Course Expectations and Grading 

           

Participants will be expected to

This self-paced course is composed of 5 modules. There are no specific deadlines for the
assignments. Participants are required to self-pace their work.

Grading

Participants work through the MOOC in a linear fashion: in order to advance to the next
activity, a participant needs to have completed previous ones. Participants’ grade in the
MOOC is based on their participation in all required activities. This includes frequent follow-
on quizzes throughout the course. Participants may retake quizzes to try to earn a higher
score. A score of 70% or higher on each quiz is required in order to advance to the next
activity. All discussion assignments are optional.

Assessment and Certification

Participants who complete all activities and earn 80% or higher on the graded quizzes, will
be able to generate a certificate of completion.

Netiquette

A MOOC is a very special encounter. Its participants are from diverse cultures from all over
the world, and their interaction happens entirely online, without the direct supervision of an
instructor. The quality of our online interactions will be much higher if everyone follows
certain basic rules of etiquette – or in our case (online), netiquette.

1. Try to be clear and direct

Make sure that your content title reflects the content of your post and that your post is
succinct and direct.

2. Make it easier for colleagues to read your comments

- Put a blank space at the beginning of a message and between paragraphs.

- Be brief and specific. This is especially important in Massive Open Online Courses which
have thousands of participants.

3. Be constructive

Respond to colleagues’ postings or comments in an encouraging and supportive tone.

Think before you write or respond. Any criticism should be constructive—if in doubt, think
about how you would feel reading a posting.

4. Be open to differences in opinion

Be open to other people’s opinions and try not to get emotional if someone disagrees with
you. Make your learning experience a constructive and positive one by avoiding ‘flaming’.
For example, capitals can be interpreted as shouting. Think before you push the ‘send’
button. Words are powerful and can hurt; avoid anything which could be misinterpreted in
any way.

5. Accept others

Accept your peers’ differences, e.g., cultural and language differences. You are part of a
community which means caring about your own progress and that of your colleagues’.

6. Cite other people’s work

If you use a quote or reference in your post; make sure that you cite it or provide a link to it.

7. No spamming

Please don’t send advertisements to your peers or use your peers’ emails in any way other
than how they intend it to be used.

MODULE 5

The following article complements the "Integrating Technology into the Curriculum" lecture
by providing useful advice on how to assemble teaching units. Please think about this brief
article as you plan lessons for students in your own professional context.

Butler, G., Heslup, S., & Kurth, L. (2015). A Ten-Step Process for Developing Teaching
Units. English Teaching Forum 53(2). 1-12. (PDF  Download PDF)

https://e-tesda.gov.ph/pluginfile.php/12206525/mod_book/chapter/84243/02%20Butler
%20et%20al%202015.pdf?time=1631783618756

Here is how the authors (Butler et al., 2015) summarize this article: 

"The purpose of this article is to describe the concepts that guided the creation of the
process, to provide a description of the process as applied to our teaching context, and to
offer examples from a teaching unit that was created and revised using the process. We
write this article in the hope that this tool and our experiences using it may help guide other
educators who wish to design their own teaching materials or units, either to supplement an
existing curriculum or as the foundation for a new, completely teacher-generated
curriculum" (p. 3). 

3. Sample Lesson Plans

"Teacher teaching in a lab" by Iowa State University (Links to an external site.) is licensed under CC BY 4.0 (Links to an external site.)
Directions
Below you will see some model lesson plans that teachers around the world have created
for their students. Enjoy reading through the lesson plans in four areas and determine if
any/all of the lesson(s) might work in your context. 

Vocabulary

 Example 1: A Social-Media Based Vocabulary Lesson Plan for Engineers 

 Example 2: Using YouTube to Teach Restaurant Vocabulary

Grammar

 Example 1: Using COCA to Study Collocations with Prepositions 

 Example 2: Grammar Lesson Plan Using VOA 

Listening

 Example 1: Learning Expressions about Daily Routines 

 Example 2: Going Grocery Shopping 

Speaking

(Note: The following examples are PowerPoint files with embedded audio.)

