heritage students, which means their interest beyond the institutional expectation of fulfilling the language requirement is socialization, reliving that cultural heritage that they've lost or they are trying to grapple with, either because they were born abroad in Nigeria and they grew up here in the U.S. and now they are studying. So while at home, even though the parents will have love to instill that language or force them to learn it, I guess English somehow has become the mother tongue, so to say, that's replaced it. So they were unable to use that language and as adults now, they are feeling a sense of loss in about who they are, the issue of identity. So I keep repeating heritage students because that's what you get, mostly they are heritage students. So they are coming from a whole school of thought in terms of expectation. Yes, they want to fulfill the requirement, but also the requirements also have different levels for different colleges. So you have a situation where you can start out with about 20 students at the beginning level. So context, institutional expectation is negotiated because they are specifically heritage students. So in addition to the requirement, they also want to relieve their spirituality and identity issues. Okay, that goes for the learner. So you have the learner and that also connects with the content. The content has to be kind of cultural based, performance based, and also attempt at performance. Thank you. So while Catherine's queuing up the next person, I'm just going to talk because I wanted to say a couple things about what Niyi just said. He mentioned less commonly taught languages and Niyi is a professor of European language and culture, and then is representing the lictal as the acronym for less commonly taught languages, that community. And he mentioned, of course, the issue of enrollment and heritage speakers and many people in the lictal community are turning to technology to help them with those issues because of low enrollment. So technology, of course, is a way of bringing lots of people together who may be in, you know, dispersed. So, Jeanette, you want to talk about what your group talked about? Hi. Okay, so I was recording for an online chat group. My name is Jeanette, Ocarina. I teach Turkish here at UT. We had four people in our group, but only three of us were successfully able to communicate. Patricia, can you hear me out there? Patricia was the fourth person whose microphone was not working very well. So, unfortunately, we weren't able to learn anything about where she is and what she does, except for Nancy seemed to know her as they were chatting about personal stuff. Anyway, we had people teaching French, ESL, and Turkish at UT, and we first looked at question one. I should say, actually, that half of our time was probably eaten up with trying to find each other and understand each other and turn our microphones on. So, the quality of our, the depth of our discussion took a while to get going, compared to the face-to-face groups. Anyway, institutional parameters, one of the three of us in the ESL program said that his program is able to determine their own parameters for the online courses. And he had a more specific idea of exactly what he was going to be teaching, for whom, with what goals in mind, and so that he would be designing the course following along with a writing textbook. That course goals was basically to bring Saudi Arabian students writing and spelling skills up to par before they arrive at UT. So, very clear parameters and goals, I think. Nancy, who's talked about French, said that the institutional parameters for their beginning intensive online French sequence seems to change every week. And one thing that she and I had in common is that our courses, mine is even more inabulous, but that we would be expected somehow to teach all four community of skills via online, via the online course and how to deal with speaking and especially assessing speaking proficiency is probably the most complicated part of that. Her content was clear in that she was expected to deliver the entire regular intensive French course, just like the books and mortar course, which is also very much online anyway, via web conferencing. Mine is the case of these lesser products. Okay. Yeah. All right. Like Carl was talking, mine is more of a case of trying to bring students together from different universities to even make up an intermediate or adult or intermediate or advanced Turkish course. Okay. That's it. Hi, I'm Rachel. I was listening in on a or participating in one of the online groups and I apologize if I misrepresent anybody's ideas. I was kind of jumping in and out, but it was an interesting group, a diverse group. We had Abigail who's here at UT working on developing a Russian course and she's also within the French department. So she's familiar with French interactive, which is the website that we're working on at Coral and we're working on transitioning that into a set of materials for an all online course. We have Josh who works at the Center for Teaching and Learning here at UT and he works on online courses with all different faculty from across the university, so not just languages. So he was bringing a different perspective and then we had Neil who is a learner, an online language learner and then Caroline who was actually wanting to develop an online course for Arabic to teach to 10 to 14 year olds. So unfortunately she got she had connection issues and we weren't able to talk with her as much about that, but I think that would be that's a very interesting context to be dealing with. Some of the things we talked about Josh was talking about working with some of the other faculty, you know how to get past the typical boring e-learning design that you know kind of the lowest common denominator of her e-learning and he was talking about a faculty member that was really interested in scenario based learning which I don't know too much about but Abigail sort of made the connection between that and communicative language teaching which is of course a big focus and being able to her goal was to be able to have learners express new ideas in the L2 to each other. So not just recycling but having those new ideas. And we talked a little bit about communication methods and asynchronous communication the need for a forum or some type of in-state so I think you're great. So we've done an online discussion. Number one, yes there were technical issues, there are going to be technical issues. At the beginning there are going to be a lot of technical issues and we're going to talk about how to deal with some of that using orientations. But I, it wasn't the day of the hurricane but there was something where people were coming in and out with connectivity and you just need to learn to roll with it. You take some stress pills and just deal with it. Those of you who were having problems with the oral parts you could have communicated. There's a text chat and actually one of the things I found is that my students very quickly when they can't be participating orally they're down there text chatting like crazy. So that band is always available to you and your students. Keep that in mind. There are always workarounds. The other thing is everyone who came up here wonderful. Thank you very, very much but imagine a basic online language course where you're doing this. You're not going to get students at first willing to speak for a full minute in target language. Right? We had all professors here. Professors talk. There was a lot of production going on. Don't be expecting that when you've got your real students and the kind of tasks that you're giving them have to be ones that they can handle at their proficiency level. Every day before you go in and teach go and read what novice level proficiency in oral production is if you're doing a synchronous session go back and read that. Keep your reality quotients and then make sure as you're designing that you're designing tasks they're going to allow them to work in target language but at their proficiency level. All right? Just a few things there. So our back burner is for you to reflect on using discussion groups during a synchronous session. We did this with Adobe Connect. How effective was it? How effective can you imagine it being when you're doing your language and it's a basic level language or maybe German for specific purposes. How effective would this kind of synchronous chatting be? And then to start thinking about how you could do this sort of discussion work outside of a synchronous class session you could have your students doing this on Skype and recording it so that you could watch it later. Google Hangout recording it so you could watch it later. FaceTime I'm not sure I suppose you can record it. Whatever. There are other means of having students working synchronously in the target language discussing and it doesn't have to all be synchronous in a classroom like Adobe Connect. Just throwing out there are a lot of different modalities. You need to