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19:45 Mon

Making the problem a challenge and then solution #524

The Corona Pandemic caused many language providers to adapt their workshops and course programmes in order to meet the clients' needs online. This paper identifies challenges and solutions to establishing 'how' to communicate remotely in an effective way and follows this up with the solutions and opportunities presented by remote working. This presentation draws on solutions identified by clients, colleagues and feedback.

The Corona Pandemic caused many language providers to adapt their workshops and course programmes in order to meet the clients' needs online. This paper identifies challenges and solutions to establishing 'how' to communicate remotely in an effective way and follows this up with the solutions and opportunities presented by remote working. This presentation draws on solutions identified by clients, colleagues and feedback.

17:20 Tue

Teaching Presentation Skills in an ERT Setting #526

Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.

Emergency remote teaching (ERT) of English oral presentation skills forces new perspectives on learning. A blended learning approach was developed over several years to complement classroom delivery with Moodle-based multimedia interactive activities. Leveraging that knowledge base, this workshop introduces techniques and tasks specifically addressing remote learning problems of how to develop presentation skills without a live interactive environment, and how to keep easily disenchanted students encouraged and engaged without constant real time support.

19:00 Tue

International Exchange Activities after COVID-19 #403

The spread of COVID-19 has made it difficult for students to study abroad and has brought major changes into universities' international exchanges. In response to these changes, presenters implemented online technologies into their international exchange activities on campus and with overseas partner institutions. In this workshop, in addition to presenters explaining their activities, participants will be invited to share their experiences/ideas and discuss further possibilities of international exchanges under the circumstances of COVID-19.

The spread of COVID-19 has made it difficult for students to study abroad and has brought major changes into universities' international exchanges. In response to these changes, presenters implemented online technologies into their international exchange activities on campus and with overseas partner institutions. In this workshop, in addition to presenters explaining their activities, participants will be invited to share their experiences/ideas and discuss further possibilities of international exchanges under the circumstances of COVID-19.

19:30 Tue

Adapting Can do descriptors to Remote Teaching #405

Can do descriptors are an important tool to make learning outcome transparent to learners and stakeholders. The extended version of the CEFR, the CEFR Companion Volume (Council of Europe 2018), offers Can do descriptors for telecommunication. This workshop will examine a range of related descriptors, discuss their applicability, including an online oral assessment using CEFR as a rubric base, and give hints to adapt the descriptors to various contexts of emergency remote teaching and learning.

Can do descriptors are an important tool to make learning outcome transparent to learners and stakeholders. The extended version of the CEFR, the CEFR Companion Volume (Council of Europe 2018), offers Can do descriptors for telecommunication. This workshop will examine a range of related descriptors, discuss their applicability, including an online oral assessment using CEFR as a rubric base, and give hints to adapt the descriptors to various contexts of emergency remote teaching and learning.

18:50 Wed

Teacher and Student Perceptions After Going Online #784

In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.

In response to Covid-19, an online course was created and taught in the 2020 spring semester at Sojo University. Activities were all completed individually, and many were auto-graded. This presentation looks at the student perceptions of what was learned and the usefulness of the technology, as well as teacher reflections of the semester. Recommendations are given for how to incorporate these tools into distance or face-to-face classrooms.

17:55 Thu

Remote Peer Reviewing - Efficacy and Challenges #786

Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.

Unlike previous semesters, first year students had to build a rapport remotely in an online reading and writing class due to the spread of COVID-19, after which they peer reviewed their book reports using Google Docs. In this presentation, the presenter shares the findings of a qualitative research which explored the first-year students' perceptions of readiness, efficacy and challenges of participating in peer review activities with classmates whom they met only online.

10:45 Fri

SOFLA-Synchronous Online Flipped Learning Approach #404

Best practices in online teaching should include the eight steps of the Synchronous Online Flipped Learning Approach (SOFLA), a distance learning model which most closely replicates actual classroom teaching. SOFLA includes structured, interactive, multimodal activities, both asynchronous and synchronous, that create fertile spaces for teaching and learning online. Participants will learn how to implement each step, and will receive digital resources to guide them in using SOFLA.

Best practices in online teaching should include the eight steps of the Synchronous Online Flipped Learning Approach (SOFLA), a distance learning model which most closely replicates actual classroom teaching. SOFLA includes structured, interactive, multimodal activities, both asynchronous and synchronous, that create fertile spaces for teaching and learning online. Participants will learn how to implement each step, and will receive digital resources to guide them in using SOFLA.

14:00 Fri

The Text Highlight Tool: Feedback with Colour #519

In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.

In this practice-oriented session, participants will learn how the text highlight tool, a feature in word processing programs, can serve as a low-tech option for corrective feedback in the online classroom. The use of this tool can enhance corrective feedback by using colour to highlight grammar, vocabulary, and mechanical errors. The presenter will use student samples to illustrate three ways that highlighting with colour can be applied to ESL or EFL student paragraphs.

09:30 Sun

American ChĂșan-Fa Self-Defense #844

Welcome to this fun, engaging, and safe workshop on functional self-defense, covering ways to protect yourself from common assaults before or as they happen. We will explore predator tactics, conflict communication, and K.I.S.S. self-defense problem scenarios. No prior experience required. Just bring curiosity and a smile!

Welcome to this fun, engaging, and safe workshop on functional self-defense, covering ways to protect yourself from common assaults before or as they happen. We will explore predator tactics, conflict communication, and K.I.S.S. self-defense problem scenarios. No prior experience required. Just bring curiosity and a smile!