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The CLT follows the Updated UH Mānoa guidelines: (See President Lassner's All guidelines above apply to the use of CLT facilities. In order to comply with university regulations, the CLT will require the following protocol: announcement dated 12/1/2021*Please note that these policies are subject to change. CLT facilities follow the COVID 19: UH Mānoa guidelines . Mahalo for your support and understanding. ) UH Mānoa COVID-19 guidelines, which apply to all operations and activities on campuses and at off-site facilities and cover all students, employees and visitors.

The UH Mānoa campus will move to full capacity for operations starting in January 2022. Until then, CLT facility capacities will continue to follow COVID-19 guidelines. View the capacity of CLT facilities.

Before entering the UH Mānoa campus or any CLT facilities, please make sure you have completed your LumiSight UH daily health check as required by University of Hawai'i policy. Only those with a green approval status will be allowed to enter our facilities.

Face coverings are mandatory while indoors on a UH campus or property. Face coverings are no longer required outdoors when on a UH campus or property. Face coverings are still recommended outdoors, when in large groups.

The use of CLT facilities is only available through reservations.

Entry to the computer labs is restricted to UHM students and faculty who have active, valid UH user accounts.

Computer lab patrons are required to sanitize their hands before entering the facilities.

Computer lab patrons should bring and wear their personal headset (with microphone, if needed).

CLT staff will clean and disinfect computer keyboards, mice, and desk surfaces before each use.

Submit your reservation

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The CLT follows the Updated UH Mānoa guidelines: (See President Lassner's All guidelines above apply to the use of CLT facilities. In order to comply with university regulations, the CLT will require the following protocol: announcement dated 12/1/2021 *Please note that these policies are subject to change.

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I found it crucial to have regular meetings (1 on 1) with my online students to be able to check in with them and get a reading of how they were doing in class. I can do this more easily with in person students in the classroom, but I felt I needed to require it for my online students. 

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I found it crucial to have regular meetings (1 on 1) with my online students to be able to check in with them and get a reading of how they were doing in class. I can do this more easily with in person students in the classroom, but I felt I needed to require it for my online students. 

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Zoom Enabled Rooms | Information Technology Services

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Zoom Blended (Here or There) Classroom Strategies

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Zoom Blended (Here or There) Classroom Strategies

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Check to see that your audio and video have connected.
If you are unsure, there is a "^" next to your Audio and Video menus located in the bottom left hand corner. If you click on these you are able to test your audio and microphone. As well as change an or your settings, for example turn up volume.

If there is time, once your students are connected please check to make sure you can hear and see them as well as they can hear and see you. Your audio and video settings are in the lower left corner of the Zoom screen

Recording:

If you have not scheduled your meeting or class to auto record, and want it recorded, press the record button, and select "Record to the Cloud" to begin recording.
Security:

While not required, ITS recommends to disable students from changing their name upon connecting in. This feature is found under the "Security" menu by unchecking participants are allowed to "Rename Themselves".

Other "Security" menu options available to you include allowing participants to use Chat or Share Content.

Sharing Content:

By default only the meeting Host (you) can share content. Test sharing by clicking the green "share" button on the lower middle portion of your Zoom screen.

Please DO NOT use the whiteboard in the classroom. Your remote students will not be able to view what you are writing.

Please DO use the document camera on the side of the podium to display writing. You will need to provide your own paper to write on.

Steps to sharing of document camera:

If there is no document camera in the room you can use Zoom's built in whiteboard feature under "Sharing"

To change your video layout use the screen layout menu in the top right hand corner of the Zoom screen. ITS recommends Gallery View as this allows you to see all your students at once.

Please note, most screens max out at 25 students.

Classes that are larger than 25 students would have multiple pages that you can toggle between to see your full class.

If students are not muting their mic, remind them to do so. You can also mute students manually by selecting Manage Participants in the menu(see Fig below). You can mute individuals in the participant list or select Mute All at the bottom of the participant list.

If unwanted student audio is an issue, you are able to disallow students from unmuting themselves. This feature is found under the "Security" menu (see Fig below) by unchecking "Unmute Themselves".

You may want to ask students to submit their questions via chat or use the raise hand button so that you have an idea of who to call on during discussions. When students click the raise hand button you will see a notification pop up from the menu bar, a blue hand icon on their screen, as well as a blue hand icon next to their name in the Manage Participants window.