think these through when they're appropriate. But also, what kind of preparation? Do you know how long it took us working with a number of people to make sure this could happen? And we still ran into huge technological snafus given our reality quotient. I think it's true. So that's just your back burner and you get to think about this back burner and the one that we asked just before because you get a break now but you break because you are professors and talked longer. You ate into your break time so I think we have maybe seven or eight minutes. Let's come back. Ready to go by 22. Yeah be ready to go by 20 minutes until 11. And Rachel did you have something we needed to say? Oh two comments. Yeah Abigail is saying that the monitor how much she's speaking versus the student's production. Could you say that again please? Abigail is reporting in the chat room that one of the hardest thing in teaching ESL online is to really monitor how much she's speaking versus the student's production. Okay welcome back. Hope you had a good short pause. So we're back and what we're doing now we've got this not working. Okay we're going to take a look at some actual design models. We're going to look at Virginia Commonwealth University the things that I produced for the French program and I did an entire first and second year set of courses. We're going to take a look at my colleague Bob Godwin Jones but very quickly because I don't actually have access to his things but what he's doing is making it mobile which is so exciting. Then Marlene's going to talk about the University of Minnesota. Then we're going to go and take a quick look at Carnegie Mellon's language courses. And I want you to keep in mind as we look at Carnegie Mellon there well we'll look at it but Carnegie Mellon is now partnering in a research partnership with Google to be working on MOOCs and MOOC data to improve learner learning. It's very interesting please read up on what they're doing because this is where we're going with big data and some possibilities of exciting things in the future. And then we're going to look at the University of Maryland University College which is a huge program and we'll get into the specifics of that when we get into it. So first of all we're going to take a look at VCU and I'm at Virginia Commonwealth University. It's an urban public university the largest in the state of Virginia. We have over 32,000 students. The upper administration are presidents he's not that new anymore but was deliberately brought in because he had developed the Central Michigan online programs and so the board was really looking for someone who would be supporting moving into 21st century teaching and learning modalities as well as doing a lot with research. I am in the school of world studies which is where languages are housed with anthropology international studies religious studies quite a few different departments and we deal with global affairs. However my administration that we have now does not believe in basic online language learning they think it's not possible which is interesting and they also don't think it's effective which is interesting. So they're in direct contradistinction to our whole upper administration the French 101 102 online has to stay in sync with the regular face-to-face courses so I have to use the same materials I have to use the same syllabi and pacing which is fine so that students can come in and out of face-to-face and online programs seamlessly. We have Blackboard Collaborate which I use or Blackboard with Collaborate which I use but I am free to use any and all media that I want to so I do try to build in a lot of different social media and just about how it was done I was part of the Provost Initiative for online learning when it first came out I was given summer workshops but I've been actually teaching hybrids since 1997 so I have a lot of materials and being able to transition into teaching entirely online wasn't that foreign to me because I'm a geek for a lot of people that's not the case I think it was given maybe a thousand bucks and I was only supposed to create one course but I went ahead and created four so I did 101 trial this and then the next semester I fixed it and then I went and did the 101 and the 102 and then by the summer I did the 201 and by the next fall I had a 202 so I had the whole sequence but they really only expected me to do one but I am who I am so let's take a look at it this is from one of the courses and I took quality matters and you'll notice that there's a button the first one is announcements which is a really important page but the start here in help is something that we learn in quality matters you really need a button you need a place where your students can go when they're having difficulties and we're going to take a look at a minute with that the rest of these are pretty common blackboard tabs so in my start here and help button I start out with welcoming them welcoming them to the online situation but I also explain it's not for everybody but it is going to be it's going to take a little bit more for them to do this and explain why then I give them a readiness thing now here was one of my first mistakes that I kept doing for two semesters and then I finally got smacked so hard that I knew it wouldn't work I expected my students I send them out a letter about two and a half weeks before the course starts and I say this is an online course this is what you need to know you know I introduce myself in this email and I say you've got things you have to do before classes start yeah right they're not going to classes start on a specific day and we have add drop for I think it's close to 10 days and a lot of students don't think you really have to start a course until the end of add drop and you need as an online professor to know that this is going on because your first couple of days that orientation period is so important but you're going to have people who are coming in unless you set up the policies that that doesn't happen but we'll talk more about that as time goes on and then where it says start using blackboard here I show them all of the different parts that they're going to be using in this course the blackboard the Pearson materials which were the ones that we were using at the time all the different elements and I give them genes so that they can watch the little videos that show them on screen with screen captures how to use these different things where to go what it looks like because these are these people are not readers you need to know this about Gen D Gen X whatever they're called now they don't do a lot of reading but that's your first interface with them is all reading so you're going to give them lots of things to read they're probably not going to but if you give them videos there there's more of a tendency that they'll watch videos then we go into assignments assignments have to be really carefully spelled out students need to know what they do have to do by what date and why in other words is it going to be on the test same thing as you have with face to face they want to know what what bang they're getting out of their bucket they do this work what is it going to count for so this kind of specificity just this has to be really really clear so I set mine up week by week yes the question and there are there are just so many I gave them whichever one I repeat the question yeah the question was what kind of readiness assessment that I have I've been using because there are a number that are out there and I went and culled through a number of them and then used the one that RC Center for Teaching Excellence had suggested it actually was too lengthy but still it's a really good one and then eventually the second year that I was doing this I gave up because they weren't doing it and so I built it in and I'll show you later on I think it's probably in the afternoon session I'll show you what I did to make sure that they did some learner readiness things and I built it into blackboards so that I could quiz them and give them points because otherwise it's not going to happen I've gleaned it from all around and because this is language learning which is highly specific and we're going to look at that when we look at language learners these are people who do not know the language so they're novice low in the language these are people who by and large are not language learners in general they have not learned other languages at least not well so that they have a facility in learning languages novice low these are people who don't have online learning skills novice low and we have to deal with the fact that we're bringing them in all three up through novice low novice mid novice high we're trying to get them up there but we have to teach them how to do that we have to coach them and bring them along that's really really important to have in our minds as we're doing this designing and developing and the whole shebang so yes not academic learning the question was you know that these are our students who are online