 Example 1: Informal Greetings & Farewells   (click here for PDF version without

audio)
 Example 2: Giving a Structured Talk  (click here for PDF version without audio)

Please note that this is not a formal assignment; this activity is ungraded and only for your
own professional benefit.
Self-Evaluation Criteria
Although this activity is ungraded, please use the criteria below to evaluate your
performance. Please make sure that your performance meets our criteria.   

Self-Assessment Rubric
Criteria Meets criteria Approaches criteria Does not meet criteria
Performance I explored the lesson plans I explored the lesson plans I did not explore the lesson
in all four areas; I in all four areas; I chose plans outlined above; I did
identified one or more one or two lesson plans that not identify the lesson
lesson plans that might might work for my plans that might work for
work for my teaching teaching context; I failed to my teaching context; I
context; I can envision envision specifically how I failed to envision
 specifically how I might specifically how I might
might incorporate these
incorporate these lesson incorporate these lesson
lesson plans into my own
plans into my own plans into my own
teaching.
teaching. teaching. 
 

4. Implementing Lecture Activities

Professor Chapelle reviewed the skills you learned in the course and outlined steps towards
integrating technology in the classroom. In particular, she expanded on the 10-step
curriculum integration process Butler, Heslup, and Kurth (2015) suggested. You also heard
from Professor Greg Kessler, the expert for this unit. He presented, for example,
suggestions on how teachers might create new activities using technology. 

Directions
Part 1

Explore the websites that were introduced in the lecture and take notes on which ones may
best address a specific student need. Jot down aspects that would inform the phases Prof.
Chapelle outlined: planning; analysis; development and use; and evaluation and revision. 

NOTE: You will not need to download or purchase anything to explore these websites. 

 Breaking News English (Links to an external site.)

 Quizlet (Links to an external site.)
 Google Suite for education (Links to an external site.)
 Google Maps (Links to an external site.)
 Google Earth (Links to an external site.)

Part 2

Prof. Kessler said that he is a big fan of social media in language learning, particularly by
creating closed groups that can encourage students to engage in the same kind of social
media practices that we already do in our personal social lives. Consider these questions: 

 What social media applications do your student use?

 What social media activities could you integrate into your classroom?

Please note that this is not a formal assignment; it is for your own professional benefit only.
Self-Evaluation Criteria
Although this activity is ungraded, please use the criteria below to evaluate your
performance. Please make sure that your performance in both parts 1 and 2 meets our
criteria.   

Self-Assessment Rubric
Criteri
Meets criteria Approaches criteria Does not meet criteria
a
I explored the websites
I explored the websites I did not explore the websites
outlined above; I chose one
outlined above; I chose one outlined above; I did not
or two websites that may
or two websites that may choose the websites that may
best address specific
best address specific student best address specific student
Part 1 student needs in my
needs in my teaching needs in my teaching
teaching context; I
context; I failed to identify context; I failed to identify
identified aspects that
aspects that would inform aspects that would inform the
would inform the 10-step
the 10-step phases. 10-step phases.
phases.
I identified one or two I identified one or two social I did not identify social
social media applications media applications that my media applications that my
that my students use;  I students use;  I failed to students use;  I failed to
Part 2
envisioned concrete ideas envision concrete ideas about envision concrete ideas about
about social media social media activities for social media activities for my
activities for my classroom. my classroom. classroom.
 

1. Supplemental Readings

The following articles were selected by our experts to provide extra information pertaining to
their individual skill areas. While these articles are supplementary (not required), they
provide a deeper understanding of language learning and technology, and also provide a
picture of current research in the field. 

You will notice that the first three readings have both a reading guide and a completed
reading guide to provide guiding questions for you as you read through the articles. We
suggest using the reading guide when reading through the article the first time around, and
then compare your notes with those found on the completed reading guide.  