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Zoom Blended (Here or There) Classroom Strategies

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Check to see that your audio and video have connected. If you are unsure, there is a "^" next to your Audio and Video menus located in the bottom left hand corner. If you click on these you are able to test your audio and microphone.

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Flipped Classroom Model: Record instructional presentation; students review content before class, freeing class time for activities that involve higher order thinking. Record your presentation in CLT's One-Button-Studio (linked).

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Flipped Classroom Model: Record instructional presentation; students review content before class, freeing class time for activities that involve higher order thinking. Record your presentation in CLT's One-Button-Studio (linked).

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The One Button Studio (OBS) is a simplified video recording system designed to be easy to use without any prior knowledge of video production. The Studio is located in Moore Hall and is available to all units in the College of Arts, Languages & Letters.

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One Button Studio Tutorial CLT reservation form The One Button Studio (OBS) is a simplified video recording system designed to be easy to use without any prior knowledge of video production. The Studio is located in Moore Hall and is available to all units in the College of Arts, Languages & Letters.

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Recordings w/students: Be aware of FERPA. Limit access to the recordings to the class only - no prior written student consent needed (resource linked)

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Recordings w/students: Be aware of FERPA. Limit access to the recordings to the class only - no prior written student consent needed (resource linked)

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Service is available to active University of Hawaiʻi faculty or staff.

University of Hawaiʻi faculty or staff must have a Zoom account licensed through ITS.
Please note the current system requires you to login using the UH account tied to your Zoom account.

For security and privacy reasons:

Direct access to the Zoom's Cloud Recording portal is disabled.

Cloud recordings may be accessed through ITS' UH Zoom Recording Service.

Recordings will be viewable/accessible for the duration of the semester for which they occurred.

ITS recommends sharing of recordings be done by posting direct links in Laulima.

Recordings for Instructional Purposes:

Acknowledgement of reading and understanding the University's FERPA guidelines for recording any online lectures and classes is required.

Due to FERPA regulations, all class recordings can only be accessible to registered students in that class.
ITS recommends using Laulima as an interface to post the recording links.

Cloud recordings will provide automatic audio transcription and Closed Captioning. The transcribed file will be a .vtt file

Recordings will only be available for the current semester.

Once the semester is completed, recorded files will automatically be purged off of the UH server.

Extension requests must be submitted within two (2) weeks prior to semester end.

To request extension contact: uh-zoom-support@lists.hawaii.edu
Must include a list of files and reason for extension.

Recordings for Non-Instructional Purposes:

Non-instructional recordings, e.g. meetings, trainings, workshops, interviews, etc., should still reference FERPA regulations as a valuable resource and guideline.
Acknowledgement of reading and understanding of the University's FERPA guidelines for recording is also required for non-instructional purposes.

Cloud recordings will provide automatic audio transcription and Closed Captioning. The transcribed file will be a .vtt file

Recordings will only be available for the current semester.

Once the semester is completed, recorded files will automatically be purged off of the UH server.

If files are required to be kept beyond the semester, extension requests must be submitted within two (2) weeks prior to current semester end.

To request extension contact: uh-zoom-support@lists.hawaii.edu
Must include a list of files that need to be kept and reason for extension.

Request Access:

Please submit the following form.

Once you have completed the form, ITS will contact you within 48 hours regarding your request.

UH Zoom Recording request form: https://www.hawaii.edu/its/videoconferencing-forms/recording/
Downloading of files is now available
We are happy to announce a download feature has been released and is now available for use.

For instructions on how to download your recordings please visit our tutorial (Downloading files from UH Zoom Recording Service).

Upcoming features:
The UH Zoom Recording service is still in development. In the coming months, there are plans for additional features and capabilities. Your patience and understanding is appreciated as we continue to grow this service.

If you have any questions, please contact: uh-zoom-support@lists.hawaii.edu

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Service is available to active University of Hawaiʻi faculty or staff. University of Hawaiʻi faculty or staff must have a Zoom account licensed through ITS. Please note the current system requires you to login using the UH account tied to your Zoom account.

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Having an assistant to help with the technology is a must for the whole semester.

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Having an assistant to help with the technology is a must for the whole semester.