if we look at the Pew Center Research reports it's selling us they're online a lot and especially now with the the smartphones it's it's even more they're they're connected 24 seven but that does not mean that they're using it for learning purposes they may be using it for a quick thing how to fix the kitchen sink because that stopped but not for academic kinds of learning and again they don't know how to learn languages and language learning is a very specific mindset that we eventually get into as we learn foreign or world languages it's not the same as going in and reading texts in an English class and then doing discussions there's so much more going on I thought you meant folks like just being online no actually they are not the assumption was that students are better with troubleshooting and you'll have some who are really good but a majority if it's not plug and play they don't know how to deal with it and the kinds of things that you'll be using in your class if you're using Adobe Connect I mean many of you have already used Adobe Connect and saw already this morning it was not self-evident there are a lot of intricacies they will learn it again it starts at novice low and we're moving them up so at the beginning as you're designing you need to make sure you're not using a lot of new technologies that you're making it as clear as possible that you're helping them learn it so that they're not getting frustrated with the mediations because you know they're you want them into the language not getting frustrated with the technology so that's a part of your design process is to think that through oh and I've got 10 seconds to finish all right we're really breezing through VCU I give them regular assignments through the My French Lab and I can use that to as we go into synchronous sessions to take a look at where they've been having problems and then target that and then do I do if it's a of five credit or four yeah it's a four five credit course I do five hours no I do four hours with them synchronously so they're getting a lot of synchronous time and a lot of work I also give them they they had to do voice pals and this didn't work but it's it's because I didn't work it out sufficiently because I was trying to use the mixer and you don't get enough stable partners for that but the next time I do this I will contract with another university in another country and make sure that that teacher and and I have specific goals and work that our students do together over the time so that they can have these tele exchanges with real students in real time and I also give them chats and blogs I also give them active learning so this was an extra normal thing where they they set up discussions they had to create dialogues and the nice thing is and I know I'm so over time it it lets them write their dialogues and then hear good French because it's like Siri it takes what's written and it translates it into voice and it the French is excellent the pronunciation is really really good so they work on that they get to hear what their words would sound like in good French and of course we work on the writing before I have them put that in there and then later when we're in synchronous session they have to do their own dialogue with each other but they've heard it so many times they've worked on it and it's good pronunciation it's a really good use of target language and orality these are my online synchronous sessions they're all archived so they can go back at any point which I found the students use enormously they love to be able to go back in the archive to especially those lessons passe con pose whatever it is where they really had problems and listen to it again so it's it's really powerful that not only do they get the online work but then it's archived and they can go back to it and this is what it would look like in this was the older version because we had Wimba live classroom now we've got Wimba collaborate and this is what it would look like and throughout this these were all things where we were talking and it was you know going back and forth and then the place where it says uh recipe oh sorry right yeah discussions in the discussion sections sessions so I did want to get us to Bob Godwin Jones and I don't have time so I'm going to tell you to please go look at what Bob is doing he is just amazing but any rate you can now use soft chalk if you have access to that to create your mobile online and it creates the e-text that connect into everything and have audio and the video so your students have it on their tablets on their phones on their computers and it is just amazing go and take a look at his German stories and his websites because Bob is just awesome and he's making it mobile and it's really exciting so that's VCU in the nutshell oops sorry yes and you've got it you've got the URI it's in the chat and it's on the PDF and it's on the slides which you have access to all of this Marlene I'm actually just going to talk you through a couple of things quickly because these are not my courses but I wanted to give you some ideas of a couple of other models Catherine's were all synchronous so she you know did a regular what Monday Wednesday Friday synchronous everybody had to be there at the same time the Spanish at University of Minnesota is asynchronous so they don't meet together as a class all at the same time they're working online through we have Adobe Connect that Francis uses for individuals or I think she leaves the room open so that students can come in if they're working on a partner activity or something just on their own but all her materials are in a Moodle that's the word I'm looking for a Moodle site and the activities are there and there are ways to do voice recordings and that sort of thing but she also has them working outside in pairs through Skype or hangouts whatever they're comfortable with the interesting thing and this is a little bit of the backstory that I wanted to tell you about since you're thinking about doing developing and designing some things the Spanish department was not the one that instigated this the University of Minnesota has been a little bit slow in terms of putting things online our health program has a whole program that's completely online but the language departments haven't been there it was actually our CCE our College of Continuing Education that was getting requests from students who wanted the online courses because of the flexibility and scheduling and doing it in your pajamas and that whole thing so Continuing Education asked for help from Francis who's the woman I work with who in the Spanish department to help create some online courses for Spanish CCE does a lot of their stuff online because that's their purpose is the Continuing Education thing to try and get in contact with people who are geographically dispersed across our state and whatever they have the money the programmers the instructional designers and the expertise to put these courses together and they did and with Francis' help they used a couple of other things they added in activities to they're using the Pearson My Spanish Lab so publisher materials but with additional activities outside of that to do this completely asynchronously for the most part okay go okay the Spanish class is passworded it's a private because there are students in it so I can't show it to you so I apologize for that I should have maybe taken some screenshots but for student privacy and stuff I can't go in all right so now we're gonna look at a different model the asterisk up there is to remind me to tell you to read about Carnegie Mellon and Moodle or the not the Moodle the Google Carnegie Mellon has the open language initiative which is pretty amazing large with lots of grant money over several years they've been developing it and continue to develop it because they keep having money come in they have a team of instructional designers they have instructional technologists they have committed faculty who get to work on nothing but that they had a great idea which we'll take a look at in just a minute they have constant updates that are based on the evaluations and did I mention they had a lot of money that's an important part so we're gonna go take a look at it and you can get in and get your own account so anybody who's here if you want to go ahead and do this with me you can you can go on and get your own account because they're free and I'm gonna sign in I gotta remember who I am I think that's who I am for them and there is a part of this no even if you're gonna do it as a freebie individual you still have to get an account and sign in after I did that I looked at their list of free courses and I went and chose the language ones because I believe we had somebody from American English and so I pulled that one down just to show you that it's there the Arabic which is a very interesting course but we're gonna go into the elementary French because it's the one I've worked with most frequently this is open and free this course students can use individually