Applications for Summer 2021 cohorts are now OPEN

Dates: June and July 2021

As part of our continued commitment to supporting LCTL instruction, we are happy to announce a call for applications for one of our Advanced Online Language Teaching (OLT) courses, open to all LCTL instructors within the Big Ten Academic Alliance! 

For those of you who have followed our initiatives for a while, you know that our original effort in this area, an online course called Fundamentals of Online Language Teaching, was very well received and came at a timely moment for BTAA LCTL instructors. Over 40 BTAA LCTL instructors participated in this course over the course of three years.

Given the unique needs of LCTL instructors at this time, we decided to increase the level of support in this area by offering BTAA LCTL instructors free access to three advanced OLT courses. Alumni of our Fundamentals course are encouraged to apply

Application Requirements

Because space is very limited in each course, participants will be selected based on the strength of the application. Applicants should submit:

  • a resume
  • a cover letter discussing their interest in online language teaching and familiarity with learning technologies, detailing how taking this course will impact their career and their program/institution, and committing to the workload described below

Applicants should indicate which one(s) of the courses below they are interested in. Applicants can apply to more than one course; in case of high volume of applications, we will prioritize serving the highest number of applicants. If you are applying for more than one course, please indicate your preference as well. 

Deadline: All of the above application components must be submitted in ONE email (preferably one PDF) to lctlpartnership@celta.msu.edu by Friday, May 7th, 2021. Selected applicants will be notified within two weeks. 

Courses Offered

Post-Pandemic Language Teaching

Process your remote teaching experiences during the pandemic, identify those technology-enabled practices having the most transformative potential, and design an intentional “new normal” for what language instruction might look like in the near future.

Sessions start: June 1st and June 28th

Our experience with remote teaching and learning during COVID, while extremely challenging, has certainly brought to the surface the potential of certain technology-enabled pedagogies to transform our classroom practices in a positive way. The goal of this course is to create a space for language instructors to process their remote teaching experiences during the pandemic, identify those technology-enabled practices having the most transformative potential, and design an intentional “new normal” for what language instruction might look like in the near future. You’ll be joining a cohort of like-minded individuals who believe in the transformative potential of technology and who will help you craft a plan for your course. Let’s not waste the lessons learned in the last year!

COURSE GOALS

  • Identify pandemic-induced failures, wins, lessons learned, and opportunities
  • Explore novel and alternative pedagogical approaches, models, and modalities
  • Interpret and apply transformative technology integration principles, models, and theories
  • Evaluate current practices in light of the potential impact of transformative approaches
  • Identify barriers and challenges to change and propose possible solutions
  • Produce short-, medium-, and long-term plans for transformative technology integration
  • Develop a network of like-minded peers for ongoing sharing and support

COURSE DETAILS

  • Length: 3 weeks
  • Delivery: online, largely asynchronous
  • Small, seminar-style cohort-focused curriculum similar to what you’d find in a graduate course, with extensive and personalized instructor feedback and interaction
  • Weekly expected workload: 5-7 hours + 1-2 hours of synchronous sessions (TBD)
  • No required materials other than those provided within the learning platform
  • Technology Requirements: computer with stable internet connection; webcam and microphone; mobile device (recommended)
  • Not for credit; a certificate will be provided to participants upon successful completion of the course
  • In addition to perpetual access to the course materials, participants gain access to a private Facebook Group with other OLT alumni, as well as a companion website with extensive examples of online language courses designed by OLT faculty
  • Please note: we reserve the right to cancel or postpone a course session if the minimum enrollment number is not met

SUMMER 2021 SCHEDULE

  • Session 1 (June 1 – 19, 2021): Enrollment is open
  • Session 2 (June 28 – July 17, 2021): Enrollment is open
  • Instructor: Austin Kaufmann

Oral Communicative Tasks

Engage in best practices for designing and facilitating synchronous and asynchronous oral communicative tasks for both presentational and interpersonal modes of instruction. Design scaffolded task progressions in order to meet all your language objectives in rigorous fashion. 

Next session starts: June 28th

Oral Communicative Tasks in Online Language Teaching is a fully online course designed for experienced university-level language instructors (e.g. instructors who have developed and taught an online course at least once, or have participated in our Introduction to Online Language Teaching). During the four weeks, participants will:

  • Identify best practices for how to execute both synchronous and asynchronous oral communicative presentational and interpersonal language tasks
  • Develop scaffolded, incremental task progressions and assessments in order fully meet course language objectives
  • Develop a plan for connecting with the Target Language Community online

The online nature of the course 一 and the combination of both asynchronous and synchronous components 一 exposes participants to all of the affordances and constraints of an online environment for oral communicative tasks in language teaching and learning.

How can the development of speaking skills be promoted in a synchronous or asynchronous online environment? What should our expectations for proficiency outcomes be? Participants will review and engage with sample oral communicative tasks, provide suggestions for improvements, and will create tasks to meet selected learning objectives in the presentational and interpersonal mode of communication. Participants will receive feedback from the instructor and, by the end of the course, will have developed a principled plan for meeting and assessing oral proficiency learning objectives in rigorous fashion.