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Directly address questions to remote students from time to time. Keep in mind, there is often a delay in the audio so allow for a longer response time.

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Directly address questions to remote students from time to time. Keep in mind, there is often a delay in the audio so allow for a longer response time.

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Suggested Strategies to Accommodate Students in Quarantine, Isolation, or Who Become Ill

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Suggested Strategies to Accommodate Students in Quarantine, Isolation, or Who Become Ill

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Instructors should assist students who are in quarantine, isolation, or absent because of COVID or suspected, but yet unverified, cases of COVID. In these situations, instructors should take care to provide affected students with reasonable accommodations and opportunities for make-ups.

Student Health Services does not provide medical excuses and students who are required to quarantine or isolate due to a COVID diagnosis or close contact are NOT required to request accommodation through DRS. Ask students to contact you as soon as possible, if they are required to quarantine, isolate, or if they become ill. In these situations, recognize the need for confidentiality.

The strategies for maintaining engagement and instructional continuity for these students will vary. Depending on how long your students are unable to attend class, there are several options you can provide to support their learning until they are able to return to the classroom. While these strategies are broadly applicable, their specific implementation may vary depending on the type of course you teach - a large enrollment lecture course, a project-based course, a discussion-based seminar, or another type of course. Contact the Teaching Center if you have questions about specific application in your course.

If a student becomes ill and is unable to attend or participate in class for an extended period, you may need to consider adjusting assignments, extending deadlines, and accommodating opportunities for students to make up assignments, exams, and other activities. In some instances, you may need to consider assigning a G (unfinished course work) grade (PDF - 152 KB).

Strategies for supporting students

The following strategies are applicable to a broad range of class types, and can be used in large lecture courses, smaller discussion-based course, lab courses, and studio courses. If you have questions about how these strategies might be applied in your course, contact the Teaching Center.

1. Be flexible and adaptive. Across all situations, it's helpful to remind yourself that the pandemic continues to challenge us with uncertainty, unpredictability, and complications that can be stressful for everyone. You may need to consider flexibly adapting assignments, activities, due dates, and exams to help your students successfully achieve your desired learning outcomes. Clearly explain your policies about deadline extensions and how students can make up missed assignments or exams.

2. Post frequent announcements and reminders. At least twice a week, send detailed announcements, about what's happening in class, homework, assignment updates, upcoming exams, and other important course activities. This not only helps keeps quarantined/isolated students on-track but benefits all students in their efforts to stay caught up with classwork.

3. Keep your Canvas course site up to date. Post class notes, slides, assignments, and other course materials to your Canvas site. You may also ask students to volunteer to share their notes with those who are unable to attend class.

4. Encourage students to ask questions. Remind students who are unable to attend class that they should ask questions via virtual office hours, online Q & A forums, or email.

5. Share recordings from a previous semester. If you have audio or video recordings from a prior semester which cover the same content, you may consider posting them to your Canvas course site. Be aware that if any of the students from the previous semesters appear in your recordings, you may need to make some adjustments. Before using previous recordings for your current class, you must edit out prior students or de-identify them by blurring, cropping, or other means.

6. Share audio recordings. You may choose to record and share an audio recording your class sessions. This may involve recording a full class discussion (in a small lecture-based course) or just recording your lecture audio (in a large lecture course).

7. Video record class sessions. Instructors are not required to record their class sessions. Decisions to record classes are at the professional judgement of the instructor or should adhere to any guidelines or practices in place for the department, school, or campus. Where established practice may be at odds with other aspects of this guidance, instructors should reach out to their dean's office, the Teaching Center, DRS, or the Office of the Provost, as appropriate, for clarity.

8. Broadcast class sessions for remote participation. While instructors are not expected to provide remote access, when appropriate, you may choose to provide your quarantined or isolated students with the opportunity to participate remotely in class sessions until they can return to class in person. You can allow your students to join class meetings in real-time with Zoom. Be sure to make any materials, slides, class notes, or other resources that are available to your in-class students available to the remote students.

9. Record broadcast sessions. If you livestream your class sessions with Zoom (or another video conferencing tool), you can record and post the sessions to your Canvas site. Note, you may choose to livestream and record class session, even if there are no remote students, and post the recording for students who are unable to attend class. For more details about broadcasting and recording your class sessions, visit our web pages for more considerations for recording your class sessions, details on how to record your class session and frequently asked questions.