if as a faculty member you decided that you wanted this as a part of your course then you have to contract with Carnegie Mellon as a faculty member and purchase it so this is part of how they get their revenue stream for it and Old Dominion University for example uses a textbook and this within their blackboard and that's their course they have their own specificities to it but in by and large they're using this the French elementary French as their learning materials so one gets information for the users and then you get into the communication and there's there's quite a bit that's explained about how this goes on and then you get these lovely little videos okay and then they do they do a lot of work with this so yeah that was really short and sweet but then they do a lot of work with it and sometimes it's subtitled and sometimes it's translated and just depending on where you are within your learning trajectory you get the different facets that you need there's a vocabulary area with the moe expression that will also work on this there's a lot of oral work in there so you can listen to it and it'll be the same thing Hello Mr. Moran Hello my friends How are you? Very good, thank you And you? Like this, like that Well, good Good day Good day And then you can just you can hear the individual ones and it works on that then it works on structures so this is a language course and they have first year and they have second year the thing that I one of the things I really like about this course is everything that students do data is being collected on it and you can see as students are working on something do they have to go back to this in order to understand that so Carnegie Mellon is getting information on the learning as it's happening and over time they're able to say oh well it looks like we really need to fix this module because or this part of this module because the students are having problems with it and they're having to click and it's taking x amount of time when it really should take y so let's go back and look at the design phase so there's a great deal of evaluation built into this which is why I think Google is partnering with them is because they're pulling out big data on learning so that's pretty exciting and you can use it yes you're talking about the data that they're getting um I think at some instances if it's your own data they give it to you and then you would have to deal with that because that's your students data and you've contracted with them when they get the data from your students it gets scrubbed as to student identifiers so they can use it in the in the big data sense and I'm sure they have their own IRBs but it's there there are no research subjects when it gets to this point because they're not identifiable yeah no no now the thing is if you did not want this as a backbone within your course you could still let your students go into this as individuals but you would see as you go through this if you go to take any of the tests it's not going to give you the feedback so you don't get the the assessment that somebody who's paying for it gets and I think as an instructor if you wanted this really core within your platform you're going to want to pay for it and it's not an onerous amount of money it's you know it comes out per student and you could actually charge it to the students and have them like they're different ways of getting it paid for it's like a textbook and it really I think it costs a quite a bit less than any of our regular textbooks pretty performative it's something I'd look at if they have something that is in your field of interest and that's Carnegie Mellon and here's that's the only language is the French and then they have well they have the Arabic and then they have some English but the English is only for pronunciation the Arabic is limited right right here at all you can do it for free but there is a paid version that has you can do as a teacher with a class but you can just go by yourself all righty so do we have any questions coming from anybody online all right now we're going to yet another model this is the University of Maryland University College they work with working adults they have a large military and government population they have a global student body and when I say global I mean global they've got people learning in Afghanistan they have people on ships in the middle of some ocean somewhere 24-7 so I mean it's at any time during any day they may be seeking a degree maybe not it depends they have 70 not language students but they have 78,000 students worldwide they work in eight-week terms the language offerings are Spanish, German, French, Japanese, Chinese, and Arabic and they have 1700 enrollments in annually in online language courses it's a big program it's a very big program they have 50 faculty and TAs who are involved in this their model is a cohort that means that the students come in at the beginning of eight weeks and they work together during those eight weeks so it's not a self-paced model it's not an independent learning model something like the Carnegie Mellon if you do it as an individual would be an independent model you can dip in and out as you want they have weekly assignments that are due there's the cohort they have one on one synchronous speaking practice and student work that's possible but they cannot have any synchronous sessions because their people are 24-7 and they may actually be moving time zones as the class is going on and there are other issues with their people who are a lot of military they have a cap of 24 people in the language classes and I believe Gretchen said it's very similar to mine that a lot of people start out but there is a large attrition rate but not quite as much as there is with for example my courses which are synchronous and I'm expecting them to do a lot of oral work they have the language assistance dedicated for 8-9 hours a week students are required to have a microphone again it can't be synchronous also their students because they're on ships and in military installations and in government diplomatic areas they can't require them to download any software so it all has to be web based everything that they use has to be web based and the students have to be able to access the materials and the students can't use a scanner or a camera because of the sensitivity of things that might be going on in their environment so a very interesting set of things design issues their vision is that they do all four skills in all three modes they do work on interaction they engage the students in language learning strategies and they acknowledge adult learners which is important because that's their community that's their learner profile so how do they get the engagement they have the materials that they used are asynchronous in one way so the students just sitting there with my French lab just doing their work they get the immediate feedback from the online student activity manual or whatever and that's pretty easy on the instructor because it's run through the textbook company but then they also believe in having the interactivity so they look towards payoff and perhaps notion of online learning that there should be interactions among students between faculty and students and the collaboration and learning comes from all of the interactions so in order to get collaborative learning they have the instructor student synchronous exchange and you'll see that's three times in an eight-week term so they actually are together with their students three times in an eight-week term but then they have the TAs who work four times during the eight weeks synchronously with the learner they have students practice I think they do small groups I think the TAs do maybe two, three at most four people in a group synchronously they have peer practice where the students work together minimum of twice in an eight-week session then they have Wimba voice board or voice thread which is asynchronous oral work but the students are listening to each other and speaking it's just asynchronously and then they have the asynchronous written exchanges so it's a model if you have to do a completely asynchronous course and it does get some actual language interactivity synchronously going on which is important they also do a lot of evaluation and one of the things that they do and I won't go into this right now is they have a list of can-do statements to get students thinking about what they can do and where they're going to be able to do as they move along their language learning trajectory and they use their thinking of using student portfolios e-portfolios eventually for part of their assessing student progress so if you have questions about this please go and ask Gretchen Jones she is the academic director of this whole program but she also now is the assistant dean for the college that does all of this work so she really has a good handle on what's going on in this type of design and delivery format so back burner which of these designs because we've looked at a few of