Copyediting can be intimidating for students who are uncertain about their writing or proofreading skills. Honing this command takes discipline and practice. Whether or not the goal is to become a professional copyeditor, everyone stands to benefit from developing this ability.
More on the NewsCopyediting blog.
Best wishes to all.
more2come
aSalas
Tuesday, September 7, 2010
Thursday, June 10, 2010
Glossing and L2 Learning
Glossaries are indispensable to readers of all genres, but they are especially useful in vocabulary building and reading comprehension, particularly for second language (L2) learners. Glossing a language by utilizing interactive and engaging exercises and tools can help L2 learners advance their comprehension proficiency.
GLOSS (Global Language Online Support System) offers students a variety of situational online opportunities to learn a second language. Glosses on this site are organized by content areas such as culture, society, economics, science, technology, and the like. Similarly, the types of activities for each content area are available in a range of proficiency levels and include text and multimedia options. Assessment questions, such as multiple choice questions, are based on the content provided to self-test comprehension. The sites also provide correct responses with feedback. Within each situational exercise, for example, if you check off French - society and culture- students can read about the francophone community or listen to a news report about “deadly winter fires and fire prevention measures” while learning about ongoing and past tense events.
L2 glosses such as the one highlighted can complement instruction, and underscore Vygotsky and Krashen’s second language theories that are supportive of social experiences and monitor feedback as effective teaching and learning modalities.
...for the moment
aSalas
GLOSS (Global Language Online Support System) offers students a variety of situational online opportunities to learn a second language. Glosses on this site are organized by content areas such as culture, society, economics, science, technology, and the like. Similarly, the types of activities for each content area are available in a range of proficiency levels and include text and multimedia options. Assessment questions, such as multiple choice questions, are based on the content provided to self-test comprehension. The sites also provide correct responses with feedback. Within each situational exercise, for example, if you check off French - society and culture- students can read about the francophone community or listen to a news report about “deadly winter fires and fire prevention measures” while learning about ongoing and past tense events.
L2 glosses such as the one highlighted can complement instruction, and underscore Vygotsky and Krashen’s second language theories that are supportive of social experiences and monitor feedback as effective teaching and learning modalities.
...for the moment
aSalas
Tuesday, June 8, 2010
Learning with Morrie
Mitch Albom’s Tuesdays with Morrie is a wonderful book to learn and discuss human development and communication. Published in 1997, the book has sold more than 14 million copies. A close friend and kindred spirit, Eva, gave me the book as a gift years ago, and as I read it recently, I appreciated friendship even more. Morrie’s aphorisms (as well as his love of music and dance) resonated with me on many levels as I pondered philosophies and realities about relationships, life and forgiveness.
The book is a pleasure read. As a teacher of communication studies, I could not resist underlining phrases and earmarking pages that could help me exemplify to students various theories, stages and characteristics of human communication.
Reading about death, never mind the idea of a slow and suffocating demise, is arguably depressing. Albom’s approach and Morrie’s courage and wisdom, however, reaffirm living and hope. Relevant and revealing discussions about faith, marriage, work, friendship, fear, ambition and desire are presented in a manner than all can relate. No matter an individual’s cultural, academic, or professional background, or even one’s social, political or economic status, Tuesdays with Morrie’s reality check levels the playing field.
Several reflective quotes from the book:
“when you learn how to die, you learn how to live”
“…And you have to be strong enough to say if the culture doesn’t work, don’t buy it.”
“ They will only envy you…only an open heart will allow you to float equally between everyone.”
We all have the potential to learn vicariously. This book offers many noteworthy lessons. Inspirational.
...for the moment...
aSalas
The book is a pleasure read. As a teacher of communication studies, I could not resist underlining phrases and earmarking pages that could help me exemplify to students various theories, stages and characteristics of human communication.
Reading about death, never mind the idea of a slow and suffocating demise, is arguably depressing. Albom’s approach and Morrie’s courage and wisdom, however, reaffirm living and hope. Relevant and revealing discussions about faith, marriage, work, friendship, fear, ambition and desire are presented in a manner than all can relate. No matter an individual’s cultural, academic, or professional background, or even one’s social, political or economic status, Tuesdays with Morrie’s reality check levels the playing field.
