2020 Hands-on Workshops

March 31 — Some of these workshops will now be held online.  We are working to make a new schedule of workshop offerings.  Check back for updates to this information.

 

Tuesday, May 26

9:00 am – 12:00 noon 

It’s Not Just What You Say, It’s How You Say It: Using AmPitch for Improving L2 Intonation

Leaders: Robert Elliott, Jeff Magoto and Connor Yiamkis
Attention to intonation can be critical for producing proficient speakers in an L2. The presenters will demonstrate two models of incorporating a free and openly available real time pitch-extraction program, AmPitch, that can facilitate improving intonation. They will model how they have used this tool with two very different languages, English and Achumawi (Pit River), an endangered tonal language of North America. Participants will discuss incorporating metacognitive strategies into teaching intonation, learn to use AmPitch on their own, brainstorm ideas of how they might use pitch extraction in their context, and develop activities to be reviewed by the group.

From Face-to-Face to Hybrid: How to Transform a Traditional Multi-section Language Course into a Hybrid Format

Leaders: Claudia Sanchez Gutierrez, Kathleen Guerra, Marta Llorente Bravo, and Silvia Aguinaga Echeverria
This workshop focuses on how to rearrange the content of a traditional face-to-face language course into a hybrid format in order to maximize the affordances of both media. Participants will a) identify tasks and activities that conform to in-class and online formats, b) develop an understanding of activity and task design for each medium, c) learn to create content and implement two computer-based programs, iSpraak and Playposit, in order to facilitate pronunciation and engagement with realistic input and d) discover the problems and possibilities that emerge from the practice in single and multi-section language courses. Programming knowledge is not required.

Critical Thinking, Task Engagement, and Language Teacher Learning with Educational Escape Rooms

Leaders: Joy Egbert, Sayed Shahrokni, Sarah Movius and Jendra Elbek
An educational escape room is a team-based, f2f experience with digital support. During an escape, participants interact with language and content in order to accomplish a specific goal within a time limit. Escape rooms in language teacher education can address task engagement, critical thinking, and focused learning. This workshop will involve participants in an escape and show them why and how to build their own; it will also address our research process.

VR+AI Language Learning Model: Immersion in Authentic Language and Culture

Leader: Penny Wang
360-degree Hollywood video and an AI system create an authentic language and culture environment for language learners. Language learners need not  travel abroad but only put on a VR headset for language immersion and interaction with native speakers. This workshop is to 1) demonstrate the latest VR innovation and its application in language teaching, 2) introduce the VR+AI learning model and 3) train the teacher audience how to incorporate VR+AI technology and teaching strategies into personalized language instruction.

Tuesday, May 26

1:00 pm – 4:00 pm

Fundamentals of Online Language Teaching

Leaders: Kathryn Murphy-Judy, Christopher Hromalik, Ruslan Suvorov, Victoria Russell, Jennifer Quinlan and Julio Rodriguez
Over the last decade, CALICO has offered online language teacher training. In this three-hour ‘flipped’ workshop, participants will work through what it takes to launch a fully online language program for first- or second-year language learners (novice to intermediate-low proficiency ACTFL scale, A1-B1 CEFR). Before the workshop, participants will receive a survey and links to a set of TED-Ed lessons on topics related to online language pedagogy. Then, based on surveyed needs and lesson choices, participants will engage in hands-on tasks that lead them through fundamental design thinking, development strategies and appropriate tools, and assessment and evaluation routines.

Audio Visual Stories as Mobile Games

Leader: Mahmoud Amer
In this installment of the workshop for CALICO for this year, the presenter will share sample app development that showcases a harmonious relationship between audio-visual stories and mobile games. Using images and audio files, and the drag-and-drop functionality of mobile apps, attendees will utilize the power of images and audio with the ever-present feature of drag-and- drop to help engage students and to help them develop their listening comprehension.

There Should Be an App for That: Improving CALL with Design Thinking

Leaders: James Slaton, Thor Sawin, and Gabriel Guillen
Think you have the next great idea for a language learning app? Ever wondered how to make it a reality? Before hiring programmers, the first step is determining if your idea is even viable. This workshop will help you systematically validate your idea through an introduction to Design Thinking, a human-centered design framework for creative problem solving. Through collaborative, hands-on activities, participants will learn how to identify unmet needs and generate truly unique solutions to some of language learning’s most wicked problems. Participants will leave equipped to apply the framework to classroom, academic, or personal projects.

Using Post Reality to Introduce Augmented Reality into Language Learning

Leaders: Jacob Larsen, James Nemiroff and Alison Lovett
This workshop will focus on the use of the Post Reality augmented reality (AR) mobile application for classroom projects that support language learning while allowing students to express themselves creatively using various learning modalities. We will discuss potential classroom applications and practice creating content with the mobile application. Attendees will create their own posters and integrate image triggers for a full Post Reality experience. At the end of the workshop, attendees will be able to use Post Reality and allow students to express themselves in various modalities plus be prepared to teach these skills to colleagues at their home institutions

Wednesday, May 27

9:00 am – 4:00 pm

Explore Games, Make Games and Game-Based Frameworks for Foreign Language Learning

Leaders: Samantha Kirby, Phillip Cameron, Jeremy Robinson, Carly Born, Stephanie Knight, Frederik Cornillie, Randall Sadler and Jeffrey Maloney
As Jon Reinhardt’s Gameful Second and Foreign Language Teaching and Learning explains, games, game-based learning, and gameful pedagogies are blossoming in world language classrooms. This full-day workshop will expand and enrich the previous games-based CALICO workshops of Jeremy Robinson, Randall Sandler, Frederik Cornillie, and Phillip Cameron. The first half will provide guided explorations of a variety of types and genres of games (e.g., aural interactive fiction, card-based, role-playing games, and video games), Building from that experience, participants will explore specific frameworks the second half of the day in order to build something to implement in their own classrooms.

