EDER 669 79 L06 W15 Eaton

University of Calgary
Werklund School of Education

Graduate Programs in Education
EDER 669.79 L06 Language Learning and Technology
Winter 2015
Instructor: Sarah Elaine Eaton, Ph.D.
Phone: (403) 244-9015
Email: [email protected]
Office: online
Office Hours: by appointment
Skype: Sarah Elaine Eaton
Term Dates: January 12 to April 15, 2015

No Classes:
Reading Week - no classes Sunday, February 15 - Sunday, February 22, 2015
Alberta Family Day- Monday, February 16, 2015
Adobe Connect Sessions:
Tuesday, January 13 - 5:00 - 6:00 p.m.

Tuesday, February 10 - 5:00 - 6:00 p.m.
Tuesday, March 10 - 5:00 - 6:00 p.m.

COURSE DESCRIPTION

This course has been designed for students who want to learn how to combine a face-to-face
language teaching approach with the use of technology in their present and future careers as
language teachers. The course will cover both theoretical and practical issues in teaching
second language and the use of new technology to support and enhance the learning process.
A special emphasis will be on combining both face-to-face and the use of technologies in and
beyond the classroom walls to enhance the second language learning process. Although the
course will address the different technologies (Web 2.0 technologies (e.g., blog and wiki; audio
and video podcasting; online video; mobile tools), mobile technology (e.g., mobile phones; MP3
players; digital cameras; camcorders), and other type of interactive technologies), the focus of
the course is on the pedagogical and practical aspects of integrating new technology to face-to-
face language teaching. The course is open to present and future second language teachers at
the elementary, secondary, and post-secondary level. The course also invites language teachers
with limited knowledge of the target language to learn how to enhance their language teaching
by integrating blended teaching into their practice.

EDER 603.23 Winter 2015 Dr. S. Eaton
LEARNER OUTCOMES:

The intent of this course is to explore the integration of technology to enhance language learning
in blended or distance environments.

Specific objectives include:
identify, through the historical development of computer assisted language instruction
and language learning, different learning theories informing pedagogical practices;
examine how face-to-face and online environments can be integrated for the learning of
an additional language, including intercultural communicative competence;
review current research on the learning of additional languages enhanced by digital
technologies;
explore digital mediated communication methods that can be used effectively in distance
and blended language learning programs; and
design and evaluate language learning modules integrating digital technology for online or
blended environments.

COURSE DELIVERY AND DESIGN:

This is a fully online course. Students will be expected to use Desire2Learn and Adobe Connect
for engagement in course activities and learning tasks. Desire2Learn (D2L) will be used to post
class resources and as a site for ongoing dialogue. To access the course in D2L, you are required
to enter your IT username and password. An active University of Calgary email address is also
expected. Adobe Connect will be used for 3 synchronous sessions in this course.

How to Access D2L:
http://elearn.ucalgary.ca/desire2learn/d2l_extra_info

Online Videos and Documents about Using D2L:
http://elearn.ucalgary.ca/desire2learn/home/students

REQUIRED READINGS:

No textbooks are required for this course. All the readings required for this course are available
online. Links to the required readings will be provided in D2L. This is a hands-on course, in which
students learn by completing enabling learning tasks. Students are also encouraged to read
widely from electronic journals, accessible through the University of Calgary Library, and other
online resources.
LEARNING
TASK
NUMBER
DESCRIPTION
PERCENT OF FINAL
GRADE
GROUPING
FOR TASK
LT 1
DISCUSSION BOARD
FACILITATION

20%
Group

LT 2
CLASS PARTICIPATION ON
THE DISCUSSION BOARD
5% per week for 9 weeks.
45%
Individual

LT 3
DESIGN OF A TECHNOLOGY
LEARNING MODULE

35%
Individual
DUE DATE

Questions and
readings due by
the day before
your facilitation
week begins (e.g.
Saturday) by
noon, Mountain
time.
Ongoing until
the end of the
course
Assessed weekly
April 10, 2015
Weekly Course Schedule:

A detailed, suggested daily schedule of Course Topics. This schedule may change to meet the
emerging needs and dynamics of the participants in the course.
Date
Class content
Reading / Assignments Due
Week 1:
Jan. 12-18
1. Introduce yourself on D2L
Respond to the guiding questions

found under Week 1 on the
Discussion Board.
Adobe Connect session #1- Tuesday, January

13 - 5:00 - 6:00 p.m.
Watch the video TPACK in 3 minutes -https://www.youtube.com/watch?v=0wGpSaT
zW58
Post a critical reflection on the discussion
board, reflecting on your expertise and areas of
growth in areas of technology, pedagogy and
content with regards to your own professional
experience as a language professional.
Week 2:
Jan. 19-25
Group 1 TPACK. SAMR, and language

learning Building a strong foundation
Read the articles assigned by the

group. Contribute a minimum of 2
posts to the discussion board to earn
your weekly participation mark.
Participation in this weeks discussion
counts towards LT2.
Week 3:
Jan. 26
Feb. 1
Group 2 Assessing the value of learning

tools Open-source (e.g. wikis, podcasts and
blogs) versus commercially produced learning
products What works for learners? Teachers?
Schools?

counts towards LT2.
Week 4:
Feb. 2 - 8
Group 3 - Is bigger better? MOOCs, NINGs,

communities of practice and language
learning. What works? How do we
differentiate between the latest fad and a longterm shift in learning?

Discussion Board.
counts towards LT2.
Week 5:
Feb. 9 - 14
Outline an initial topic for your LT3.

Discuss the process of finding research articles
to inform your project.

Develop initial ideas around what technologies
you might use to present your project.

Adobe Connect session - #2 Tuesday, February
10 - 5:00 - 6:00 p.m.

Adobe Session topic: Preparing for your LT3: An
open dialogue.

Discussion board facilitated by: Instructor


Discussion Board.
counts towards LT2.
Feb. 15 - 22
Reading Week No classes this week.
Week 6:
Feb. 23
March 1
Group 4 - Balancing fun with learning Gaming Read the articles assigned by the
and gamification of language learning. What
really works? How do we know?

counts towards LT2.
Week 7:
March 2 - 8
Group 5 Integrating TPACK and SAMR into our

teaching practice How will you incorporate
principles of TPACK and SAMR into your
teaching practice and your LT3?


counts towards LT2.
Week 8:
Hands-on Research Week
March 9 - 15
Use of the U of C library to conduct your
research. Do not use websites that require you
to pay to access research articles.
No discussion board posting this week, but be
prepared to present your list of References (in
APA format) in next weeks discussion.
Adobe Connect session #3 - Tuesday, March
10 - 5:00 - 6:00 p.m.
Adobe Session topic: Preparing for your LT3:
An open dialogue.
Source a minimum of ten (10)

research sources to inform your LT3.
At least three (3) sources must be
peer-reviewed research articles
published since 2004. Note that
Wikipedia is not an acceptable source
for graduate-level research and
scholarship. Note that these ten (10)
sources are in addition to any sources
we have referenced in the discussion
board or any included as course
readings.
Week 9:
March 16 22
Present your list of References containing at

least 10 sources that may inform your LT3.
Provide a brief explanation of how and why
they may be useful.

Discuss the progress of your project thus far,

providing specific details (rather than
generalities) about the topic(s) you are
addressing, an introductory rationale for your
work and the technology you intend to use to
showcase your work.

counts towards LT2.

Week 10:
March 23 29
Week 11:
March 30
April 5
Week 12:
April 6 - 12
Group 6 Trends in language learning

technology - Part 1 The near future -- Mobile
learning, voice recognition and other
technologies of the future for language learning
that we may realistically have to engage with
during the next 30 years (e.g. while most of us
are still actively engaged in teaching.)

Group 7 Trends in language learning

technology - Part II The far future Virtual
reality, cybernetics, robotics and other as yet
undeveloped technologies that may affect
language learning from 2045 onwards (e.g. past
the point of most of our teaching careers.)

Working Week Complete Learning Task 3.
Complete Learning Task 3 and post

on D2L for next weeks discussion.
Due date: April 10, 2015 by 11:59
p.m. Mountain Time.
No discussion board posts due this week.