them most resembles the kind that might be suited to your experience or different bits and pieces and what parts of it would you copy what would you definitely improve upon because I know mine could use a lot of improvement and what could you change and what would you avoid like the plague I did want to mention one other thing a lot of people talk about using Rosetta Stone and James Madison University not the foreign language department but their continuing education has Rosetta Stone as the backbone and they do give credit possibly to students who go through and use the Rosetta Stone it's it's a very highly fraught issue and the language faculty had absolutely nothing to do with what the continuing education people did with this Rosetta Stone has quite a bit to do with the fact that Rosetta Stone is in the backyard out of James Madison University but I would not throw Rosetta Stone out with a baby with the bathwater my son used Rosetta Stone to supplement his Arabic course because one of them didn't have a lot of speaking and when he went into the one that did he needed a lot of work and particularly vocabulary work and Rosetta Stone was very helpful to him so things like Rosetta Stone have a place but to use Rosetta Stone I don't know there was a study that came out and because of a loss was retracted but the National Foreign Language Center did a study and what was reported back then and I'm just reporting what was reported back then is that Rosetta Stone talks about how many people are using Rosetta Stone but the actual number of people who actually ever finish even one level is quite low and I won't say any more about that but that's still on their own and depending on who and that's not using Rosetta Stone within a classroom setting so I know some people are using Rosetta Stone as a support and it may well have its place it's it's I say to my students use whatever works for you so I do give them links to Rosetta Stone Rosetta Stone what is Rosetta Stone what is it what is it what is it what is it what is it what is it what is it what is it what is it what is it what is it what is its Golden very successful Will I see given you the illusion that you're learning but you don't build up the capacity to create a language You well and as I said it's it's got some support issues I don't know now where Rosetta stone is. I know that they bought out live mocha and I used to quite support live mocha because it gave the students you know I wanted them to do online oral work with with payers and people they don't know and live mocha provided that which I think is part of the reason that Rosetta Stone bought up live mocha. They also now have bought up Tell Me More and Tell Me More I've used over the years and it has some very good features to it so I'm waiting to see what the integration of Rosetta Stone with Tell Me More and live mocha is going to bring about because those two are very powerful and very and have certain interactivities that are very powerful so it all waits to be seen we're all getting better. And I'm not defending them but for a couple of years they've also had an online practice with a live tutor. That's true. So they're thinking about it. They were at Calico this year and they were very interested in what language teachers had to say about what they were doing. They listened whether they will change what they do don't know but they're very interested in listening. So I I have a problem with their very basic premise that you learn a language you learn a second language the same way you learned your first. I think any of us who study second language acquisition we know that's not the case. So but that doesn't mean that they still couldn't have built some really good and useful things and lots of people don't have good philosophies of language learning or teaching. So back burner keep a look at that and what we're going to do now you have a sheet on your handout. So I'm going to go take a look at that. This is what it looks like and we're going to take a look at some materials and what we'd like you doing when we finish looking at the materials is kind of thinking about what instructional goal could you use these for for your students. When's it appropriate and who is involved in these activities that you could construct with some of the materials that we're going to take a look at. So we're in looking at developing some materials and hopefully these are going to work today. They will everything was working yesterday. You have access to all of these links. Many of them are just the tools themselves but mixed in with them are some examples of what teachers have actually done. All right. This is Animoto. This is something that you can create in and give your students links to. It's also something where you can ask your students to go and create a little presentation. So let's take a look at what this is Joe Tarantino from Kenesaw State and he uses this in his Spanish courses. Short and sweet but definitely something that an instructor can put together relatively easily for a class. I mean it could be a little bit longer but also as a model and definitely something that students can do and students love to do.  I just wanted to say that it is only the visuals and text. You can't do voice overlay with this. That's the one piece I wish they could do. But if you can put in music you could put in a voice recording. So you could do a voice recording. So that was one. And the other one that I wanted to show you. Sorry? Free. Yeah. Oh yeah. Yeah. All of these that are on Joe's list are all free if I'm not mistaken. So this other one is another which is called Voki and hopefully the oral part is going to work. Hola chicos. Feliz Navidad. Sabes que hace mucho frío en mi casa. Por eso me voy de vacaciones en barco con mi esposa. No tengas miedo. Regresare antes de la Navidad. So again this is something that can easily and quickly be put together. What you do is you choose your avatar and then you record what you want them to do and you can tell them to do this. It's very much like extra normal where people can go and make little gestures so you can program in the gestures. It's really a lot of fun. Oh no gestures on Voki. So extra normal has gestures. I haven't played with Voki but extra normal I've used and it's but extra normal goes in and out of being free and not being free. Can I add a couple? Please. The Voki's are interesting because you can like the extra normal you can type in text and this one pronounces it which is what it was just doing that was a typed in text but you can also record your real voice. So you can go either way. It also has a function where you can call it and with everybody's cell phones not long distance anymore. If your students don't have a mic on their computer you can call a phone number and record your voice over the phone to it. No matter fact if you do Chinese characters it's much better than if you do painting for example. Oh she was asking if you type it in if it was limited to certain languages. I think there are there's a whole list of them so you have to make sure to do it you know type in the proper characters and then you set the voice to that particular language. It does pretty well. Another question. Spanish from I don't remember how many of those it's got. Extra normal lets you choose Canadian, French, French, French and there was one other it wasn't you know all of the it's not like Iwari and French and Guinean French but it had more than just French French. But again for me I would have my students record their own voices and not have it the text read so I want to hear them. Well and I would want to hear them eventually but I found this was really powerful at the 101 102 level where their pronunciation is really hard and I like them to type in the words and then hear what they should sound like of their own writing. It just it really makes a click on going from the the written to the oral and then it also gets them to work a little bit more on pronunciation so you know they're typing in to va which has an S on it and they're not hearing to vast they're hearing to va and so it does work on their pronunciation so especially at the 101 102 level I really like this and then I make them do it on their own but they get to work on this and hear hear what their what their words would sound like if they were native speakers. You'd have to test it for your language and see how good you think it is but I had a hard trouble choosing to but I'm going to take you how many of you are familiar with wikis a couple online maybe a few more. I really like wikis for collaborative work mostly written granted but I've had students do things like research reports and that sort of thing if you're looking at the cultural side of it and putting things together in wiki but for those of you who may not have an LMS or a course site a wiki is a really easy way to put up a website and to be able to embed a lot of different kinds of multimedia so for example the vocies that we were just looking at you can embed in a wiki or videos that you