Wednesday, May 27

9:00 am – 12:00 noon

Learning Analytics in the Language Classroom: Tips & Tools

Leaders: Maria Diez Ortega and Phung Huy
Using learning analytics in a classroom can help teachers and researchers learn about student engagement, performance, and learning progress in a time-efficient way. This workshop will share how several tools (e.g. H5P, Edpuzzle, Quizizz) can be applied in the classroom not just for learning but also to gather, store, process, and use information about the learners, their learning, as well as ones’ teaching. From a language analytic perspective, we will discuss and demonstrate how to collect and process linguistic and nonlinguistic data (engagement, time on task, metacognition, feedback), with these tools, followed by a hands-on activity for attendees to experiment using learning analytics.

Collaborative Learning with CLNotes: Connecting People, Language, Culture, and Learning in an Ever-Changing World

Leader: Adam Sheard
In this hands-on workshop, participants will learn about how they can create and deliver student-centered and multimodal language learning resources,activities and assessment tools using the software Collaborative Learning Notes. As a takeaway, participants will learn how to utilize the potential for modern technological approaches to language learning to automate activity, resource and summative assessment tasks, engage in real-time formative assessment, and customize all course materials to each student at just a click of a button. All of this is designed to allow teachers to teach more efficiently, and learners to learn more effectively.

Creating Interactive Video Lessons with Playposit

Leader: Philomena Meechan
Join us to explore the many features that PlayPosit offers for creating interactive video lessons. The built-in online editing tool allows you to easily select excerpts from a single video as well as combine videos from multiple sources. Boasting a variety of question types, the audio prompts and responses, threaded discussion and branching are particularly useful. Broadcast and audience response provide a platform for engaging students during class. A strong analytics package integrates with several LMS. We will illustrate with various examples and participants will create and discuss their lessons with the group.

Wednesday, May 27

1:00 pm – 4:00 pm

Fostering Learning Engagement in Online Language Teaching

Leaders: Ines Warnock, Stephanie Roulon, Jennifer Ceciliano and Sarah Schoettler
Our panel of presenters for this workshop will explore the tools and methods used in developing online language courses for Portland State University’s German, French, and Spanish programs. We present our courses and how we fostered an environment of engagement between students, course materials, and faculty. Topics include best practices when onboarding students with an example timeline, grading written assignments with possible technologies/apps, and engaging students using VoiceThread and Flipgrid. We will walk you through how to grade, provide feedback, and set up accounts, as well as discuss some issues with solutions we encountered when teaching online language courses.

ANVILL-LTI: Build Meaningful Language Interactions Quickly and Joyfully

Leaders: Jeff Magoto and Robert Elliott
In this workshop, you will learn to use the latest version of the free and open-source software, ANVILL-LTI. This new version, rebuilt from the ground up, is optimized for pedagogical contexts that are fluid (F2F-hybrid-online) and for teachers who have very little time for authoring. One innovation is a seamless weaving of ANVILL’s strengths as a media tool with the interactivity of H5P.org interactive apps. The combination means that speech or video are no longer stumbling blocks as input or output tasks, and that content of all types can co-exist easily on a page. Please bring your laptop and earbuds.

Undergraduates as Qualitative Co-researchers: Advice From the Trenches

Leader: Terry Voorhees
Designing research projects in which undergraduate students serve as co-researchers not only strengthens the students’ understanding of the scope of research in the field, but also provides a valuable experience for both the students and primary researchers. This workshop sponsored by the SLAT SIG will provide attendees with tips and practical advice on how to design qualitative CALL-related projects with students as co-researchers. Attendees will learn about the researcher’s experience of engaging undergraduate students in research practices, receive advice and strategies in designing these projects, and, by workshop’s end, will have crafted a study to conduct with student co-researchers.

Saturday, May 30

1:00 pm – 4:00 pm

Mixed Reality Technologies to Provoke Complex Learning and Communication

Leaders: Stephanie Knight and Julie Sykes
Mixed-Reality Complex Learning Scenarios (MRCLSs) are immersive, play-oriented experiences in which participants work together to complete multi-step tasks that help them discover and unpack critical information about and awareness of targeted speech acts. Workshop participants will experience MRCLSs and the various technologies (e.g. VR, AR, and voice recognition tools) used to enact said experiences. Then, they will examine how complex learning scenario design principles promote language acquisition, and they will ultimately ideate and prototype MRCLSs of their own.

Coggle: Online Simple Collaborative Mind Map

Leader: Adnan Mohamed
An online mind mapping application is a beneficial technique for helping students organize concepts. The research on interactive online mind mapping applications suggests that students’ performance with online applications outperform paper-based mind strategies. In this presentation, the attendees will learn how these applications can benefit students in overcoming learning and retention issues. This workshop shares experience of 15 graduate participants who used an app named Coggle in their classroom. As the participants used the app, the attendees will be engaged to use the application and learn how to incorporate teamwork, feedback, keywords, and visuals in their practice.

Make Your Own Language Adventure: Learner-developed Interactive Fiction Games with Twine

Leader: Kathrin Kaiser
Interactive fiction and story-based language games offer great potential to engage learners in learning experiences that imitate real-world settings and provide opportunities for interaction in culturally meaningful contexts. Utilizing open-source software, the game development process itself can become a compelling project-based learning tool that directly involves learners as writers, designers, and even developers. This workshop introduces participants to Twine, an open-source software tool for the development of story-based games. Participants will examine how to leverage the tool\’s affordances for language learning, and implement their own designs within a guided process that introduces Twine’s basic functionalities step by step during a hands-on prototype development session.

Workshops Registration Form