Interview with Shelly Terrell

For over a year now, I have started interviewing several people of the ELT world for the ELTA Serbia newsletter and I am now going to share these interviews on my blog. I hope you find them interesting. My first interview was with the lovely Shelly Terrell. Here it goes.

Interview with Shelly Sanchez Terrell

by Vicky Papageorgiou

(This interview appeared first on the ELTA March-April 2016 issue

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Bio

Shelly Sanchez Terrell is an international speaker, teacher trainer, elearning specialist, and the author of The 30 Goals Challenge for Teachers and Learning to Go. She has trained teachers and taught learners in over 20 countries as an invited guest expert and has been recognized by the ELTon Awards, The New York Times,  NPR, and Microsoft’s Heroes for Education as a leader in the movement of teacher driven professional development. Recently, she was named Woman of the Year by Star Jone’s National Association of Professional Women, awarded a Bammy Award as a founder of #Edchat, and named as one of the Big 10: Most Influential People Transforming EdTech by Tech & Learning (2015). In 2015, she founded Edspeakers to help spread diverse voices at education conferences worldwide.

 

Url- http://ShellyTerrell.com

Twitter handle- @ShellTerrell

 

Vicky : Hi! First of all, I would like to say that it is a pleasure to have you as a guest.

Shelly : It’s my pleasure. Whenever I can meet up with friends, even virtually, I try to make the time.

Vicky : I know that you are extremely busy every day trying to juggle an amazing number of tasks successfully so I‘d like to ask you to describe a typical day of yours.

Shelly : I have two types of typical days. If I’m not traveling, my day consists of at 1 to 3 virtual trainings with teachers either via a webinar or learning management system (LMS), grading, updating websites, phone call meetings for consultations or projects, conducting interviews, and hours on social media (Twitter, FB, Instagram, Voxer, LinkedIn, GooglePlus, my blog, etc.) for my various passion projects and as one of the social media managers for American TESOL. Most of my day is spent creating and designing content. Typically, I write at least one blog post or article a day, create a lesson plan, and do some graphic design. I also help at least one or more teachers find resources.

I travel at least 100 days a year and usually more. When I travel, I do most of the rest above in addition to giving keynotes and workshops in countries worldwide.

Vicky : Can you tell us where you are teaching/working currently?

Shelly : Currently, I work for American TESOL as an instructional designer, social media specialist, and instructor for the course I designed, ESLTEC.com. I also work as an ESL Specialist for the U.S. Embassy and Georgetown University. I also manage the various projects I’ve founded, which include The 30 Goals Challenge for Teachers (30Goals.com) and Edspeakers.com.

Vicky : You initiated the movement called ‘30EduGoals’ and hundreds  of teachers followed you and started writing, reflecting on their practice and blogging because of you. How does it feel really to be able to have an impact on so many people from different cultural backgrounds and different countries?

Shelly : I feel really blessed to be able to inspire and help teachers worldwide. Teachers are what help shape the world. I still pinch myself and am in awe that teachers complete the goals and share their passion with me daily.

Vicky : Your book is already a big hit. Do you have any future plans for a new book?

Shelly : I also published Learning to Go with The Round. I’m working on a few projects including a digital citizenship book, Byte-Sized Potential in a Digital World of Possibilities. This one involves lessons to help students learn science, math, and English, but also impact their world through social media. I’ve already tested out some activities with teachers worldwide and give some free templates on my blog, TeacherRebootCamp.com, such as the student epic selfie adventure and creating hashtag movements. I am working on a lesson book based on the use of emoticons and emojis for writing and literacy. I also do creative writing and am working on finishing my second novel.

Vicky : I also know you are a visiting lecturer in Venezuela (or is this a permanent position? – You have to enlighten me here). How easy is it to teach in another country? What can be the possible problems?

