Fifty Ways to Teach Online: Tips for ESL/EFL Teachers

Wayzgoose Press
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One of the biggest myths in online teaching is that it is easier and less time-consuming than teaching face-to-face. Many institutions, in fact, assign online teachers a heavier work load because “Hey, they’re only teaching online.” The truth is that teaching online takes more time and effort than face-to-face teaching because as a teacher you have to work harder to engage and support your students.

This book contains 50 tips to help you be successful in online teaching, from choosing your platform to designing and building your courses to supporting students as they complete your learning activities and assessments.

 

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About the author

Dr. Shewell holds a doctorate in Educational Technology from Arizona State University and a master’s degree in TESOL from Brigham Young University. He has taught English in the Middle East, Asia, and the United States. More recently, Dr. Shewell co-designed Arizona State University’s online TESOL certificate program (Teach English Now!) at https://www.coursera.org/learn/english-principles on the Coursera platform. He also runs a website that allows teachers to create interactive vocabulary activities at http://eslactivities.com, and is the creator of the Perception of Spoken English (POSE) Test at http://posetest.com, a diagnostic tool for finding students’  specific problem areas in the pronunciation of English. 

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Additional Information

Publisher
Wayzgoose Press
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Published on
Oct 31, 2016
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Pages
60
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Language
English
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Genres
Education / Bilingual Education
Education / Distance, Open & Online Education
Education / Home Schooling
Foreign Language Study / English as a Second Language
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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A free, world-class education for anyone, anywhere.

This is the goal of the Khan Academy, a passion project that grew from an ex-engineer and hedge funder's online tutoring sessions with his niece, who was struggling with algebra, into a worldwide phenomenon. Today millions of students, parents, and teachers use the Khan Academy's free videos and software, which have expanded to encompass nearly every conceivable subject; and Academy techniques are being employed with exciting results in a growing number of classrooms around the globe.

Like many innovators, Khan rethinks existing assumptions and imagines what education could be if freed from them. And his core idea-liberating teachers from lecturing and state-mandated calendars and opening up class time for truly human interaction-has become his life's passion. Schools seek his advice about connecting to students in a digital age, and people of all ages and backgrounds flock to the site to utilize this fresh approach to learning.

In THE ONE WORLD SCHOOLHOUSE, Khan presents his radical vision for the future of education, as well as his own remarkable story, for the first time. In these pages, you will discover, among other things:
How both students and teachers are being bound by a broken top-down model invented in Prussia two centuries ago Why technology will make classrooms more human and teachers more important How and why we can afford to pay educators the same as other professionals How we can bring creativity and true human interactivity back to learning Why we should be very optimistic about the future of learning.Parents and politicians routinely bemoan the state of our education system. Statistics suggest we've fallen behind the rest of the world in literacy, math, and sciences. With a shrewd reading of history, Khan explains how this crisis presented itself, and why a return to "mastery learning," abandoned in the twentieth century and ingeniously revived by tools like the Khan Academy, could offer the best opportunity to level the playing field, and to give all of our children a world-class education now.

More than just a solution, THE ONE WORLD SCHOOLHOUSE serves as a call for free, universal, global education, and an explanation of how Khan's simple yet revolutionary thinking can help achieve this inspiring goal.
“A masterful and thought-provoking book that has reshaped my understanding of content in the digital landscape.”—Ariel Emanuel, co-CEO, WME | IMG

Harvard Business School Professor of Strategy Bharat Anand presents an incisive new approach to digital transformation that favors fostering connectivity over focusing exclusively on content.

NAMED ONE OF THE BEST BOOKS OF THE YEAR BY BLOOMBERG

Companies everywhere face two major challenges today: getting noticed and getting paid. To confront these obstacles, Bharat Anand examines a range of businesses around the world, from The New York Times to The Economist, from Chinese Internet giant Tencent to Scandinavian digital trailblazer Schibsted, and from talent management to the future of education. Drawing on these stories and on the latest research in economics, strategy, and marketing, this refreshingly engaging book reveals important lessons, smashes celebrated myths, and reorients strategy.

Success for flourishing companies comes not from making the best content but from recognizing how content enables customers’ connectivity; it comes not from protecting the value of content at all costs but from unearthing related opportunities close by; and it comes not from mimicking competitors’ best practices but from seeing choices as part of a connected whole.

Digital change means that everyone today can reach and interact with others directly: We are all in the content business. But that comes with risks that Bharat Anand teaches us how to recognize and navigate. Filled with conversations with key players and in-depth dispatches from the front lines of digital change, The Content Trap is an essential new playbook for navigating the turbulent waters in which we find ourselves.

Praise for The Content Trap

“Today, to some extent, every company is a media company, but Anand emphasizes that it’s not just about the content you create; it’s the connections you make that matter—the platforms and network effects.”—Doug McMillon, CEO, Wal-Mart Stores

“The Content Trap is a book filled with stories of businesses, from music companies to magazine publishers, that missed connections and could never escape the narrow views that had brought them past success. But it is also filled with stories of those who made strategic choices to strengthen the links between content and returns in their new master plans. . . . The book is a call to clear thinking and reassessing why things are the way they are.”—The Wall Street Journal
Dear Prospective Examinee:

Welcome to the exciting world of Customs!  Customs Broker is a licensed profession.  Passing the Customs Broker Examination is a prerequisite for individual’s Customs Broker license.  Passing is not easy, and many exam takers do not pass.  The primary challenge lies not in the difficulty of questions themselves, but in the amount of time customs examiners allocate to examinees.  My interaction with students with little or no customs experience shows that everyone is able to understand some of the most difficult questions.  This means it is not the difficulty of questions, but rather the amount of time provided, which leads many not to pass.  The problem, therefore, lies in time management!  Fortunately, this can be corrected.  But such correction requires dedication and practice.  Many questions you will see on exam are similar to those questions asked in previous exams.  Some are even identical.  Examinee who sees a familiar question on the exam is likely to spend less time to answering it.  This means more time being left to answer more difficult and less familiar questions, resulting in a greater likelihood of success. 

Exercise Book is designed to do just that: to help examinees pass the Customs Broker Exam.  The approach is very simple.  We take the very questions that examiners have asked before, and provide rationale for their answers.  The rationale - or reasoning - cause examinees to revisit topics tested while providing the structure and organization.  The structure helps to build a framework that can be applied to variety of questions.  During the exam, even if examinee does not recall the structure, the familiarity with the question would help.  Exercise Book consists of: Table of Contents; Table of Questions; Table of Topics; Approach to Answering Questions; Practice Exam Questions; and Practice Exam Answers.  Exercise Book is supplemented with video discussions and supplemental reading on the internet, through Web Supplements at LawCustoms.com/eb.

Teaching and Learning at a Distance is written for introductory distance education courses for preservice or inservice teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to distinguish between appropriate uses of distance education. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book. This definition of distance education has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book was the importance of research to the development of the contents of the book. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb”, but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a distance is derived from Richard Clark’s famous quote published in the Review of Educational Research that states that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education – in other words, we authors did not make the claim that education delivered at a distance was inherently better than other ways people learn. Distance delivered instruction is not a “magical” approach that makes learners achieve more. The fourth theme of the book is equivalency theory. Here we presented the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face to face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive – that it should cover as much of the various ways instruction is made available to distant learners as is possible. It should be a single source of information about the field.
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