Several reflective quotes from the book:
“when you learn how to die, you learn how to live”
“…And you have to be strong enough to say if the culture doesn’t work, don’t buy it.”
“ They will only envy you…only an open heart will allow you to float equally between everyone.”
We all have the potential to learn vicariously. This book offers many noteworthy lessons. Inspirational.
...for the moment...
aSalas
Tuesday, February 16, 2010
Blackboard Launches Mobile Education Platform in Mexico
Blackboard, a widely used course management platform, also offers students and educators additional convenience and portability through its mobile technology. Users can access their classrooms through their iPhone®, iPod Touch® and Blackberry® devices.
Campuses already using this mobileEdu solution are:
Duke University, Stanford University, Kean University, La Sierra University, Medical College of Georgia, Seton Hall University, Texas A&M University, Texas Christian University, University of California, San Diego, University of San Diego, and the University of Washington.
Most recently Blackboard Launches Mobile Education Platform in Mexico.
Interested? -- http://www.blackboard.com/mobile
...for the moment...
aSalas
Campuses already using this mobileEdu solution are:
Duke University, Stanford University, Kean University, La Sierra University, Medical College of Georgia, Seton Hall University, Texas A&M University, Texas Christian University, University of California, San Diego, University of San Diego, and the University of Washington.
Most recently Blackboard Launches Mobile Education Platform in Mexico.
Interested? -- http://www.blackboard.com/mobile
...for the moment...
aSalas
Thursday, February 11, 2010
Perception
The 1957 film "12 Angry Men", directed Sidney Lumet and produced by Henry Fonda and Reginald Rose, is an excellent presentation for the study of perception and its influence on communication.
Set mostly is a jury deliberation room, the 12 jurors must decide the fate of a juvenile who was accused of murder. Throughout the film the 12 men display a variety of moods and emotions. They argue, speculate, contemplate, disclose, conspire, reflect, tire and experience personal victory and defeat.
Observation, discussion and examination of the characters and their interactions offer lessons in understanding perception, perceptual constancy, fundamental attribution error, the role of self, and symbolic interactionism.
Even in black and white, this classic still manages to hold students' attention.
...for the moment...
aSalas
Set mostly is a jury deliberation room, the 12 jurors must decide the fate of a juvenile who was accused of murder. Throughout the film the 12 men display a variety of moods and emotions. They argue, speculate, contemplate, disclose, conspire, reflect, tire and experience personal victory and defeat.
Observation, discussion and examination of the characters and their interactions offer lessons in understanding perception, perceptual constancy, fundamental attribution error, the role of self, and symbolic interactionism.
Even in black and white, this classic still manages to hold students' attention.
...for the moment...
aSalas
Sunday, February 7, 2010
New Media
In addition to organizing syllabi, developing lesson plans and assessments, how to incorporate and effectively use tools in the classroom is a question educators ponder routinely. Accoutrements go beyond the use of DVDs, animation, images, Youtube videos, peer review, group work, PowerPoint presentations, discussion boards and the like.
Second language acquisition (SLA) presents additional challenges in that students strive to engage and learn in a different language. Considering language-learning theories of Lev Vygotsky, Noam Chomsky and Stephen Krashen, the level of student interaction contributes to the success of the experience.
For example, Lev Vygotsky's zone of proximal development (ZPD) proposes that social interaction, that can be inferred as a level of immersion, affects how language learning progresses and evolves. Noam Chomsky, whose talks about universal grammar continue to inspire discussion and argument, posits that individuals share a predisposition to language learning that is genetically endowed. Consequently, one could deduce that placed in a non-native language learning situation, learning is inherently possible. Lastly, Stephen Krashen's multi-pronged SLA theory combines naturalistic and classroom activity approaches to learning and acquisition.
Given these concepts, an environment that could offer students all of these provisions could, arguably, positively affect second language learning. Second Life , a 3D virtual environment on the Internet, could be considered for this task. As participants, students would have access to uniquely integrated social and instructional networking opportunities in the second language they could practice as they learn.