Shelly : I love the teachers in Venezuela. I have many close friendships there now. VENTESOL has adopted me into their family and I’m thankful especially to VENTESOL President, Mary Allegra, who has created the many projects to have me visit and work with such a dedicated group. I am fortunate the U.S. Embassy and VENTESOL have continued to bring me back to help them develop and design online courses at the universities, train teachers on how to integrate technology and mobile learning, and help institutions develop their own textbooks.

Vicky : When DO you find some free time for your private life with such a busy schedule?

Shelly : I have to make time and will often send myself Google calendar reminders to take time off. I’ve learned to let go of perfection in my work and be satisfied with great work but having a life. When I travel to other countries, I take time to visit with friends and go on adventures. When I’m with friends, family, or loved ones, I put down my phone and other digital devices so I can give the moments the attention they deserve. Of course, this is a learning process and in the beginning I wasn’t so great at taking time for myself. I’ve realized it is really important so I keep up with my health, spirit, and passion.

Vicky : Thank you so much for your time!

 

Conference on Creativity in Language Learning and Teaching Research

The Conference will be held on 23 September 2016(The Open University, Milton Keynes).

Proposals – which should be a maximum of 250 words long and accompanied by a short title and a 100-word bio note – should be emailed to creativity.research.llt@gmail.com by Friday 6 May 2016.

You can find more details here : Conference on Creativity in Language Learning and Teaching Research

CALL for Special Issue on: Deploying Creative, Disruptive and Gamified Interventions for Lifelong learning

From now on, I will occasionally share some calls for papers for various issues, journals, all of them related  to creativity, Art in ESL, etc.

The first one is a CALL for a Special Issue on: Deploying Creative, Disruptive and Gamified Interventions for Lifelong learning. You can find the actual call here : http://globaloperationsdivision.net/capitalising-creativity/

INDERSCIENCE PUBLISHERS – SPECIAL ISSUE IJCEELL

International Journal of Continuing Engineering Education and Life-Long Learning

Special Issue on: Deploying Creative, Disruptive and Gamified Interventions for Lifelong learning

Possible (sub)topics are:

  1. Fostering Creative mindsets through Serious Games and Gamification strategies
  2. Capitalising Creativity
  3. Fun and positive mood as the common elements in Creativity, Games and Learning from a Lifelong Learning perspective.
  4. An Analyst, an Insightful or both?
  5. Context-aware real time creativity and disruptive innovation in Lifelong Learning
  6. Collaborative Creativity in Education
  7. Collaborative Global Dual Ecosystems for Open Work/Learning Flow Competencies
  8. Designing, developing, sharing and repurposing games as a creative process
  9. Assessment and Feedback Progress Indicators as metrics for creative learning analytics
  10. The role of emotional intelligence in creative thinking
  11. Incidental creative learning in games / gamification
  12. Game Authoring Environments for creating, sharing and repurposing games
  13. Mapping creativity-related learning attributes to game mechanics, dynamics and aesthetics.

 Deadlines for submission

 Submission open: November 1 2015

Submission deadline: February 1 2016

Final feedback and acceptance: May 2016

Expected publication: September 2016

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Authors are not restricted to these topics but submissions must provide relevant related topics within the remit this special issue.

Authors should prepare their manuscript according to the Instructions for Authors available from the online submission page of the International Journal of Continuing Engineering Education and Life-Long Learning. All the papers will be peer-reviewed following the IJCEEL procedures.

Any specific instructions for submissions

Papers will be submitted directly to the Guest Editors. To submit a paper, you can send one copy in the form of an MS Word or PDF file attached to an e-mail to the Guest Editors (their names and contact details can be found in the actual call – the link is provided in the beginning).

Please contact Dr. Piet Kommers (Kommers@edte.utwente.nl) with any queries concerning this special issue.

3 Suggestions for Essential Apps for ESL Students in Higher Education

This is my 3rd post for EdTech Review India. You can find it here :

http://edtechreview.in/trends-insights/insights/2134-english-as-a-second-language-esl-app

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Apps are useful and practical a lot of times and young people know all about them and use them.