10. Create asynchronous content. While allowing students to participate remotely and recording class sessions are the most straight-forward options for engaging students who are in quarantine or isolation, you may also consider creating additional content to share asynchronously. This strategy may be particularly relevant for students who are ill and unable to participate remotely, in real-time. You may consider creating short video lectures, demonstrations, or tutorials. These can be shared on Canvas and can form the foundation of asynchronous modules that might also include problem sets, discussion forums, or other asynchronous activities. For more information about creating video content, visit our Creating and Using Video page.

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Suggested Strategies to Accommodate Students in Quarantine, Isolation, or Who Become Ill

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Instructors should assist students who are in quarantine, isolation, or absent because of COVID or suspected, but yet unverified, cases of COVID. In these situations, instructors should take care to provide affected students with reasonable accommodations and opportunities for make-ups.

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Five Tips for Hybrid/HyFlex Teaching with All Learners in Mind

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Five Tips for Hybrid/HyFlex Teaching with All Learners in Mind

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How will you use the physical classroom and the virtual learning environment to teach? What tools and instructional technologies will support your teaching and your students' learning?
Visit and familiarize yourself with the physical classroom space, campus safety guidelines, and the technology available to support your teaching and your students' learning.

Columbia University Information Technology (CUIT) has equipped many of Columbia's classrooms with video cameras and microphones to create hybrid learning environments (see CUIT's Hybrid Classroom Locations for information about what is available in Registrar-managed classrooms). View CUIT's " Getting Started " guide which includes checklists, tips for seminar/discussion-based courses and lecture-based courses, and contact information for support. For non-Registrar classrooms, check with your department or school regarding room technology and support.

Test out the technology in your assigned classroom, including the camera settings and audio, to ensure that your remote students will be able to see and hear what is going on in the classroom. Be sure to check in with your students throughout the semester to ensure the technology settings are still working, and make any tweaks as necessary.

Plan how you will make the space and the technology work for you and your students. Have a contingency plan for when technology issues may arise. Communicate your plan to your students.

Connect with CUIT e-classroom support for help, whether scheduling an in-classroom training or day-of/in the moment classroom support. Know who to call.

Arrive early to every synchronous class to set-up your classroom technology, launch Zoom, select a camera pre-settings so that your remote students can see you, and do an audio check to ensure that your remote students can hear you.

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Five Tips for Hybrid/HyFlex Teaching with All Learners in Mind

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What follows are five tips for instructors who will be teaching hybrid/HyFlex courses where the majority of students will be participating in face-to-face (synchronous) class sessions while a few students will be joining remotely. Each tip encourages instructors to plan with all learners in mind, while being attentive to the needs and experiences of remote learners.

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Use Laulima/CMS to post materials and links to resources (i.e. daily class agenda, notes, PPT slides, recordings, syllabus)

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Use Laulima/CMS to post materials and links to resources (i.e. daily class agenda, notes, PPT slides, recordings, syllabus)

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Conversify - platform for conversational activities outside the class meetings

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LinkedIn analytics are like a black box. No analytics on connection requests, messages sent, messages replied to. We change that. Conversify has full analytics to monitor your campaigns and improve them with data-driven decisions.

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Conversify - A Better Way To Manage Your Linkedin

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LinkedIn analytics are like a black box. No analytics on connection requests, messages sent, messages replied to. We change that. Conversify has full analytics to monitor your campaigns and improve them with data-driven decisions.

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KAHOOT: Create learning games or trivia quizzes on any topic, in any language.

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KAHOOT: Create learning games or trivia quizzes on any topic, in any language.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Use Zoom’s built in features like Polling, Breakout Rooms, Whiteboard and Content Sharing.

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Use Zoom’s built in features like Polling, Breakout Rooms, Whiteboard and Content Sharing.

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Create continuity between online and f2f activities (Start a discussion in class, continue in Laulima; ask students to post in Laulima then discuss in class to expand)

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Create continuity between online and f2f activities (Start a discussion in class, continue in Laulima; ask students to post in Laulima then discuss in class to expand)

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Have all students (F2f & remote) log into Zoom via their laptops/computers. For the in-person group, to prevent sound feedback, disable all audio and use one main microphone/speaker device in the room, such as an OWL or Jabra.