Integrating Technology
Haines, K. J. (2015). Learning to identify and actualize affordances in a new tool. Language
Learning & Technology, 19(1), 165-180. (PDF)

 Haines describes a longitudinal study that shares the perceptions of two teachers as
they begin to use two separate computer-mediated communication (CMC) tools.
Findings from this study include the importance of teacher training in technology.
o Reading Guide for Haines (2015) (PDF)
o Completed Reading Guide for Haines (2015) (PDF)
Godwin-Jones, R. (2015). The evolving roles of language teachers: Trained coders, local
researchers, global citizens. Language Learning & Technology, 19(1), 10-22. (PDF)

 Godwin-Jones' provides a critical literature of the development of technology and

their educational applications. Included in this article is a section on the development
and use of MOOCs, of which you are a part of one!
o Reading Guide for Godwin-Jones (2015) (PDF)
o Completed Reading Guide for Godwin-Jones (2015) (PDF)

Vocabulary
Ushioda, E. (2013). Motivation matters in mobile language learning: A brief
commentary. Language Learning & Technology, 17(3), 1–5. (PDF)

 Ushioda takes a look at the possibilities of using mobile technologies (e.g.,

smartphones) as a possible avenue of incorporating technology into language
learning. Of particular focus is the idea of motivating students to actively engage with
mobile technologies in an educational sense.
o Reading Guide for Ushioda (2013) (PDF)
o Completed Reading Guide for Ushioda (2013) (PDF)

Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students’ perceptions and experiences
of mobile learning. Language Learning & Technology, 17(3), 52-73. (PDF)

 Kim et al. continue the conversation concerning mobile technologies in the language
learning classroom. Their findings show that students are most comfortable using
computers and laptops, but that mobile technologies have pros and cons when
compared with computers.

Reading
Porcaro, J. (2013). Teaching English for Science and Technology: An Approach for Reading
with Engineering English. English Teaching Forum, 51(2), 32-39. (PDF)

 Porcaro explores the use of technology in an English for Science and Technology
course, highlighting the usefulness of technology in English for Specific Purposes.
There are examples of lessons that were of use to Porcaro, which could easily be
adapted to meet other contexts.

Thomas, C. (2014). Meeting EFL Learners Halfway by Using Locally Relevant Authentic
Materials. English Teaching Forum, 52(3), 14-23. (PDF)

 As the title suggests, Thomas describes the usefulness of using relevant and
authentic materials to teach English as a Foreign Language. As with the Porcaro
article, Thomas also includes the benefits and weaknesses of finding authentic
materials, as well as sample lessons and activities that could be used by other
teachers.
Writing
Gugin, D. (2014). A Paragraph-First Approach to the Teaching of Academic Writing. English
Teaching Forum, 52(3), 24-29. (PDF)

 Gugin provides an approach to writing that includes the formation of the paragraph
before writing even occurs. Highlighted are the benefits and challenges of the
approach, as well as examples of activities and lessons that can be adapted for any
language classroom.

Kessler, G. Bikowski, D., and Boggs, J. (2012). Collaborative writing among second
language learners in academic web-based projects. Language Learning & Technology,
16(1), 91-109. (PDF)

 Kessler et al. study the effectiveness of collaborative writing tools, such as Google
Docs, in the formation of L2 writing skills. A main conclusion of the study is that
highly-proficient L2 students focused on meaning over form when engaged with a
collaborative writing tool.

Grammar
Godwin-Jones, R. (2009). Emerging technologies focusing on form: Tools and
Strategies. Language Learning & Technology, 13(1), 5-12. (PDF)

 Godwin-Jones provides some useful tips and resources for incorporating technology
into grammar instruction. Some of the best practices mentioned include reusability,
flexible feedback, and learner empowerment, as well as others.

Sauro, S. (2009). Computer-mediated corrective feedback and the development of L2

grammar. Language Learning & Technology, 13(1), 96-120. (PDF)

 Sauro examines the use of technology and corrective feedback to better assist L2
learners with grammar instruction. She concludes that computer-mediated feedback
certainly has pros and cons when compared with traditional forms of corrective
feedback.