An opportunity worth exploring -- n'est-ce pas?
...For the moment...
aSalas
Second language acquisition (SLA) presents additional challenges in that students strive to engage and learn in a different language. Considering language-learning theories of Lev Vygotsky, Noam Chomsky and Stephen Krashen, the level of student interaction contributes to the success of the experience.
For example, Lev Vygotsky's zone of proximal development (ZPD) proposes that social interaction, that can be inferred as a level of immersion, affects how language learning progresses and evolves. Noam Chomsky, whose talks about universal grammar continue to inspire discussion and argument, posits that individuals share a predisposition to language learning that is genetically endowed. Consequently, one could deduce that placed in a non-native language learning situation, learning is inherently possible. Lastly, Stephen Krashen's multi-pronged SLA theory combines naturalistic and classroom activity approaches to learning and acquisition.
Given these concepts, an environment that could offer students all of these provisions could, arguably, positively affect second language learning. Second Life , a 3D virtual environment on the Internet, could be considered for this task. As participants, students would have access to uniquely integrated social and instructional networking opportunities in the second language they could practice as they learn.
An opportunity worth exploring -- n'est-ce pas?
...For the moment...
aSalas
Friday, January 29, 2010
iPad -- another "app"ortunity for educators
Apple announced its newest device -- the iPad -- for the world to see this week. While it will not be ready for sale until spring 2010, Apple lovers, technology followers, and, I believe, instructional designer and educators are anxiously waiting to test if not buy one.
With dimensions larger than an iTouch and smaller than a laptop, the iPad is colorful and portable, and it appears will directly compete with Kindle and Nook, although these popular e-readers are available at a lower price level.
Without further ado, the iPad is positioned to be more than an e-reader, which can offer many productive and convenient instructional applications.
With dimensions larger than an iTouch and smaller than a laptop, the iPad is colorful and portable, and it appears will directly compete with Kindle and Nook, although these popular e-readers are available at a lower price level.
Without further ado, the iPad is positioned to be more than an e-reader, which can offer many productive and convenient instructional applications.
Wednesday, January 27, 2010
Information and Media Literacy
With the diversity of news outlets, traditional and alternative, one would think high the percentage of literacy. While access to information and time spent with information resources (i.e. electronic media) is on a continuous incline, the question remains if users understand the influence of the medium of choice.
Critical thinking, evaluation, discussion are central to the journey toward literacy.
All should be encouraged to ask questions in order to assess information reliability and credibility.
Some links:
Center for Media Literacy
http://www.medialit.org/
Media Awareness Network
http://www.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm
Media Use Statistics
http://www.frankwbaker.com/mediause.htm
...for the moment...
aSalas
Critical thinking, evaluation, discussion are central to the journey toward literacy.
All should be encouraged to ask questions in order to assess information reliability and credibility.
Some links:
Center for Media Literacy
http://www.medialit.org/
Media Awareness Network
http://www.media-awareness.ca/english/teachers/media_literacy/what_is_media_literacy.cfm
Media Use Statistics
http://www.frankwbaker.com/mediause.htm
...for the moment...
aSalas
Friday, January 22, 2010
Blending Learning
Some students have the impression that signing up for an online or hybrid learning class will be easier than being physically present. That line of thinking gets many students into trouble right away. Actually, the demands of online learning (I dare say with some hesitation) are greater.
While the academic content is and should be comparable to face-to-face instruction, the energy and time investment needed exceeds expectations for both faculty and student. I suppose that is the price for the flexibility offered. Students soon learn they need to be more diligent with planning, reading and assignment completion, timeliness, and then there's the issue of class interaction. The use of discussion forums, designed to provide a sense of community where students can partake in conversational and, even Socratic, exchanges, are central to online and hybrid learning models.
The effectiveness of this model relies on faculty and student discipline: posting on time, reading other student and faculty responses and questions, on time, and commenting with insightful perspectives...all this within reasonable assigned measure. Faculty presence and feedback is of equal consequence as students in this environment exhibit a need to feel connected and, like most, want to keep tabs on their progress from the moment they click "submit."
