Syllabus of the Session 📌

1. Abstract

Participants will learn how to engage students in collaborative team-based activities. They will choose debate topics for the content and create tasks using collaborative tools for text, audio, video, images, curation walls, and screen recorders. 

2. Target Audience

• Teachers of different age groups with diverse backgrounds and streams 

• Faculty, teacher trainees and teacher training staff/teacher educators 

3. Session Objectives 

By the end of the session participants will have: 

• attended the weekly Zoom meetings or watched the recordings of the meetings.
• watched videos on how to navigate the platform, create videos, and how to use the tools.     
• used audio, video, images, and text tools for student collaboration. 
• created and commented on a sticky notes activity using a Moodle activity for student collaboration.
• discussed collaborative learning. 
• teamed up using a Moodle activity.
• used screen recorders.
• read and discussed articles on debates and collaborative learning. 
• used Google Bard AI to help with ideas on the debates, lesson plans, and Google form questions.  
• chosen a debate topic.  
• used Google Drive docs for team policy and lesson plan.
• created video presentations using Canva or Google slides.  
• created a study set in the Quizlet classroom of the session.  
• used curation tools.
• created collaborative learning activities.

4. Syllabus

Participants, who complete the pre-session and the weekly tasks, will be awarded a digital badge for each week and will qualify for the official EVO24 Certificate of Participation at the end of the 5-week session. 

Each section (pre and weeks 1-5 week) needs to be completed before the next section. 

The grading system is based on completion of the tasks within the discussion forums or in other activities. A grade of 100 is awarded to participants who complete each of the required tasks. There are no in between grades. A "To Do" list is available on the right side of the task.   The tasks are connected to the digital badge of the week and the final certificate. Completion of the tasks will ensure that the participants receive the final certificate.

4.1. Pre-session January 7 -14 (Orientation)

By the end of the registration week, participants will have:

• watched a video to learn about the platform. 
• read the session syllabus in a book format to download or print out. 
• filled in the needs assessment survey.
• completed their profile and add their country. 
• choosen a screen recorder from a list.  
• used the screen recorder to create a video tutorial of the layout of the session.   

4.2. Week 1: January 15 - 21 (Introduction)

By the end of week 1, participants will have:

• got acquainted with the each other (Voki or D-ID), the moderators, the platform (use screen recorders to create video tutorials).
• shared their backgrounds, interests, and expectations for the session using a 1-2-3 introduction activity.
• shared their backgrounds, interests, and expectations for the session using Video-Based-Mobile-Learning 1-2-3 introduction.
• created and commented on a sticky notes activity using a Moodle activity for student collaboration.
• read and discussed collaborative learning.  
• teamed up using a Moodle activity. 

4.3. Week 2: January 22 - 28 (Collaborative Text)

By the end of week 2, participants will have:

• attended the weekly Zoom meeting or watched the recording of the meeting.    
• read and discussed debates in the EFL class. 
• chosen a debate topic from the list provided or choosen their own.  
• used Google word text docs by copying the team policy and lesson plan templates. 
• collaborated and create pre-lesson activities for their chosen debate topic.
• worked in teams or individually as they create a team policy.
• created a free account on IdeaBoardz.
• prepared 1 debate topic with 5 for and 5 against points using IdeaBoardz.
• added the link of their IdeaBoardz to this discussion forum. 

4.4. Week 3: January 29 - February 4 (Collaborative Videos)

By the end of week 3, participants will have:

• attended the weekly Zoom meeting or watched the recording of the meeting.   
• used Canva to collaborate on a team presentation.
• worked in teams to create a Canva presentation with only images on a debate topic the team chose.
• learned about and followed copyrights and given credit to images and how to find images that can be modified on Google search. 
• recorded their voice and added the audio to each slide using Canva.  
• uploaded the MP4 of the screen recorder and published the video on Youtube or Vimeo or share the link.
• added interactive activities (questions) using, Canva, Edpuzzle or Nearpod.
• added the final interactive video work to their team and individual curation walls and shared the links. 