pull in from different places you can embed in the wiki so it's a nice place of putting things together either for you or for your students and have it right there on a page rather than linking them out to all sorts of other places so I really like wikis for kind of the organization that it can do as well as the collaboration that it was built to do. I have the first one here from the Carlitech PB works is one of our summer institute pages and there is a ton of information here about wikis and there's a couple of examples that I wanted to show you. One is see if I can find it here where's the one that says students in color and that's seeing it oh here students in colors sorry I should have highlighted it this one you can see as each student wrote they put the text that they wrote in a different color so it's really easy for the teacher or someone else to go in and look and see okay which student wrote what it's there in colors at the very beginning you'll see that each one each color is fairly separate but as time goes on you'll see they start correcting and adding and changing each other's work and so you see the colors are mixing up a little bit more and then they started putting things together and here's the final essay with all their colors mixed there is also another way inside the wiki itself to be able to tell which student does what but it's really nice to be able to see it just bang right there on the page different colors I went to the Carla tech blogs and wikis the first one there and that's our yellow wiki actually this is where all of my six or seven co-instructors on the Technology Institute put our information and gather it together in a wiki again because it's easy to work in and put it all together you are welcome to come to this yellow wiki it's wide open and we have all of the technology tools that we have taught over the years in the Carla Institute summer Institute and the information is all listed here so welcome to come back and look at this but it was the wiki that I just went to and it was the example of the students in colors and there are a number of other examples here if you want to take a look at other ways that teachers are using wikis for collaborative student work one of the things I play with when I'm teaching language teachers whoops go back is Facebook and Twitter I know there's a lot of controversy about that not only on our side is it worth it but on the students side because the students feel like Facebook is their social space and they don't really want their education happening where their social stuff is going on but I know a number of teachers who have let the students put up a class a Spanish class Facebook page so that the students themselves get together and ask questions and look at things and collect resources and share YouTube videos they found about who knows what in the target language and Catherine and I were just talking about the another little app called vine that you can use on Twitter you can record a six seven six second movie and post it to Twitter there's a lot of things that you could experiment with there and today's meet is one that like the chat room that we're using here in adobe connect if you're talking to your students or especially if you're doing like a lecture of some sort we use it at conferences all the time to do that little side chat to keep track of what's going on and so your students could do that while you were talking and they could ask your questions or whatever if they didn't necessarily want to talk in front of the whole remote group or whatever today's meet is a nice little back channel chat that you can use that's free and I think that's as much as I'm going to do we're getting really short on time and lots of these maybe you've heard about oh no no no wait where's the voice thread we have to do voice thread how many of you know about voice thread do you have an institutional voice thread yet we just got at the University of Minnesota we're done for those of you who are off on the webinar we just lost our screen it sort of mysteriously went up and went away the projector got so projector is off and okay it'll come it said something about the projector was cooling down well I think we overheated it if people can look on those screens that are around we'll just keep on going and isn't this amazing face-to-face doesn't work if technology if face-to-face breaks down and the online all right if you are not familiar with voice thread it's a wonderful little tool you can you'll have to check on licensing for it it doesn't tell you that it's free but if you sign up for a demo account you will get five free threads and we've found that if you sign up for one if your students each sign up for one then you've got all of the timbers in your class times five threads that you can use so there's kind of ways to get around that a little bit you didn't hear that for me but voice it is really interesting I'm sorry oh yeah it's archived well you did hear it from me you can put up text a graphic a video and then have students comment on them and you'll see little icons around the edge and each one each comment can be text audio video and doodling so you can scribble on it is it back so I don't have to click that again all right so here's a couple of examples again I'm going to take you back anything that's yellow like this again is our Carla Summer Institute wiki and a couple of the examples here I thought were pretty good actually can I show you a bad example first it's one that Joe has here sorry I'm not gonna say it's bad it has a specific purpose it's not one that I would do frequently but here this example that it's not Joe's example it's coming from somewhere else so it's the teacher who's asking a question about the picture what if you know if you cultivated plants what work would you be doing the students could come in then and comment on this now to my way of thinking this might be good for pronunciation possibly but once the first student has answered what are the rest of the students do say the same answer again and again and again and again all the way through so I like to encourage teachers when they're doing something with voice thread to think about a question or something that you can do with whatever it is you're putting there to get students doing personal opinions something that will get them answering differently to make it more interesting hearing the same thing over and over and over again not only gives the students the answer ahead of time but it's really boring for the teacher I'm sorry so it may have a specific purpose I wouldn't necessarily do it that way the second one here though is another thing that this teacher has done actually I don't even need to play that what she's done is post a graphic of a student's writing written essay and she's giving the student oral feedback which is an interesting way to use voice thread I hadn't seen that one before on our page I've got one that I really like here and this is all in Spanish so again I probably won't play this for you but it's hilarious what they've done is graphically cut out different people's faces and put them as the student icons and each student is describing this particularly this particular family seen from that person's point of view so for example there's the grandfather who saying oh I'm so happy all my family came to see me on my birthday and then there's there's another one of the little girl little girl who's saying all these people are here and I really care they give me lots of hugs and they smother me and they smell funny you know just but so they're all giving the scene from a different point of view so that one I really like see if they're like here's one of them so she can doodle do you see the doodle so yeah then the little girl likes to suck her thumb and she pointed at her so that doodling is something that you can do as you're speaking you can point out things on the picture and they can do it text audio or video no at least that's I mean you probably couldn't do it for hours but I've had quite lengthy things recorded and it doesn't asynchronous yes as you would come on your own time and click and listen if you once you click once they just go through all the icons that are there in the order that they are that's one thing it's not good for discussion it's not threaded so just whoever says something the next person who comes in you hear it the next person who comes in you hear it so it's recorded in the order that they recorded them at this point they can when you actually create the voice thread you can tell it no you can hold back and it's moderate they call it moderation so all the students can record there is you as the teacher can hear them it's nice if you get junior high kids who like to say off-color things bad words you can delete them before they get out there but that way also students could all record there is if you were doing a pronunciation or a same answer one for example they couldn't hear each other until you release them so that would have been one way to do what