But students are interested mainly in using apps for their own pleasure and entertainment and not so much for educational purposes.  It is not always easy to include them in everyday classroom practice but I think that it is worth the trouble to try to make a few of them part of your College students’ everyday classroom practice.

If the target group is College students, as mentioned above, you need to choose the right apps to introduce them to. They have to be easy to use, practical and exciting. You don’t want to overwhelm them after all! My 3 main choices would be:

Remind

https://www.remind.com/apps

This is a very popular communications platform which I was introduced to this year and I have found immensely practical for many reasons. It can be used in various ways, initially to communicate information to your students, e.g. homework tasks, useful links, photos, giving feedback using voice messages. But it can also be used in other ways, such as hosting a chat, which is a great idea since using twitter for a chat is too public and intimidating for a lot of students, but being on a more ‘private’ platform, like Remind, can minimize the feeling of ‘exposure’ that weaker students perhaps feel. It is safe, simple and secure both for educators and students to use.

Padlet

https://padlet.com/

This is another ‘must’ for encouraging ESL students to share boards where they can post language tips, exam strategies, useful videos they find. Teacher and students can also post text, graphs and even photos and videos related to a specific topic. Another idea is encouraging students to post questions, either as part of an activity or anonymously, post-lesson, which the teacher can then read off and answer them every day.

Prezi

https://prezi.com/ipad/

If Powerpoint is dead, then Prezi is its worthy successor! Prezi is indeed a very exciting tool to create presentations because it allows you to present your work in a non-linear way, creating maps of texts, videos, images, graphics, etc. It is very easy to master and some of its features, like the zoom, can easily make an impression on these young adult students and tempt them to use it in their presentations!

One way or another, these are not new tools (Prezi, for example, was designed in 2009) but it is useful to remind ourselves of a good combination of practical, easy to use digital tools that our ESL students would feel motivated to use on a daily or weekly basis. Good luck everyone!

My video activity for Nik Peachey’s new book ‘Digital video’

unnamedToday I am sharing the activity I wrote some time ago for Nik Peachey’s new e-book ‘Digital Video – A manual for language teachers’

You can buy the book online. Here is the link to it on iTunes:  https://itunes.apple.com/us/book/digital-video/id1025275485

And this link is for people who don’t use Apple devices:  https://www.scribd.com/doc/276137280/Digital-Video-A-manual-for-language-teachers

The activity I wrote involves U-tube videos and hosting short debates on a controversial topic. You can check it out here :

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I hope you enjoy it!

[EdTech Insights] How to Choose the Right MOOC

A new post I wrote is among the Top Stories today on the EdTech Review India , so I am sharing it with you. You can find it here : http://edtechreview.in/trends-insights/insights/2101-choosing-massively-open-online-courses?utm_source=EdTechReview%E2%84%A2+Weekly+Newsletter&utm_campaign=b6b5cb0c6e-Newsletter_2015_September_1_9_4_2015&utm_medium=email&utm_term=0_94aed71205-b6b5cb0c6e-105661749

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When choosing the right MOOC to attend, the main points to consider are:

  • The course length and estimated weekly workload  – You can check this out before the course begins.
  • Who the instructors are – there is often a short biography of the course instructors. Knowing who your teachers are and their academic background is important. It might also a great motivation to choose a course, especially if it involves popular online teachers! More important is perhaps to check if they are experienced in online teaching or if this is the first time they are putting together a MOOC. This might give you an idea of how well organized and planned the course will be.
  • The course syllabus – You want to make sure this is what you are really looking for before you begin a course.
  • The course format – will it be delivered by video, audio, written text etc? Although, sometimes it finally proves not so terribly important, a lot of people are attracted to the variety of ways a course is delivered.
  • Don’t judge a course by its videos. Some online courses are amazing with their graphics and animations and artfully shot sequences, while others just show a professor in front of a camera. Test out a class for a couple of weeks to be able to evaluate the instructor’s commitment and knowledge. Just because an online course environment is not very hi-tech, it does not mean that the instructor(s) are not going to make it worth  to attend it.
  • Course Schedule (Scheduled MOOC versus Self-Paced MOOC) – Some courses allow you to join the course anytime that you want to, while  others need you to follow the university semester program. Keep into consideration any other commitments that you have and try to decide wisely between the two types.
  • Determine the amount of time you have to devote to a course – Even though courses allow you to generally work at your own pace, there are still requirements that have to be met in order to successfully complete the course. Especially if you are seriously considering to complete all the assignments offered so that you can claim a certificate at the end of the course. Think about how engaged you can be and then determine how much time you’ll have to spend on the course each week. Most courses today give you an estimated amount of time needed to devote each week. Check that out before you join.
  • Tangible portfolio – In other words, keep in mind you need to prepare a collection of materials that validate your skills and reputation. So, go with a portfolio that will let you increase your chances of getting hired in the future. Choose a course or a series of courses that will help you create a project in the end that showcases what you learn to a prospective employer.
  • Remember: there is no consistency between classes. The various platforms hosting the courses might set the framework and provide support but  it’s the professors and schools behind each course design the curriculum, create the content and set the class requirements. Make sure you pay attention to its assignment policies, once you’ve registered for a class. Different Universities, different instructors, different planning. Some courses do not ask you to submit anything until the very end. For others, you might be asked to engage to submit some work even in the end of the second week. Not to mention the professors who are trying out classes for the first time, so the result is that policies may change  as the professors learn what works.

Remember though! Whatever you do, make sure you enjoy the trip!

Conference Presentation : The 30 Goals e-Conference

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The title was Blogging for the 30 Goals : Reflecting on my teaching and learning experience.

 

 

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This is the link to the recording

http://www.30goals.com/vickyp.html

This is the link to the slides of the presentation.

30Goals-Blogging-for-30-Goals 1

 

This is a sketchnote that Jody Meacher made for me after my presentation and I totally looooooved it!!!!

 

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I hope you enjoy it!!

 

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Lesson plan : Learning with YouTube videos

This is a new Lesson Plan I wrote and is now published on the current ELTA SERBIA NEWSLETTER, in the July-August issue

http://elta.org.rs/kio/nl/07-2015/Lesson%20Plan-Vicky%20Papageorgiou%20Learning%20with%20YouTube%20videos.pdf

You can check out the whole newsltter here : http://elta.org.rs/2015/07/13/elta-newsletter-july-august-2015/

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Learning with YouTube videos: Internet censorship

Key words: ​YouTube videos, debate, internet censorship, blended learning

Target learners:​Young adults or adults, C1+ level

Learning outcomes:

● By the end of this course, the learners will learn to search for a small variety of videos and to critically synthesize information/arguments to use in their debate,

● they will be able to enrich their knowledge about a current and controversial matter which they have experienced in some ways,

● they will learn to work together to reach an agreement on a controversial problem, solve a problem,

● they will learn to use online platforms to upload their written work and to hold a debate, like http://www.pearltrees.com, and http://www.collaborizeclassroom.com, and finally

● they will have to reflect on the debate by summarizing the important points of it.

Short description

In this blended learning activity, students will have to work on a controversial matter. While divided in teams, they will have to find youtube videos relevant to the side they have to present and defend, record their arguments to support their position and finally, make evaluations and judgments about this controversial matter. In the end, the two teams will have to hold a debate and reach a consensus.

