<div dir="ltr"><div class="gmail_quote"><div dir="ltr" class="gmail_attr">From: <span dir="auto"><<a href="mailto:pedagogy@mgsa.org">pedagogy@mgsa.org</a>></span><br>Date: Tue, Oct 6, 2020 at 1:09 PM<br>Subject: [MGSA-L] MGSA Pedagogy Webinars_Part 1: Language Learning in the Covid Crisis<br>To: <<a href="mailto:mgsa-l@uci.edu">mgsa-l@uci.edu</a>><br></div><br><div style="font-size:10pt;font-family:Verdana,Geneva,sans-serif"><div id="m_1081164147437012507signature"><br></div>
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<div style="text-align:center"><span style="font-size:12pt">The MGSA Undergraduate Studies Committee invites you to the first of a series of webinars dedicated to pedagogy</span></div>
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<div style="text-align:center"><span style="font-size:12pt"><strong>10.23.2020</strong></span></div>
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<div style="text-align:center"><span style="font-size:12pt">Please note that registration is required for this event. Register <a title="Registration Form" href="https://docs.google.com/forms/d/1Cg8SWlZyihskfWODEdAc_Y66dEM3SjCzYk8qMm1lQT4/edit?gxids=7757" rel="noopener noreferrer" target="_blank">here</a> and you will receive a confirmation with the zoom link for</span></div>
<div style="text-align:center"><span style="font-size:12pt">the webinar.</span></div>
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_______________________________________________<br><div class="gmail-" style="color:rgb(0,0,0);font-family:LucidaGrande;font-size:14px"><font face="times new roman, serif" size="4" class="gmail-">Andrew Ross, Director of the Language Center, Harvard University</font></div><div class="gmail-" style="color:rgb(0,0,0);font-family:LucidaGrande;font-size:14px"><i class="gmail-" style="font-family:"times new roman",serif"><span class="gmail-Apple-tab-span" style="white-space:pre"> </span>“Language Learning in the COVID Crisis: Hybrid, HyFlex, and Online”</i></div><div class="gmail-" style="color:rgb(0,0,0);font-family:LucidaGrande;font-size:14px"><i class="gmail-" style="font-family:"times new roman",serif"><br class="gmail-"></i></div><div class="gmail-" style="color:rgb(0,0,0);font-family:LucidaGrande;font-size:14px">The present crisis, as challenging as it is for language programs across the country and the world, has perhaps finally put to rest the question of whether languages can be taught successfully online, or in an environment in which student and faculty co-presence is not always physical. Clearly, high-quality learning experiences can be crafted and employed across a variety of instructional modalities. The most common and best understood of these is the hybrid model, in which elements of the curriculum are delivered in an asynchronous environment, often the institution’s learning management system (LMS), and students are primed for synchronous activities in a face-to-face environment (Laurillard 2002). Perhaps less well-researched is the distance learning modality, in which all interactions between teacher and student, and student and student, occur without recourse to a physical environment that all participants occupy together. The popularity of such online courses is increasing, often in response to financial and physical pressures associated with face-to-face instruction, and the perception on the part of administrators that language learning can benefit from the same economies of scale that other subjects do. Research in this area tends to focus on qualitative, rather than quantitative aspects of the student experience, and longitudinal studies of learning outcomes are less well-represented in the literature than one might wish (Blake 2013). Finally, a newly-salient mode of instruction, HyFlex, combines face-to-face instruction with online affordances to allow students to choose which of these modalities they wish to participate in at any given point in the course. Conceived at San Francisco State University in 2006 (Beatty 2007), HyFlex provided a means to allow graduate students to attend courses in person when practicable, but also to participate in equivalent learning opportunities online when they could not. The advantages of such an approach in the current – and continuing – environment are obvious, but the preparation needed to implement such a solution can be daunting.</div><div class="gmail-" style="color:rgb(0,0,0);font-family:LucidaGrande;font-size:14px"><p class="MsoNormal"><span class="gmail-"></span></p><p class="MsoNormal">In this presentation, I will briefly outline the design and implementation of these three modalities, and offer a set of best practices and strategies for language faculty to use as they prepare and teach students in these environments, focusing on online instruction as a mid-term necessity, and HyFlex as a likely new standard in the aftermath of COVID.</p></div></div><div class="gmail_quote"><br></div><div class="gmail_quote">
List-Info: <a href="https://maillists.uci.edu/mailman/listinfo/mgsa-l" rel="noreferrer" target="_blank">https://maillists.uci.edu/mailman/listinfo/mgsa-l</a><br>
</div><br clear="all"><div><br></div>-- <br><div dir="ltr" class="gmail_signature" data-smartmail="gmail_signature"><div dir="ltr">Vangelis Calotychos<div>MGSA Executive Director</div><div>Visiting Associate Professor of Comparative Literature, Brown University</div></div></div></div>