| Description |
1 online resource (323 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Brief Contents -- Contents -- List of Figures -- List of Tables -- eResources -- Author Biographies -- Introduction -- References -- 1. What Are the Basics of Online Course Design? -- Introduction -- The ADDIE Model -- Analysis -- Context Analysis -- Technology and Media Analysis -- Learner Analysis -- Content Analysis -- Instructional Staff ing Analysis -- Evaluation of the Analysis Phase -- Design -- Learning Platform for Course Delivery -- Google's Open Online Education -- Mobile Platforms |
|
Design Issues Specif ic to Languages -- Backward Design -- Synchronous v. Asynchronous Models of Delivery -- The Getting Started Module -- Teaching, Social, and Cognitive Presences -- Teaching Presence -- Social Presence -- Cognitive Presence -- Designing for Assessment of Student Learning -- Designing for Accessibility, Usability, and Inclusivity -- Alpha and Beta Testing -- Evaluating the Design -- Checklist -- Conclusion -- Key Takeaways -- Discussion Questions -- Suggestions for Further Reading -- References -- 2. What Are the Nuts and Bolts of Online Teaching? -- Introduction |
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Developing the Learner -- Developing the Learning Management System (LMS) Interface -- Readability and Usability -- Common LMSs -- Mobile Learning -- Developing the Course Structure -- Basic Course Information -- Learner Orientation -- Modules and Pacing -- The Course Calendar -- Developing Interaction and Course Activities -- The Three Types of Interaction -- Learner-Instructor Interaction -- Learner-Learner Interaction -- Learner-Content Interaction -- Online Course Development Tools and Resources -- Interaction Tools -- Video, Multimedia, and Interactive Media Tools -- Textbook Platforms |
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Media Companies, National Governments, Libraries, and Museums -- In-House Content Creation -- Assessment and Assessment Tools -- Resources and Ancillaries -- Other Tools -- Conclusion -- Key Takeaways -- Checklist -- Discussion Questions -- Suggestions for Further Reading -- References -- 3. What Is Special about Teaching Language Online? -- Introduction -- Teaching in Online and Blended Environments -- Teaching Language in Flipped Learning Environments -- The Components of Communicative Competence -- Pragmatics-Focused Instruction -- The Communicative Language Teaching Approach (CLT) |
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Core Practices for Language Instruction -- CLT in Online, Blended, and Flipped Learning Environments -- The Notional/Functional Syllabus -- Rich Comprehensible Online Input -- Lesson Design and Learner Prof iciency Level -- Professional Standards -- Proficiency Guidelines and Testing -- Language Learning Goals -- Lesson Design and the Three Modes of Communication -- Pitfalls of Mechanical Drills -- Communicative Online Activities -- Authentic Materials -- Creating a Meaningful Cultural Context -- Holistic Grading and Corrective Feedback -- Conclusion -- Key Takeaways -- Discussion Questions |
| Notes |
Description based upon print version of record |
|
Suggestions for Further Reading |
| Form |
Electronic book
|
| Author |
Murphy-Judy, Kathryn
|
| ISBN |
9780429761119 |
|
0429761112 |
|