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Have all students (F2f & remote) log into Zoom via their laptops/computers. For the in-person group, to prevent sound feedback, disable all audio and use one main microphone/speaker device in the room, such as an OWL or Jabra.

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https://www.hawaii.edu/news/2022/02/01/manoa-covid-19-protocol-reminders/

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This message was shared with the students, faculty and staff of the University of Hawaiʻi at Mānoa on January 31, 2022.
Aloha and welcome back to campus!

We know that many in our community are seeking updated information regarding our COVID-19 protocols now that we have returned to mostly in-person instruction and activities. The following is meant as guidance for our employees and students.

First and perhaps most important, if you test positive for COVID-19 please contact the COVID-19 Response Team ( CRT) right away. The CRT can be emailed at uhscovid@hawaii.edu. Instructors can also inform the CRT with contact information of an individual. The CRT will be following the State Department of Health return-to-work guidance ().
Do not report to a UH campus or facility if any of these apply:

You tested positive for COVID-19 and are on home isolation.

You have COVID-19 symptoms that are new, worsening, and not attributable to a pre-existing condition.

You are immunocompromised and are a close contact of a COVID-19 positive individual.

You are not "up-to-date" with your vaccines and are a close contact of a COVID-19 positive individual.
You must quarantine for 5 days after date of last exposure

You are subject to government-issued or a healthcare provider's orders to quarantine.

"Up-to-date" means a person has received all recommended COVID-19 vaccines, including any booster dose(s) when eligible. The benefits of boosters are well documented. A "close contact" is defined as being within 6 feet of a person with COVID-19 for 15 minutes or more over a 24- hour period (regardless of mask use) or direct contact with secretions from the person with COVID-19.
You may report to a UH campus or facility even if you are a close contact of a known COVID-19 positive case if:

You (1) are not immunocompromised, (2) are up to date with your vaccines, and (3) are asymptomatic. All three conditions must apply.
If you are not up to date with vaccinations, you must complete the 5 day quarantine period and wear a well-fitting mask for an additional 5 days.

You (1) tested positive for COVID-19 in the past 90 days and (2) have recovered (no symptoms). Both conditions must apply.

Close contact tracing steps

If a COVID-19 case is reported within a UH Mānoa campus classroom, the University Health Services COVID-19 Response Team will attempt to identify close contacts within that space.

If there is no seating chart or reliable means by which close contacts can be readily determined, all class attendees will be contacted to inform them of the possible classroom exposure.

In a large classroom, the best means of communication would likely be through email to the class as a whole, with instructions given based upon vaccination status.

Management of close contacts (testing, isolation, etc.) would depend upon whether an individual is "up to date" with COVID-19 vaccination.

The university is following all privacy and confidentiality laws, including the Family Educational Rights and Privacy Act (FERPA).

Instructors have the ability to temporarily switch instruction from in-person to online while the contact tracing investigation is being conducted, and if the CRT recommends testing. There is no need for formal approval of this temporary change in instruction modality.

Further information on what is necessary to report to campus can be found on the UH COVID-19 Guidelines.

Track the latest developments of COVID-19 in Hawaiʻi at the Hawaiʻi Emergency Management Agency data hub.

Mahalo for your assistance in keeping our campus community healthy!
Michael Bruno
UH Mānoa Provost

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UH Mānoa: COVID-19 protocol reminders | University of Hawaiʻi System News

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This message was shared with the students, faculty and staff of the University of Hawaiʻi at Mānoa on January 31, 2022. Aloha and welcome back to campus! We know that many in our community are seeking updated information regarding our COVID-19 protocols now that we have returned to mostly in-person instruction and activities.

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"You may teach online temporarily, but you must notify the dept chair and also report it to the UHM COVID-19 Response Team by emailing uhscovid@hawaii.edu. The team will respond to the instructor with detailed guidance."

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Interactive slides

Make any slides-based lessons interactive and gather data on student understanding by adding formative assessments, simulations, and dynamic media.

Or choose from thousands of ready-to-teach, customizable, standards-aligned lessons from teacher favorite brands.

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Nearpod: You'll wonder how you taught without it

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Real-time insights into student understanding through interactive lessons, interactive videos, gamified learning, formative assessment, and activities -- all in a single platform.

