Let’s talk pedagogy. My teaching career began as a graduate student teaching French language and we were trained to use a review/ view/ preview format allowing students to work from known to unknown information. I still implement that strategy in many classes today. However, I have since become mindful of the needs of adult learners, especially those in the online learning community. From my instructional design courses, I have learned to use constructivism, Gagnés 9 events, backward design, and information on cognitive load to make better use of the presentation of content. I use scaffolding and simulation when appropriate and always keep in mind the perspective of the learner in all the content I create.

Starting off simple with a lesson designed to integrate different presences to create a community. One of the biggest challenges for language teachers is how to maintain a collaborative environment for language learners when students opt for online courses. In this proposed module for French 101, we can see ways of maintaining learner-learner; teacher-learner; along with social and cognitive presence borrowing from our knowledge of the Community of Inquiry (CoI) framework.

There are many ways to explain to someone how to do something. Here, we have an infographic that is a condensed version of a presentation. This topic is lighthearted teaching the viewer how to make delicious French crêpes. "How to" lessons are diverse in the medium and content. It's important to collaborate with clients to get to know what they want!

For clients traveling to a different country, there are many things to keep in mind. Working with clients, we can decide where to start from sharing content about language to history and architecture. In this module, learners gain insights about cultural icons, faux pas, and much more. Can you guess where learners are headed based on the picture to your right? If not, click on the lesson created with Storyline 360.

For lessons that are based on data and/or prototyping, different models are implemented such as Sleezer, SAM, and others. Through data collection, we can identify the needs of our clients to assemble the best learning programs.

We innocently eat foods from our local grocery store and use beauty, hygiene, and cleaning products that are budget friendly. However, we sometimes fail to see the harmful chemicals and ingredients in them. This lesson created with Rise 360 will help learners understand the harms and perhaps make better choices based on the needs identified in the instructional design document.

With the influx of tools to translate foreign languages and generate text, we must maintain the human element to make sure the cultural context is not lost. This literature review reminds us that in the man v. the machine fight, the human element is still integral.

Often, students learning French are unaware of how far reaching the French language really is. In this lesson completed using Storyline 360, learners gain insights into the diverse cultures and territories where French is spoken. By adding videos and other media, a process favored by Mayer, learners can visualize maps and artifacts to help them “travel” the French speaking world.

Teaching and service roles changed during the shutdown caused by the COVID-19 pandemic. The way we count teaching time and service became difficult to document in the same way as in the pre-pandemic period. To eliminate some of the uncertainty and work toward a more consistent way of evaluating teaching faculty, we gathered opinions and information to lead us to a uniform tool to evaluate faculty contributions. Sleezer’s framework helps provide a data-driven diagnostic to improve performance.

Are you a busy student looking for a way to organize all your schedules in one spot? Look no further, our new Time Crusher app allows you to organize school, sports, clubs, and other reminders so you can crush your schedule. For creating an app, SAM allows for a non-linear model for continuous prototyping allowing for quicker results and implementation. Who’s this for?