COURSE OUTLINE

  • Week 1: Models for Bichronous Online TBLT
  • Week 2: Interpersonal Mode and Synchronous Teaching Tasks
  • Week 3: Presentational Mode and Asynchronous Teaching Tasks
  • Week 4: Putting It All Together

COURSE DETAILS

  • Length: 4 weeks
  • Delivery: online, largely asynchronous
  • Small, seminar-style cohort-focused curriculum similar to what you’d find in a graduate course, with extensive and personalized instructor feedback and interaction
  • Weekly expected workload: 5-7 hours + 1-2 hours of synchronous sessions (TBD)
  • No required materials other than those provided within the learning platform
  • Technology Requirements: computer with stable internet connection; webcam and microphone; mobile device (recommended)
  • Not for credit; a certificate will be provided to participants upon successful completion of the course
  • In addition to perpetual access to the course materials, participants gain access to a private Facebook Group with other OLT alumni, as well as a companion website with extensive examples of online language courses designed by OLT faculty
  • Please note: we reserve the right to cancel or postpone a course session if the minimum enrollment number is not met

SUMMER 2021 SCHEDULE

  • Session 2 (June 28 – July 17, 2021): Enrollment is open
  • Instructor: Austin Kaufmann

Creating Engaging Materials

Develop in-depth expertise for developing engaging online materials. Build a portfolio of 3-6 sets of materials in a variety of domains of your choice (vocabulary or grammar, reading or listening, and culture or pragmatics) for use in your online or hybrid courses.

Next session starts: June 1st

Creating Engaging Materials for Online Language Teaching is a fully online portfolio-based course designed for experienced university-level language instructors (e.g. instructors who have developed and taught an online course at least once, or have participated in our Introduction to Online Language Teaching). During the three weeks, participants will:

  • Identify foundational principles of materials design and develop criteria for assessing curriculum
  • Create, evaluate, and review 3-6 sets of materials which will become part of their Engaging Online Materials Portfolio
  • Participate in weekly feedback/review of materials created by other participants using rubrics provided by the course

Creating materials that pique our students’ interest is a goal for both synchronous and asynchronous teaching. To prepare ourselves to do that we need to ask ourselves a few questions: What makes a set of materials engaging? What criteria must be included? Which technology tools are best for which types of objectives? How should the task be assessed? How can teachers develop routines for easy creation of interesting materials that fits their learning environment and objectives? Participants will work together with colleagues to develop these criteria, skills, and routines.

Participants will learn how to:

  1. Apply backwards design principles to visual, audio and interactive design elements to create their own engaging materials that correspond with their objectives
  2. Select appropriate technology tools to assist in meeting their objectives
  3. Reflect on the success of their task(s)
  4. Determine how they may improve them further and how they can expand the projects in the future

COURSE OUTLINE

  • Week 1: Principles of Backwards Design and Foundation for Development & Evaluation of Engaging Online Materials
  • Week 2: Portfolio Development and Evaluation Part 1 (Listening/Reading & Vocabulary/Grammar)
  • Week 3: Portfolio Development and Evaluation Part 2 (Culture/Pragmatics) and Portfolio Completion

COURSE DETAILS

  • Length: 3 weeks
  • Delivery: online, largely asynchronous
  • Small, seminar-style cohort-focused curriculum similar to what you’d find in a graduate course, with extensive and personalized instructor feedback and interaction
  • Weekly expected workload: 5-7 hours + 1-2 hours of synchronous sessions (TBD)
  • No required materials other than those provided within the learning platform
  • Technology Requirements: computer with stable internet connection; webcam and microphone; mobile device (recommended)
  • Not for credit; a certificate will be provided to participants upon successful completion of the course
  • In addition to perpetual access to the course materials, participants gain access to a private Facebook Group with other OLT alumni, as well as a companion website with extensive examples of online language courses designed by OLT faculty
  • Please note: we reserve the right to cancel or postpone a course session if the minimum enrollment number is not met

SUMMER 2021 SCHEDULE

  • Session 1 (June 1 – 19, 2021): Enrollment is open
  • Instructor: Austin Kaufmann

WHAT PREVIOUS PARTICIPANTS HAVE SAID ABOUT OUR COURSES

I went into MSU’s Introduction to Online Language Teaching expecting to learn how to create and implement an online language course. What I took away from this experience was so much more. In addition to discovering the ins and outs of online course design and developing successful online language learning tasks, I received a refresher in what makes pedagogy effective regardless of the instructional mode. I gained valuable strategies for making my courses more engaging and accessible and useful insights into managing my own workload. The opportunity to interact with colleagues from near and far was an added bonus, and I benefited greatly from the expert instructors at MSU. For me, deciding to take this course was one of the few positive outcomes of the global pandemic.

Jeanne M. Schueller, Ph.D.
Department of German, Nordic, and Slavic+
University of Wisconsin–Madison

Thank you for making me look good with the department chair!

Richard Henricksen, Ph.D.
Assistant Language Program Director, Department of Spanish & Portuguese
The Ohio State University

Taught by a team of knowledgeable, accessible and responsive instructors, the MSU OLT course has given me a solid foundation in online pedagogy and the confidence to use a new set of tools to maximize the effectiveness of my online delivery.

Maryann Overstreet, Ph.D.
Chair and Professor, German Program
University of Hawai’i at Manoa

It was truly an eye opener for me!

Jeeyoung Ahn Ha
Director, Korean Language Program, Department of East Asian Languages and Cultures
University of Illinois at Urbana-Champagne

It has been a very fulfilling journey learning the basics of online language learning and teaching with you. You made everything feel so interesting and doable, despite the fact that all the readings pointed towards the need for online teachers dedicating a lot of time to successfully conduct teaching online. Whereas you also emphasized the same, you gave me so much hope by guiding us through the aspects of online language courses that would enable us to be thoroughly prepared as novice online language instructors from the word go. I have learned so much about how to relate to my online learners. I have found myself reaching out to them more and encouraging them to explore the numerous opportunities that remote teaching/learning offers.

Peter Mwangi, Ph.D.
Professor, Program of African Studies
Northwestern University