Week 13:
Review and respond to all peer projects.
April 13 - 15

counts towards LT2.

counts towards LT2.
Note: Participation in this weeks

discussion counts towards LT2.
Changes to Schedule: Please note that changes to the schedule may occur in response to student
questions and conversations.

LT 1: DISCUSSION BOARD FACILITATION

Due Date: Varies
Percentage of the Final Grade: 20%

DESCRIPTION OF ASSIGNMENT 1
For this assignment, students will work in pairs or groups (depending on enrollment and to be
negotiated with the instructor) to facilitate the weekly discussion on D2L. Two readings per week
are expected. One reading may be drawn from the course-approved reading list found in this
course outline. In addition, students will source one peer-reviewed scholarly research articles
for their classmates to read on the topic. The article must be approved by the instructor. The
questions posed must draw specifically from the selected research articles, as well as draw on
relevant classroom practice.

Students are to send their proposed readings and weekly question to the instructor prior to your
facilitation week for approval. Students should develop ONE comprehensive, poignant, profound
and provocative scholarly dialogue question. A maximum of two sub-questions may be included,
but these will be included as a single discussion board topic for the week.

The deadline for this is the day before your facilitation begins, but you are encouraged not to wait
until the last minute, but instead to allow ample time for your instructor to review your proposed
readings and questions to allow time for modifications if necessary. Students are encouraged to
engage with the instructor in a collaborative dialogue to ensure that the facilitation board
questions meet expectations for scholarly dialogue.

Students should aim to select readings that meet these criteria:
Peer-reviewed scholarly research articles
Published within the past 10 years
Are a minimum of two (2) and a maximum of twenty (20) pages
Are freely available through the U of C library database
Each article is from different author(s)
Articles offer differing viewpoints on the topic (e.g. one article focuses on theory and the
other on practice; or one article is in favor of the learning technology and the other is
opposed).

CRITERIA FOR ASSESSING LT 1
Assignment 1 will be assessed based on the following criteria:
Develop ONE scholarly dialogue question intended to foster deeper understanding of the
weekly topic. Have your question approved by the instructor.
Sophistication of insights
Quality of the connections between your ideas and concepts acquired from the readings
and dialogue of classmates.
Quality of writing and consistency in following the APA style.
Daily interaction on the discussion board during your facilitation week to ensure the
dialogue flows, deepens and remains engaging for all participants.

LT2: CLASS PARTICIPATION ON THE DISCUSSION BOARD

Due Date: Ongoing until August 14, 2014
Percentage of the Final Grade: 45% - Assessed weekly 5% per week for 9 weeks

DESCRIPTION OF LT2

Students are expected to engage fully in the online community of scholarship through original
posts that clearly reflect you have completed the weekly assigned readings, you are engaging
with peers in collaborative and supportive dialogue. To facilitate the timely contribution to the
discussion board, students will be assessed on a weekly basis, having the opportunity to earn 5%
per week for 9 week, exclusive of the week you are facilitating the discussion board.

In other words, there are 10 weeks of expected participation on the discussion board. For one of
those weeks you facilitate the discussion (LT1). The remaining weeks are assessed under LT2.

Please note that following the completion of the weekly discussion, the discussion board may
close for that week and students will be unable to make contributions in arrears. Students are
expected to contribute every week to the dialogue.

CRITERIA FOR ASSESSING LT2
To get credit for class participation, students are expected to participate on a regular and on-
going basis, contributing to the weekly discussions in a timely manner.
It is not enough to simply reflect on the questions posed on the discussion board. In addition,
your posts should clearly demonstrate that you have completed the required readings for the
week through citations and direct quotations from the readings. Sources should be cited in APA
format.

In addition to your own postings, you also reply at least once to a peers post, demonstrating
deep levels of scholarly discourse and deepening of your mastery of the topic. A minimum of two
substantive posts per week are expected.

A possible of 5 points per week will be awarded, based on both the scholarly sophistication of
your contributions, as well as a demonstration that you are actively engaging with others to
create an online community of ongoing, research-informed dialogue.

The instructor may reference the statistical reports from D2L to assist with evaluating your
performance for this learning task.