Preparation

The T spends some time choosing videos that present opposing arguments or depict opposing sides. 2­4 videos for each side should be enough but the T should make sure their duration is not over 15’ each. (In this activity, Ss are asked to search for the videos they should use, on their own. Yet, because this is time­consuming and/or difficult for some students, it is advisable that the T has already prepared a selection for them, at least for the weaker ones). Some example videos the T could show them or post on the platform are the following:

An informative video about internet censorship.https://www.youtube.com/watch?v=XPAvg6CU6sI

The Past, Present and Future of Internet Censorship https://www.youtube.com/watch?v=spapXznZf4I

Internet Censorship Is the Wrong Answer to Online Piracy https://www.youtube.com/watch?v=1ngRPuXpCIw

Procedure ​(approximately 3 hours)

1. Tell your students that you have noticed that people of their age are very dependent on the internet and they spend a lot of time surfing the net. It is also true that there are a lot of voices currently calling out for online censorship because the internet is far too open. So, since this is a situation that they are familiar with, you thought it was time they discussed internet censorship because this is an issue in discussion lately. (5’)

2. Tell them that to be able to form a well­rounded opinion about the topic, they have to find videos on YouTube that support or condemn this kind of censorship. (5’)

3. Explain to them that they are going to be divided in 2 teams . (10-15’)

4. Allow them time to search for these videos online. Explain to them that you are going to be present and offer any help needed but you expect them to be independent in their search.

5. Tell them that in the next lesson, both teams are going to watch their videos about internet censorship in class. The first team are going to watch videos that support it and team number two will view videos against this censorship. (1 h)

6. Tell the students they should focus on three questions, which you have already posted on http://www.pearltrees.com/: These are the following:

• Is internet a public or a private sphere?

• Should there be more censorship?

• Should freedom of speech be absolute or should it be limited?

7. They should note down all of the arguments used. Then, they have to upload the relevant videos as well as their arguments on http://www.pearltrees.com/ so that both teams can prepare their counterarguments. No analysis or reflection of the arguments will be posted there, though. (30’)

8. You should set up the day the discussion will take place (online class).

9. On the day the online debate takes place, ask them to share the videos online on a specific platform http://www.collaborizeclassroom.com/ and tell them they can also add the arguments they have come up with. Each member of every team starts a brief discussion by posting their comment/argument and their video. Other members are asked to post their responses to this (this procedure can be done synchronously as well as asynchronously). (1h)

10. You should moderate the discussion.

11. Once each team has decided about their arguments, they should also rank them in terms of validity. (10’)

12. At the end of the debate, the Ss can vote and then see the results. Remind everybody that they should reach an agreement in the end and perhaps even specify a solution. Remember, you are there to moderate and not intervene in any other way. (5’)

13. At the end of the class, the students will present their decision, again in the forum. (5’)

Follow up

Ask each team to write a summary of the debate as well as the decision on the matter and how the whole discussion has changed their perspective (if it has). They can post it later on http://www.pearltrees.com/.

Software/web 2.0 tools

http://www.youtube.com

http://www.pearltrees.com/

http://www.collaborizeclassroom.com

Materials

The learners need access to PCs with internet connection, possibly 1 PC for every 2 students.

pearltrees

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Summer learning opportunities

Summer is ahead and soon most of us will find some time to relax and spend time with the family. It is also a great opportunity for professional development, with all this free time in our hands, if we want to learn something new or to deepen our knowledge in a subject, acquire some new skills.

MOOCs and webinars are available in abundance and they are generally free or for a small amount of money if you are asking for a certificate. I have compiled a list for June, July and August that I think you might find helpful. I am sure there are a few more out there, so feel free to let me know and I will update the list.

In the end of the list, I am also including some self-paced MOOCs which, in other words, do not start at a fixed date but you can jump in at any time.

June 2015

 Coursera download

 downloadFutureLearn

 

download (1) Class Central

 

download (2) Cambridge English webinars 

itdi iTDi

July 2015

 edx-logo-headerEdEx

  • Big Data in Education (Starts July, 1)

https://www.edx.org/course/big-data-education-columbiax-bde1x

downloadCoursera

 

download

FutureLearn

download (1)Class Central

 download (2)Cambridge English webinars 

    August 2015

 

   downloadFutureLearn

 

 download (2)Cambridge English webinars 

itdiiTDi

Self-paced

downloadCoursera

download (1)Class Central