that first teacher did so that they didn't all hear the same thing okay there's so much you can do with the voice threads that is really a lot of fun I would highly recommend that one and that's right we were really happy when our university got a site license for it so we can all use it and it integrated right within Moodle okay now I'm done next page all right so work with somebody or either work by yourself or if you like to work work by yourself or work with somebody that you like to work with and just kind of go through the the ones that we've shown and think about if it's in the interaction mode is synchronous or oral what would be the instructional goal of what you saw if you want to go and poke around and look at a couple of others that are just on the list that you have on the PDF you could go and poke around and look at those or just take the ones that we've shown you and think about one it would be appropriate who would be doing this activity who just think about it so go ahead and start trying to three minutes go ahead and fill out what you can hear you're on your own three minutes no and we do have some activity types and possible tools listed up there if you want to look at those like skype google hangouts blackboard collaborate um Okay, I'm going to pull you back. I know that was not nearly enough time to even look at one. Looking at different tools is a lifetime. You could spend way too much time looking at all the different tools and what they can do. I know because I've done most of that for about the last 20 years, and I don't have enough time to keep up with it even then. But To finish up here, we're going to go on. Well, actually we have a back burner question for you to think about which kinds of media or sites provide the greatest opportunities to engage with the target language and then we've got the three modes there interpretation, interaction, presentation. So depending on which mode you're looking at, you're going to think about different tools that you might want to use for that. And here's an interesting question as well. How are you going to assess their production and give them feedback? When you're in the online environment, that all changes. So that's another thing we need to think through. That's why that one voice-through I thought was really interesting when she was giving oral feedback on the students written work. That was an interesting one. Oh, sorry. And you do have these to come back to. The links will be there. That's alright. I'd like to, in the last few minutes, just go through some best practices and then talk a little bit about social presence. The best practice is from teaching online, things that we've run into that we think might be helpful as you're jumping into it. And that's my teaching presence. So I'll come back to that. I'm looking at handout seven. If you've got it online, otherwise just listen through and you can have it. You will have it online because you have the link. But just some of the things from this list, I'll tell you where I got the list as well. I did a survey of experienced online language teachers and asked them a number of things about teaching online and asked them for the advice that they would give to new teachers who are starting out teaching online. And many of these come from their responses to that as well as my and my colleagues experience teaching online. So a couple of the things we've discovered. Designing with a consistent repetitive pattern. This probably goes, many of these probably go just as well for your face-to-face classes, but they're particularly important in an online class. So for example, in my online class, I have due dates every Thursday and every Sunday at midnight. And I do the same types of things Monday through Thursday and the same types of things Friday through Sunday. And every week it repeats. So the students get into kind of a rhythm and they know what to expect and they have a good idea of what they should be doing. So that consistent repetitive pattern is an important thing. Having the course structure fully delineated before the course starts. I'm laughing because I'm teaching a StarTalk course this summer. We're in week one and I think we have week up through week three of six developed. And so we're trying to keep track of everything that's happening as the class is going on as well as trying to figure out what we're going to be doing in the weeks four, five and six yet. It's crazy. Don't do it. As much as you can, have it all set up ahead of time. That's one of the things online teachers complain about a bit is that because they need to have things all planned out ahead of time, things aren't as spontaneous as they could be in a face-to-face class. In a face-to-face class, you might run into something that students you find out from their responses that they don't really quite understand what's going on. You can fix it right then. That's a little harder to do when you're doing an online class and I'll say an asynchronous online class. If you're doing like Catherine does and you're in front of them in a synchronous class, then it's a little bit more like the face-to-face class for some of that spontaneity. Okay, I'm just going to skip a couple of them here. Detailed crystal clear guidance system and one of the things we found very effective with our students was checklists. So what they're supposed to be doing from Monday to Thursday, before we start in all the instructions, we just give them a really quick little checklist. This is the things that you'll be doing this week and then we go into the detailed instructions. So they have that brief one up there. Again, this is what I have to get done before Thursday type of idea. So we found checklists to be really effective. Clear, intuitive, consistent navigation. Are you hearing some familiar words here? So when they go into their course, LMS, it should be crystal clear how to navigate through things and where to find things. Catherine had that big orange start here button or whatever it was. Very important that they can figure things out easily. A clear, coherent syllabus. One of the things I ran into in my course was when your university specifies you have to have all of this stuff in a syllabus.  And that's what we did with our syllabus as well, was do a lot of links out to the university requirements. But our syllabus is a contract with the student. This is what I'm doing. This is what you're doing. All of that needs to be in the syllabus and it gets a little overwhelming to say the least. So we've put ours in kind of a book format with chapters on different things. Again, to help them find the specific parts of the syllabus that they need. But also just so it's not this great huge web page that goes on for miles and miles to kind of break it up and chunk it. Instruction sheets for each activity. This is the one thing that we've found probably the most difficult in teaching online. And that is making your instructions clear to someone else besides you. And that may sound silly, but there are so many things that I have in my head that when I write out instructions, I just kind of do and I don't really think about it. So I always try and pick the least technologically proficient person in my office to test them out for me. Because you never know what's there, what's not there, what you've said kind of oddly or something. But have them check out your instructions because students will have questions. And if it's an asynchronous online class, who do they ask? We always have a Q&A forum that's right there on the front. They can post their questions and we say we'll answer them in 12 hours. But if students are doing their homework and it's 10 minutes to 12 on Thursday, within 12 hours isn't soon enough. And your students will expect you to respond 24 hours a day. So that's part of what we say in our syllabus is we have lives. We will respond within 12 hours during the week, 24 hours on weekend to let them know that's part of our contract. I'm not going to answer you within 10 minutes. That doesn't always happen. I'm online constantly, many times it does happen, but to let them know that it may not. Redundancy, you kind of need to weigh that one. I find a lot of redundancy confusing because there's too many ways to get to the same place. But my colleague likes to have many different ways to get to the same place because if you're somewhere you can get there from there. And not have to go back somewhere else in order to get there. So you can weigh that one kind of half and half, whatever works best. Again, trying out new class components with colleagues, have them tested out, give you feedback. In ours, it was particularly important for us because ours was an asynchronous course. We needed to let the students know ahead of time that in week five, we're going to have a synchronous section. It will be at this time. We give them a choice of two different times. They could come just because if they're expecting it to be an asynchronous course, having to be in some place at a certain time, they