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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In a Fall 2021 F2F course, one student had to travel to the Mainland US. That student ended up joining other students for project work using Google Meet/Hangouts. Online collaborative work using Google Docs is also very useful. Bringing in guest speakers via Zoom is also a good option.

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Jabra tabletop microphone/speakers can help capture in-person room audio so that it is audible to the students joining in Zoom.

https://www.amazon.com/Jabra-Speak-510-Professional-Communicaton/dp/B00AARRS9Y/ref=asc_df_B00AARRS9Y/?tag=&linkCode=df0&hvadid=309789102444&hvpos=&hvnetw=g&hvrand=4383426070899587220&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9032816&hvtargid=pla-456297615762&ref=&adgrpid=61293379643&th=1

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Jabra Speak 510 UC Wireless Bluetooth Speaker for Softphone and Mobile Phone - Easy Setup, Portable Speaker for Holding Meetings Anywhere with Outstanding Sound Quality

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Don't become a conference call horror story; With the outstanding sound quality in the Jabra Speak 510 Wireless Bluetooth Portable Speaker, everyone is heard during conference calls, making your meeting more efficient. Setup and use of the wireless speaker is a breeze - just connect via Bluetooth...

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Think through what you will do if/when infections happen.
Make sure students know how to communicate / reach out to you.

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Keeping students engaged when they are remote:
1. Email communication: weekly reminders/announcements. Students also appreciate a personal message.
2. Online small group discussion
3. Virtual Office Hours to check in on how they are doing or to answer their questions.
4. Bi-weekly surveys to check in how students are doing. More response from students this way

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This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online. Topics will include highlighting learner self awareness, promoting self management and self motivation, expanding social awareness through online extracurricular activities, teaching responsible decision making through storytelling and building positive relationship skills in a supportive way.

Successful completion of this course will earn an optional digital badge conferred by the National Foreign Language Resource Center (University of Hawai'i at Mānoa). More information on digital badge requirements will be posted soon on this page. Badge earners may be eligible to earn a Continuing Education Unit (CEU) towards maintaining their professional qualifications.

Registration
Registration is FREE but required.
LAST DAY TO REGISTER for access to the live webinar series is February 24, 2022.
NOTES:

1. A screencast of these webinar sessions will be recorded and made available as an open educational resource in TED-Ed.

2. If you are plan to earn the digital badge, you should register no later than February 3, so you can meet the live webinar participation requirement.

Webinar Schedule

January 27

Ann Marie Gunter (North Carolina Department of Public Instruction): Dr. Ann Marie Gunter is a language educator and policy specialist with over 25 years of experience. She has taught K-20 French and English courses and served as a district coordinator of gifted and talented programs in Indiana and Wisconsin. In her current position, she focuses on initiatives involving the professional development, support, and implementation of the proficiency-based North Carolina World Language Essential Standards. Ann Marie has served as the World Languages Consultant with the North Carolina Department of Public Instruction since 2007.

Xatli Stox (North Carolina Department of Public Instruction): Xatli Stox is a language educator and instructional technology specialist with more than 15 years of experience. She has taught K-12 English as a Second Language (ESL) and Spanish in a heritage language program. She has served as an English Learner (EL) Program Coordinator in the public-school system in Bogota, Colombia, and North Carolina, USA. In her current position, focuses on the quality review of language instruction educational programs and federal program compliance and leads the development of professional learning and networking opportunities for educators.

February 3

Shara Packman (North Carolina Virtual Public School): Shara Packman is a Latin language teacher at North Carolina Virtual Public Schools (NCVPS) and at Reid Ross Classical School in Fayetteville, NC. Since 2017, she has served as an Instructional Leader for World Languages at NCVPS. She has provided professional development on online student engagement and has been a long-time proponent of applying Social Emotional Learning (SEL) concepts to online classes. Currently, she is the proud sponsor of the first ever Gay/Straight Alliance (GSA) at Reid Ross and is advocating for acceptance for all LGBTQ+ students and promoting inclusion schoolwide.