LT3: DESIGN OF A TECHNOLOGY LEARNING MODULE

Due Date: August 3, 2014
Percentage of the Final Grade: 35%
Length: Showcase presentation of a maximum of 10 minutes.

DESCRIPTION OF LT3
The purpose of this activity is to design and create a learning module that integrates technology
in language learning.

Objectives
Through this task students are expected to:
provide a rationale for the design of a learning module;
articulate a theoretical framework for the module that is solidly grounded in research (e.g.
examine how models such as TPACK and SAMR are relevant to your project.)
elaborate a plan for the learning module including objectives, activities, assignments, and
assessment; and
plan a strategy for evaluating the effectiveness of the learning module.

Description
Develop a learning module that integrates technology in a language course. The following
elements must be included: a rationale for the activity; a theoretical framework; a description of
the module; a plan to assess the effectiveness and implementation of the module, a list of
references in APA format.

Ideas for this task can be drawn from the course content, readings, personal experience, or other
resources.

Your list of references for the project contains a minimum of ten (10) credible research sources
(at least 3 of which must be peer-reviewed articles published since 2004) and presented in APA
format. Note that these ten (10) sources are in addition to any sources we have referenced in the
discussion board or any included as course readings. In other words, you are expected to find, collect
and curate at least ten (10) relevant scholarly sources on your own.

Students are encouraged to use readily available (e.g. open source) technologies to develop their
learning module. A variety of formats are acceptable, but students are encouraged to actively
consult with the instructor through the conceptualization and planning stages of the project to
seek advice, input and feedback on the process and development of the project.

Projects will be presented to the instructor and to peers on D2L.

Many students opt to create their own website or Wiki for this project, but that is not a
requirement for the learning task. Please note that projects should be open access and not
require users to pay for access or sign up for any special services. This includes having to register
a name or e-mail address.

10

CRITERIA FOR ASSESSING LT3
LT3 will be assessed based on the following criteria:

A clear rationale for the project is provided. Technologies are not integrated simply
because they are fashionable, but because they have a sound basis for learning.
Theoretical and conceptual frameworks are articulated (e.g. TPACK and SAMR).
Pedagogical effectiveness of the technology is explored.
A clear plan for learning and the benefit to students is highlighted.
An acknowledgement of what level of language learners and /or grade level the
technology is appropriate for.
Sophistication and relevance of the overall showcased technology.
A list of at least ten (10) research sources are consulted, cited and referenced in the
project. Sources are to be cited and referenced in APA format. At least 3 sources are
articles published since 2004 in peer-reviewed scholarly journals.

Note: Wikipedia is not an acceptable source for graduate-level research and scholarship. Projects
citing Wikipedia will be returned to the student for revision.
----------------------------
Criteria for Graduate Writing

1. The writing is clear, straightforward and uses proper English grammar. It can be easily read and
understood by a colleague.
2. Research is evident. You have reviewed literature that is relevant, current and useful in helping
you to understand the topic. You have used books, print journals, on-line journals, research
reports and possibly non-print sources (such as interviews, tapes, films, microfiche and
microfilm) as reference material for your paper.
3. You say something substantive about the topic that is of value to the reader. You have been
selective in the literature you have reviewed and cited.
4. Your own input is evident. The ideas taken from the literature are utilized to make observations,
discuss implications, develop generalizations and draw conclusions.
5. Sources of information are acknowledged in an acceptable manner (i.e., APA 6th Edition). The
names of the authors consulted are used in the text of the paper.
6. The paper demonstrates an overall quality commensurate with graduate studies. You have
shown that you understand the topic and the paper demonstrates organization, analysis,
evaluation of ideas. You express your thinking clearly and coherently.
Students are advised to become familiar with the Faculty of Graduate Studies policies and the
University of Calgary support services in these areas: intellectual property, academic integrity,
plagiarism, research ethics, effective writing, and English language proficiency. Information about
these topics is available through the following web addresses:
http://www.grad.ucalgary.ca/Policies%20and%20Procedures.aspx
http://www.ucalgary.ca/honesty/
http://www.ucalgary.ca/research/compliance/ethics/
11
GRADUATE PROGRAMS IN EDUCATION: GRADING SCALE