To be successful, students cannot choose to sit in the back of the classroom and take up space for a semester without the least bit of interaction. Too costly a choice for the online learner.
...for the moment...
aSalas
While the academic content is and should be comparable to face-to-face instruction, the energy and time investment needed exceeds expectations for both faculty and student. I suppose that is the price for the flexibility offered. Students soon learn they need to be more diligent with planning, reading and assignment completion, timeliness, and then there's the issue of class interaction. The use of discussion forums, designed to provide a sense of community where students can partake in conversational and, even Socratic, exchanges, are central to online and hybrid learning models.
The effectiveness of this model relies on faculty and student discipline: posting on time, reading other student and faculty responses and questions, on time, and commenting with insightful perspectives...all this within reasonable assigned measure. Faculty presence and feedback is of equal consequence as students in this environment exhibit a need to feel connected and, like most, want to keep tabs on their progress from the moment they click "submit."
To be successful, students cannot choose to sit in the back of the classroom and take up space for a semester without the least bit of interaction. Too costly a choice for the online learner.
...for the moment...
aSalas
Wednesday, January 20, 2010
Alternate Classroom Communication
The inclusion or transition to a new course management platform from the blackboard to the more current whiteboard can be as exciting as it is frustrating for students and faculty alike.
Adding, uploading and tweaking weekly course modules on a learning management system(LMS) is a process that is slowly "perfected" in retrospect as the semester concludes. However, importing those diligently organized weekly activities and materials into a new course at the beginning of a subsequent academic semester do not always transfer as smoothly as one would hope.
In an effort to uphold some level of environmentally-friendly ideals, for instance, printing less, LMSs do offer that possibility. Printing hundreds of syllabi for students, who, as often happens, lose a copy and may need another, is not productive, and is time-consuming. What better option than to post in a place where students will always have access?
Angel, Blackboard, Cardean Learning Group's designs, Ecollege and Moodle are just a few examples of learning platforms at the disposal of educators and academic institutions. LMS (or however else these instructional environments may be called now or in the near future) are not just for distance edcuation any more.
...for the moment...
aSalas
Adding, uploading and tweaking weekly course modules on a learning management system(LMS) is a process that is slowly "perfected" in retrospect as the semester concludes. However, importing those diligently organized weekly activities and materials into a new course at the beginning of a subsequent academic semester do not always transfer as smoothly as one would hope.
In an effort to uphold some level of environmentally-friendly ideals, for instance, printing less, LMSs do offer that possibility. Printing hundreds of syllabi for students, who, as often happens, lose a copy and may need another, is not productive, and is time-consuming. What better option than to post in a place where students will always have access?
Angel, Blackboard, Cardean Learning Group's designs, Ecollege and Moodle are just a few examples of learning platforms at the disposal of educators and academic institutions. LMS (or however else these instructional environments may be called now or in the near future) are not just for distance edcuation any more.
...for the moment...
aSalas
Tuesday, January 19, 2010
Day One
Meeting a new set of students every semester is an exciting challenge teachers face semester after semester, quarter after quarter, year after year. Often instructors encounter some familiar faces; other times, the roster is brand new.
One goal is to engage the incumbents, while continuing to learn as a scholar-practitioner should-- complementing adopted course materials with current qualitative and quantitative analyses and perspectives. And, let us not forget technology.
What tools to use in the classroom, what work to assign, and how to generate productive discussion and participation are other goal-oriented questions educators deliberate, although choices depend on the academic discipline. One size, arguably, does not fit all.
...for the moment..
aSalas
kismet.prof@gmail.com
One goal is to engage the incumbents, while continuing to learn as a scholar-practitioner should-- complementing adopted course materials with current qualitative and quantitative analyses and perspectives. And, let us not forget technology.
What tools to use in the classroom, what work to assign, and how to generate productive discussion and participation are other goal-oriented questions educators deliberate, although choices depend on the academic discipline. One size, arguably, does not fit all.
...for the moment..
aSalas
kismet.prof@gmail.com
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