Building Compassion and Curiosity in Online Learning

Yo Azama (California State University, Monterey Bay): Yo Azama has 25 years of teaching Japanese from kindergarten to college. He is the Lead Instructional Coach and World Language Curriculum Specialist for Salinas Union High School District. He has served as a College Board Advisor for the AP Japanese Language and Culture Development Committee. He has been the recipient of numerous awards, including the 2012 ACTFL Language Teacher of the Year, Outstanding Teacher of America Award by Carlston Family Foundation, the Robert J. Ludwig Distinguished Leadership Award, and the Elgin Heinz Teaching Excellence Award. He is currently a team leader of the Monterey Bay World Language Project at California State University, Monterey Bay.

February 10

SEL in the World Languages Classroom: Developing Responsible Decision-Making through Storytelling

Alegría Ribadeneira (Colorado State University, Pueblo): Dr. Alegría Ribadeneira is Distinguished Professor and Director of World Languages at Colorado State University-Pueblo. Dr. Ribadeneira researches and presents on issues of language instruction focusing on heritage and L2 learners in mixed classrooms. Her presentations highlight the benefits of project-based, content-based, and community-based instruction paired with open educational practices. She is a lead instructor for the NHLRC summer workshop. Dr. Ribadeneira is the recipient of several awards, including CCFLT Colorado Excellence in Teaching Award, the SWCOLT Southwest Post-Secondary Excellence in Teaching Award, the Olga E. Kagan Award for advancing heritage language education, and the Global Educator Award from Open Education Global.

Beyond Basic Storytelling

Ed Bamford (Moon Area High School): Edwin (Buddy) Bamford majored in Accounting, Business Administration and Spanish. After several years of dissatisfaction, he returned to school to earn his Masters in Education. He is currently a teacher in the Moon Area School District. Bamford's non-traditional work experience combined with his non-traditional teacher education was further enhanced by a kind, open-minded administration that allowed him to be himself from the first day. He is a risk taker. Admittedly, not everything goes as planned. He learned early that it is invaluable to involve students in the planning and execution of the course. He is excited to continue working with students and seeing the world through their eyes.

February 17

Fostering Community in an Online Learning Environment

Revae Bostwick (North Carolina Virtual Public School): Revae Bostwick has been an educator for more than 17 years. Currently, she is an Instructional Leader, Curriculum Leader, and Instructor in the Japanese Department at North Carolina Virtual Public Schools; an ESL Lead Teacher in the Newton-Conover City Schools district, where she teaches elementary ESL; and serves as Treasurer and Conference Co-Chair of Carolina TESOL, a non-profit organization that provides professional development and resources for educators in North and South Carolina. In her junior year, Bostwick worked as an intern in Hokkaido, Japan. Upon college graduation, she worked as a CIR on the JET Programme in Miyazaki, Japan. After returning to the United States, she worked as a translator at Toyota Manufacturing in Kentucky for several years before becoming an educator.

Raising Social Awareness Through Cultural Connections

Meaghan DeRusso (North Carolina Virtual Public School): Meaghan DeRusso graduated from the State University of New York College at Cortland with a degree in Spanish Education and earned her Master's degree in Spanish and Latin American Area Studies from American University. Currently, she is a Spanish teacher and Instructional Leader for North Carolina Virtual Public School. While she began her career teaching face to face, Meaghan quickly saw the potential she had working with students by implementing technology into her classroom and realized her passion for working with students in the online setting. She made it her professional goal to create a positive learning environment in the virtual world that fosters true connection and growth for her students. Through her courses Meaghan strives to create a community of learners that nurtures this growth in a positive, fun environment.

February 24

Sharing ASL Tools for World Language Teachers to Leverage

Jan Fried (Kapi'olani Community College): Jan L. Fried is a Professor of American Sign Language/English Interpreter Education and American Sign Language at the University of Hawai'i- Kapi'olani Community College in Honolulu and the Interim Academic Advisor for the Kapi'olani Deaf Center. She has served on numerous state, regional and national committees pertaining to the Deaf, hard of hearing and interpreting communities. Jan holds a master's degree in Teaching Interpretation, is a nationally certified ASL/English interpreter in private practice, and a trainer for the Hawai'i State Judiciary. She has presented and consulted extensively throughout Hawai'i, the FSM, Guam, Saipan, American Samoa, Majuro, Japan and the mainland US.

