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Teaching ESL Online Teaching ESL Online

Teaching ESL Online Teaching ESL Online
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Dimitris Tzouris Jazykový blog, jazykové kurzy, školy a lektoři Debunking Common Myths About Virtual Schools Infographic - e-Learning Infographics Distance Education Infographics Debunking Common Myths About Virtual Schools Infographic Debunking Common Myths About Virtual Schools Infographic While online and virtual schools are becoming more mainstream the misconceptions surrounding them are still at large. Myth: Virtual schools are only for “troubled” students.Truth: Online courses work well with all kinds of students. Myth: Students taking classes online are completely isolated.Truth: Students in quality virtual learning programs should never feel completely on their own. Myth: Students in virtual schools will lack communication skills.Truth: Online courses drive communication through a variety of mediums. Myth: Online courses are all the same/not challenging/boring.Truth: Nothing could be further from the truth. Via: Embed This Education Infographic on your Site or Blog!

Blog It’s funny, because the more successful your school, the less time you’ll actually have to listen to your students. Language schools rely very much on volume. Groups have a minimum requirement size, and anything on top is usually margin. So often it’s a “let’s pack in the students and worry about the rest later” mentality. The same is true of good marketing. Of course this is a misnomer. However, it is also very important to understand that listening, however good you are at it, is also a technique. Speed of response You have a thousand things to do today. Wrong. I’d argue that there is nobody as important as your next student. Secondly, one of man’s biggest fears is not feel important. “Yes, but I can’t find the time to do it, Joss” I hear you scream “I can’t hear myself think, let alone call back everyone immediately”. My advice is to always plan time in your day to respond to enquiries. Prepare yourself before calling Active listening Oh god, what does that mean, I hear you cry.

Taky Vás tak baví jazyky? - jazykový koutek TELAS « ASCILITE There has been a significant rise in the facilitation of online learning. It is estimated that 5.8 million students are enrolled in online courses, which represents a 263% increase over a period of twelve years. Further 77% of institutions have acknowledged that online learning is crucial to their long-term strategy. Meghan Bogardus Cortez, an associate editor with EdTech: Focus on Higher Education, highlights the need for quality to expand with the increase in online learning. Various endeavours and initiatives have been established such as scorecards and rubrics, to evaluate the quality of online learning and provide guidance in the development and enhancement of online learning environments. This ASCILITE initiative, which is referred to as TELAS (Technology Enhanced Learning Accreditation Standards), seeks to introduce an internationally benchmarked accreditation scheme that will assess, assure, certify and recognize the quality of online learning. TELAS Aims Longer-term proposition

Pricing idiot's Blog Higher Ed Course Design Rubric Who uses this Rubric? The Higher Ed Rubric is intended for use with courses that are delivered fully online or have a significant online component (hybrid and blended courses). Course Designers use the Rubric to aid in the creation of courses designed to meet Standards from the outset. The Rubric is also used to assess the level to which a course meets Standards and highlight areas for improvement. Individual Faculty and Instructional Designers Four-year Accredited Colleges and Universities Community Colleges Key Features Unique to the QM Rubric is the concept of Alignment. The eight General Standards of this Rubric are: Course Overview and Introduction Learning Objectives (Competencies) Assessment and Measurement Instructional Materials Learning Activities and Learner Interaction Course Technology Learner Support Accessibility and Usability* Development Notes Who uses this Rubric? Individual Faculty and Instructional Designers Four-year Accredited Colleges and Universities Community Colleges

Nejen o kreativním podnikání - Vaše jméno je vaše značka Listen! | Speaking of Translation This page includes recordings of our free Speaking of Translation conference calls. To stream the recording online, use the embedded audio player. To download the recording, follow the instructions below the audio player. For the archives of the Speaking of Translation podcast (online streaming only), visit our podcast archives page. In this episode, Eve and Corinne offer a variety of hardware and software tips and tricks for self-employed translators who manage their own computer systems. Including: Our own hardware and software setups, with suggestions on our favorite itemsHow to prepare for and recover from a major computer crashBackup systems and how to use themOur favorite software toolsComputer “fads” that we just don’t get We both recently survived major IT disasters, so this topic seemed timely and important! Links mentioned in this episode: Click the audio player link to listen onlineAudio Player Tess Whitty’s interview with Get It Done Guy Stever Robbins Like this: Like Loading...

Blog de Cristina | A NEW LANGUAGE MEANS ANOTHER VISION OF LIFE Are you teaching remotely? You are gonna love this tool!!!! Guess what. I have the most incredible job in the world. I love teaching. So, this morning I woke up well-rested and thinking about my next online lesson and racking my brains about how to make my next class memorable and effective for my students. The tool is called Classroom Q and below, you will get a sneak peek of what the tool can do. Why do I like it? This tool has some ingredients that are my absolute favourites: SimpleFreeEngagingInteractiveand to top it all, students don’t have to register What is ClassroomQ? ClassroomQ was designed as a virtual hand-raising tool that lets students ask questions and wait in a queue for their teacher’s assistance. ClassroomQ has an online buzzer which can be used to play games or to turn a boring exercise into a game. Imagine the possibilities: from very quick answers, like “what is the past of “take?” Instructions for the teacher How have I used Classroom Q with my students?

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