4.5. Week 4: February 5 - 11 (Collaborative Forms)

By the end of week 4, participants will have:

• attended the weekly Zoom meeting or watched the recording of the meeting.  
• used Google Bard AI to assist in developing a Google form.  
• written research and quiz questions based on the help they received from Google Bard AI. 
• created Google forms for research and for quiz purposes in teams by adding each other as collaborators for student team projects.
• recorded the form using one of the following screen recorders: LOOM, Flip, Vimeo, ScreenPal, Canva, or Edpuzzle.
• published the form in social networks, by email to colleagues, or asked the other participants of the session to fill in the form to get the results.
• shared the results of the research and quiz on their team and individual walls.
• worked as a team to add the quiz to Quizlet and share their quizzes of the session in the session Quizlet classroom. 

4.6. Week 5: February 12 - 18 (Showcase and Reflect)

By the end of week 5, participants will have:

• attended the weekly Zoom meeting or watched the recording of the meeting. 
• summarized their posts using PDFgear Chat AI. 
• showcased and reflected on the activities they created using AI in weeks 1-4 using audio and video screen recording tools.
• published the videos on Youtube, Vimeo, and other platforms.
• uploaded their work on their individual Padlet wall or any other curation wall.
• created a book using Book Creator to showcase their work.  
• filled in the EVO 2024 feedback form. 

5. Media

• Moodle (asynchronous)

• Zoom (synchronous)

• GoBrunch - T4SC Meeting room (synchronous)

   

6. Readings

Castillo-Cuesta, L., Ochoa-Cueva, C., & Cabrera-Solano, P. (2022). Virtual workspaces for enhancing collaborative work in EFL learning: A case study in higher education. International Journal of Emerging Technologies in Learning (iJET), 17(2), 4-18. Retrieved August 27, 2023 from https://www.learntechlib.org/p/220471/

Duarte Infante, Á. V., Fonseca Velandia, S. M., & Ramos Holguín, B. (2020). Debates about Educational Issues: A Pedagogical Strategy to Explore Argumentative Skills in the EFL Classroom. HOW, 27(1), 49-67. Retrieved from https://eric.ed.gov/?id=EJ1242987

Eckhause, M. (2022). Fighting Image Piracy or Copyright Trolling? An Empirical Study of Photography Copyright Infringement Lawsuits. Albany Law Review, 86. Available at https://ssrn.com/abstract=4126676 or http://dx.doi.org/10.2139/ssrn.4126676

Kassem, H. M. (2021). Training EFL Learners on Debating: Effects on Their Oral and Written. MEXTESOL Journal, 45(4), n4. Retrieved from https://eric.ed.gov/?id=EJ1320894 

Maharia, A. C. (2020, April). Developing speaking skill through debating: Undergraduate EFL students’ perception. In 2nd Educational Sciences International Conference (ESIC 2019) (pp. 22-26). Atlantis Press. Retrieved from https://www.atlantis-press.com/proceedings/esic-19/125938863

Pérez Rodríguez, J. (2023). Learning strategies to promote autonomous and collaborative learning of EFL in VLEs. Retrieved from https://rua.ua.es/dspace/handle/10045/135319

Romão, T., Pestana, P., & Morgado, L. (2023, August). A systematic review of teacher-facing dashboards for collaborative learning activities and tools in online higher education. In 4th International Computer Programming Education Conference, ICPEC 2023. Schloss Dagstuhl-Leibniz-Zentrum fur Informatik GmbH, Dagstuhl Publishing. Retrieved from https://repositorio.ucp.pt/handle/10400.14/42674 

7. Other Technology Tools

Other Technology Tools: 

• Voki
• D-ID
• Google Bard (AI)
• Edpuzzle
• Quizlet 
• Nearpod 
• Google Drive (docs, slides, forms) 
• Book Creator
• Video Ant

Screen Recorders 

Platforms to upload your MP4 and publish your videos 

Curation Walls/Boards