Grade
A+
A
AB+
B
BC+
C
CD+
D
F
Distribution of Grades*
GP Percent Graduate Description
Value
4.0
95 - 100 Outstanding
Excellent - superior performance showing comprehensive
4.0
90 - 94
understanding of the subject matter
3.7
85 - 89 Very good performance
3.3
80 - 84 Good performance
3.0
75 - 79 Satisfactory performance.
Note: The grade point value (3.0) associated with this grade is the
minimum acceptable average that a graduate student must
maintain throughout the program as computed at the end of each
year of the program.
2.7
70 - 74 Minimum pass for students in the Faculty of Graduate Studies
2.3
2.0
1.7
1.3
1.0
0.0
65 - 69
60 - 64
All grades below B- are indicative of failure at the graduate level
55 - 59
and cannot be counted toward Faculty of Graduate Studies course
50 - 54 requirements.
45 - 49
< 45
*Based upon Faculty of Graduate Studies 2014/2015 Calendar, Distribution of Grades
It is at the instructor's discretion to round off either upward or downward to determine a final grade
when the average of term work and final examinations is between two letter grades.
---------------------------Werklund School of Education Appeals Policy and Process
http://werklund.ucalgary.ca/gpe/werklund-school-education-appeals-policy-amp-process
Universal Student Ratings of Instruction (USRIs)
Students are strongly encouraged to complete course evaluations for each course taken in their
program. Student feedback on their experience in a course is taken very seriously by the Werklund
School of Education in timetabling and staffing courses. Student feedback via the Course Evaluation is
used to monitor the quality of teaching, the quality of students learning experiences and the quality of
course design in Graduate Programs in Education.
Students are advised to become familiar with the Faculty of Graduate Studies policies and the
University of Calgary support services in these areas: intellectual property, academic integrity,
plagiarism, research ethics, effective writing, and English language proficiency. Information about
these topics is available through the following web addresses:
Plagiarism + academic misconduct: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-o.html

Intellectual Honesty: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-m.html
Integrity: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-r.html
12
Research Ethics: http://www.ucalgary.ca/research/researchers/ethics-compliance

My Grad Skills: http://grad.ucalgary.ca/mygradskills
Intellectual Property: http://grad.ucalgary.ca/current/managing-my-program/academicintegrity/intellectual-property
Student Success: http://www.ucalgary.ca/ssc/
Graduate Studies Calendar, Excerpts on Plagiarism:

O.1.a) Definitions
1. Plagiarism - Plagiarism involves submitting or presenting work as if it were the students own work
when it is not. Any ideas or materials taken from another source written, electronic, or oral must be
fully and formally acknowledged.
(b) Parts of the work are taken from another source without reference to the original author.
(c) The whole work (e.g., an essay) is copied from another source, and/or,
(d) A student submits or presents work in one course which has also been submitted in another course
(although it may be completely original with that student) without the knowledge of or prior agreement
of the instructor involved.
O.1.b) Penalties, can include and are not limited to:
1. Failing Grade - A student may be given a failing grade in either an exercise or course in which that
student is found guilty of plagiarism, cheating or other academic misconduct. A student may not avoid
a failing grade by withdrawing from the course.
2. Disciplinary probation.
3. Suspension.
4. Expulsion.
Copyright: All material used in the course is for the sole use of the individual and should not be
recopied in either print or digital format. For copyright guidelines, including those relating to
photocopying and electronic copies, please refer to the Association of Universities and Colleges of
Canada (AUCC) fair dealing guidelines: http://library.ucalgary.ca/copyright
Academic Accommodations It is the students responsibility to request academic accommodations.
If you are a student with a documented disability who may require academic accommodations and have
not registered with Student Accessibility Services, please contact them at 403-220-6019. Students who
have not registered with Student Accessibility Services are not eligible for formal academic
accommodations. More information about academic accommodations can be found at
www.ucalgary.ca/access .
Campus Security provides a range of services intended to promote and facilitate a safe and secure
learning and living environment, e.g. the SafeWalk program for students attending classes on campus.
For more information please visit http://www.ucalgary.ca/security/ or telephone 403-220-5333.
The Freedom of Information Protection of Privacy Act (FOIPP) prevents instructors from placing
assignments or examinations in a public place for pickup and prevents students from access to exams or
assignments other than their own. Therefore, students and instructors may use one of the following
options: return/collect assignments during class time or during instructors' office hours, students
provide instructors with a self-addressed stamped envelope, or submit assignments, or submit/return
assignments as electronic files attached to private e-mail message.
The US Patriot Act - In order that you can make informed decisions about what technologies, services
13
and tools you will use for the completion of course assignments, and any other learning tasks (i.e.,
online discussions) please note that under the United States Patriot Act course work published using
services or tools subject to the US Patriot Act can be seized with disclosure, and you may not be
permitted to inform anyone but your legal counsel. If seizure under the US Patriot Act was to occur,
and you lost coursework / assignments that were stored on a US server, it may compromise your
successful completion of learning tasks and the course.
Please familiarise yourself with the University of Calgarys website on "Privacy and the Online
Academic Environment" http://lcr.ucalgary.ca/privacy and familiarise yourself with the US-Patriot Act.
Emergency Evacuation Assembly Points - For both the Education Tower and Education Block, use
the Scurfield Hall Atrium (Primary) or Professional Faculties Foodcourt. See:
http://www.ucalgary.ca/emergencyplan/assemblypoints

