Welcome to my e-portfolio for the 2016 STARTALK “Transitioning to Teaching Online” course through the University of Minnesota.
The “Transitioning to Teaching Online” (TTOL) took place from June 13 to July 3, 2016. The TTOL course is one of the most valuable classes I’ve ever taken outside my beloved CI world. Throughout three intense weeks, the instructors modeled best practices through their teaching, the resources they offered, the way that the Moodle worked, and their incredible level of feedback to participants who submitted responses nearly ’round the clock.
Participants felt strongly supported and certain that what we were learning would help us teach better. Even if I were going straight back to a face-to-face Russian program in the fall, this TTOL class would be making me a better teacher. Anyone who is teaching critical languages should bookmark the StarTalk course at the University of Minnesota and apply next March.
TTOL allowed me to consider how I might move CI methods online, introduced me to applications I’d never considered and teachers of languages I’d never heard, and taught me much more. I’m not convinced that online CI will be entirely possible, and I know that creating a course will not be easy, but now I have colleagues who understand both sides of the problem. I no longer have a face-to-face Russian class. I want to teach Russian! And online might be the only way for the foreseeable future.
I am very grateful to the instructors of TTOL. They have shown me an open door where I thought there was only a wall.
The Snapshot Analysis is the first of the documents that the StarTalk TTOL course asked us to create. It explains my unusual teaching situation as I began this course and my goals for the class.
The Snapshot Analysis mentions two documents:
CALICO workshop: Planning for basic Online Learning
Old Dominion Delivery Modes Matrix
Tips for transitioning to online teaching Lynn, Vanessa and I created this slide show as part of an activity that helped us understand how to develop groups online.