needed to plan their schedules for that. And we needed to let them know what was going on. Building community is something I'm going to talk about again in just a minute. And monitor, monitor, monitor. In a face-to-face class, you know, and they usually always sit in the same chairs. You know who's gone or who hasn't been there for a while. In an online course, it's not easy to tell. And so I have a spreadsheet that I start tracking from before the class starts. Who's responded to me? Who is actually now registered in the Moodle? And I track all the way through. If you can get it Moodle tracking, for example, the different kinds of activities that they do, it'll be in your grade books. You'll see it there. But it's really important because it's easy to lose students in the online space. So track, monitor, monitor, monitor. Watch them. Just to make sure if somebody's been missing for a couple of days, contact them. Communicate with them. We had a student who broke his leg and ended up in the hospital. I hadn't been able to tell anybody. But we, you know, if we hadn't been asking, he disappeared for a couple of days. That's how we found out. So you never really know. But communication is really important. Moodle is like Blackboard. It's like, you know, the different language management systems that are out there. So we use Moodle at the University of Minnesota. What have you got here? Canvas and Blackboard. Moodle's the same idea. Providing prompt and informative feedback. Here again with that kind of 12-hour rule on questions. Feedback is really important. And we have to train students if they're giving feedback to each other to not just say, good job, but being constructive about it. I liked this part of what you did. And maybe this part you could do a little bit better. Even more important to me in the online environment. Can you jump in for just a sec? Absolutely. I'm hitting the noon hour, which is the time that the webinar part was supposed to stop. But we're not done. And if this were a real online course, you know, sometimes if you're doing it synchronously, you'd really have to stop at noon. But we're going to keep on going. Just for a couple minutes. For a couple minutes. And some of you out in webinar land, you may have to go. But this is all archived. So if you have to go in 30 seconds, go ahead and go because you're still going to be able to get access to this when it's archived, which will be soon. Okay. Thanks. And I only had one left on this list. But that was the human. One of the things, and I'll get into this a little bit more when we're talking about social presence, we always do a video at the beginning of every week where we pull out some interesting things that happened the week before and use people's names. So Maria talked about this, which we thought was really interesting. Debbie mentioned a question about blah, blah, blah. So not everybody's, but just pull out a couple and change the people that you talk about each week. Talk a little bit about what's coming up. And we always like to, I co-teach with another woman, play off our personalities a little bit. So we kind of joke and do silly things. And we've had extremely positive feedback from our students about being human and being live people, seeing us on video, hearing our voices. And we do the same with them. One of our first assignments is to have them create a video where they introduce themselves to the class. So you actually get to see them and hear them. And you start creating some of that sense of community amongst the students. So that's really important. That leads me right into my social presence. This slide talks about, there's actually three presences. The teaching presence is what we've been talking a lot about this morning with the design, the facilitation, and the direction of the learning experience. How you guide students through giving them feedback, how you assess them. The cognitive pushing those upper levels of blooms with the critical thinking skills, how you scaffold their learning, how you encourage them to become active learners. But social presence in particular is that building of a safe environment, letting them get to know each other so that they're willing to take risks, especially in language learning.  You need to create that safe environment so they do feel comfortable with doing what you're asking them to do. And there's a couple of other things here about giving them room to breathe, reflection, not just always do this, do this, do this, do this, but giving them a little space to kind of digest things. Asking for feedback. I'm not sure if you do this in your face to face classes or not, but at least like a midterm, how are things going? Online, you might want to check after the first week or two and say, how are you doing? How's it going? Is there something that's really confusing that maybe I should change how I do? Or something that could help you learn a little bit better. So be sure and get that feedback from your online students. Welcome questions, whether they're group questions or private questions. One piece of advice one of my online teachers gave me was praise in public, criticize in private. Sometimes you want to do some general critiques of things but maybe not with specific student names, that sort of thing. And be human. Show who you are. Let your personality come through. Number of people who create online courses put up all the information and ask quizzes about it and the teacher is never there. And I think especially in languages and we're talking about communication and that sort of thing, the teacher really needs to be a presence in the classroom. So consider doing a lot of little mini videos that show you and show your personality. Anything you'd like to add to that? I tried. Something once, trying to get student feedback. And in Blackboard, I'm not sure if Moodle does this or if Canvas does. I really don't know. But in Blackboard, there's a way of having a discussion board that's anonymous. So you could ask your students, say, look, I've got a zone that's anonymous. I can't find out who you are. But this is where you can give me feedback. And it won't be attributed to you. It's a little scary to do that. The students did beautifully. I mean, I didn't get anything horrible. But sometimes somebody just really needed to vent. And they didn't want to vent under their own name. So that anonymity was really good for them. Now, obviously had there been threats or something like that, yeah, you could get back to it. I don't know who the university lawyers to do that. But if there was something like that, you could get back to it. But I say to the students, barring that. I can't find out who wrote this. So go ahead. Really express yourselves. And you could probably even actually turn that into a moderated thing so it wouldn't go out to the students as a whole. But you could read it and just get that back channel. Another way to do that is a Google form. Same thing. It's not if you can't do it within your LMS. And speaking of evaluations. Well, where are we with this? I think we're getting close to it. So back burner, beyond emoticons. How can you create social presence online? Those of you who will be here in the afternoon, we're going there. And we've already seen quite a few. How can you create a safe environment while encouraging collaboration and the growth of community? Because you really need, and we talked about that in the last week that was over here, how do you get this community? So we'll talk a little bit more about that in the afternoon. And I'm sorry to those of you in the virtual community. But you can go ahead and email me or Marlene or the folks at Coral. And we'll talk to you about these things if you have questions. So the evaluate, just remember evaluation is at the heart of this. Every time you're doing something, evaluate it. Get somebody to take a look at it. When you're actually in implementation, we're talking about assessing student learning for them, but also for you. It's constantly evaluating and switching things up, doing revisions. This is a process. This never ends. So it's constantly in movement. And evaluation is at the heart of it. Has it never taught the same course twice? No, yeah. Mine change enormously every single time. Yeah, every single time. So we promised training today to help you to begin planning online language teaching and learning. So if you would, not the people who are staying, who are from UT, but those of you who are online in the webinar, if you would please go to the survey and let us know how we did, because we need evaluation. And so that's it. And just one other question, kind of thinking about this. Where do you see language education ten years from now? And I just put some images here of possible ways of seeing it. And the babies are doing the iPads. You know that, right? You know that. So really soon we're going to have them. And by then they're going to have been probably not Google glasses, but implants of some sort. And you see the holograms? We're really close.