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University of Calgary

Werklund School of Education

Term Dates: January 12 to April 15, 2015

Tuesday, January 13 - 5:00 - 6:00 p.m.

EDER 603.23 Winter 2015 Dr. S. Eaton

EDER 603.23 Winter 2015 Dr. S. Eaton

EDER 603.23 Winter 2015 Dr. S. Eaton

Weekly Course Schedule:

Reading / Assignments Due

1. Introduce yourself on D2L

Respond to the guiding questions

Adobe Connect session #1- Tuesday, January

Group 1 TPACK. SAMR, and language

Read the articles assigned by the

Group 2 Assessing the value of learning

Read the articles assigned by the

Group 3 - Is bigger better? MOOCs, NINGs,

Respond to the guiding questions

EDER 603.23 Winter 2015 Dr. S. Eaton

Outline an initial topic for your LT3.

Respond to the guiding questions

Reading Week No classes this week.

Participation in this weeks discussion

Group 5 Integrating TPACK and SAMR into our

Read the articles assigned by the

Participation in this weeks discussion

Source a minimum of ten (10)

EDER 603.23 Winter 2015 Dr. S. Eaton

Present your list of References containing at

Read the articles assigned by the

Discuss the progress of your project thus far,

Participation in this weeks discussion

Discussion board facilitated by: Instructor

Group 6 Trends in language learning

Read the articles assigned by the

Group 7 Trends in language learning

Read the articles assigned by the

Working Week Complete Learning Task 3.

Complete Learning Task 3 and post

No discussion board posts due this week.

Participation in this weeks discussion

Participation in this weeks discussion

Note: Participation in this weeks

EDER 603.23 Winter 2015 Dr. S. Eaton

LT 1: DISCUSSION BOARD FACILITATION

EDER 603.23 Winter 2015 Dr. S. Eaton

LT2: CLASS PARTICIPATION ON THE DISCUSSION BOARD

EDER 603.23 Winter 2015 Dr. S. Eaton

LT3: DESIGN OF A TECHNOLOGY LEARNING MODULE

EDER 603.23 Winter 2015 Dr. S. Eaton

Criteria for Graduate Writing

EDER 603.23 Winter 2015 Dr. S. Eaton

GRADUATE PROGRAMS IN EDUCATION: GRADING SCALE

*Based upon Faculty of Graduate Studies 2014/2015 Calendar, Distribution of Grades

Plagiarism + academic misconduct: http://www.ucalgary.ca/pubs/calendar/grad/current/gs-o.html

EDER 603.23 Winter 2015 Dr. S. Eaton

Research Ethics: http://www.ucalgary.ca/research/researchers/ethics-compliance

Graduate Studies Calendar, Excerpts on Plagiarism:

EDER 603.23 Winter 2015 Dr. S. Eaton