Positive Interactions in the Online Language Classroom to Improve Relationship Skills

Megan Ferry (Union College): Megan M. Ferry is Professor of Chinese and Asian Studies in the Department of Modern Languages and Literatures at Union College (Schenectady, NY). She teaches Chinese language at all levels, and various courses such as Asian American film, Gender and Sexuality on Modern China, and East Asian literature and culture. She authored Chinese Women Writers and Modern Print Culture (Cambria, 2018), and numerous academic articles. She has written the Chinese curriculum for the Schenectady Public Schools District and served as evaluator for several K-16 Chinese language programs. Her most recent publication is "Project-Based Language Learning: Addressing Cultural and Linguistic Diversity Issues in Climate Action," in Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, Maria J. De la Fuente, editor. Routledge (2022).

OLP Series 2022 Participant badge

Successful completion of this course will earn an optional digital badge conferred by the National Foreign Language Resource Center (University of Hawai'i). Badge earners may be eligible to earn a Continuing Education Unit (CEU) towards maintaining their professional qualifications.

For those who have registered and are pursuing the digital badge, please watch this video that explains the process:

Digital Badge and CEU Credit Criteria (2022 Cohort)

Digital Badge

The digital badge certifies that the badge recipient:

Learned and considered strategies for engaging online language learners through SEL, shared by experienced world language educators;

Attended at least four (out of five) live 90-minute webinars;

Participated substantively and collegially in discussions and activities during the live webinars;

Posted substantive responses to discussion prompts in nine TED-Ed lessons;

Completed a 3-2-1 Reflection for each webinar session.

Note: See the Q&A section below for instructions on how to complete your required badge tasks.

CEU Credit

Participants who meet all the criteria listed under "Digital Badge" above may be eligible to earn continuing education unit (CEU) credit. In order to earn the CEU credit, one requirement is to fulfill a minimum of 10 contact hours during the class, which means participants have to attend all five webinar sessions and join discussions and activities during the webinars. Please note each participant is allowed to miss only one session. If you need to miss a whole session or even part of a session, you will be asked to watch the recorded footage of the missed webinar (available in TED-Ed lessons) and complete a Webinar Summary Report.

If you wish to earn CEU credit, please provide the name, title, and contact info (phone and/or email) of the supervisor who will be responsible for approving/awarding your professional development credit in the registration form or contact Stephen Tschudi.
Completion Due Date: April 1, 2022
Q & A

Zoom Webinars

How do I access live webinars in Zoom? All webinars can be accessed via the link sent in your registration confirmation email.

What topics will be covered during the webinars? The webinar schedule, including the list of topics and presenters, is listed on this webpage.

What should I do if I have a question about Zoom? Visit the Zoom Help Center for more information.

TED-Ed Lessons (following live webinars)

How do I access the TED-Ed lessons? You will receive email notification with links to each lesson shortly after each live webinar. Please note that TED-Ed lessons are based on the video-recordings of live webinars that first need to be edited before their release, which may take a day or two.

How do I participate in TED-Ed lessons? If you don't have a TED-Ed account, you will first need to create one ( click here). After you log into TED-Ed, you should be able to access and complete each lesson.

Final Project: 3-2-1 Reflection

What is the 3-2-1 Reflection? The 3-2-1 Reflection is a brief summary report that you need to complete after each webinar. For each webinar, you need to provide a summary of three things you learned, two things you plan to implement in your class, and one question that you still have.

Where can I find the 3-2-1 Reflection and how do I create my own copy? First, go to the Reflection Template, then follow this tutorial to create your own copy.

How do I submit my 3-2-1 Reflection? Complete this Google Form to submit a URL to your 3-2-1 Reflection document.

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2022 OLP Series: Engaging Online Language Learners through SEL

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This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online.

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Students can jam from anywhere

Educators can engage all students in the learning process, whether working together in a traditional classroom, a group seminar setting, or through distance learning. The Jamboard app for Android and iOS makes it easy for students and educators to join in on the creativity from their phone, tablet, or Chromebook.

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Google Jamboard: Collaborative Digital Whiteboard | Google Workspace for Education - Google for Education

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A collaborative, digital whiteboard makes it easy to create without boundaries and share ideas in real time. Jamboard moves the whiteboard to the cloud.

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Why use Hubs?

Welcome to Mozilla Hubs, the go-to virtual platform for educators, teams, and organizations. Powered by Mozilla, we've designed our platform to make virtual collaboration and learning effortless.

With no software to download, you can engage in real-time with any device at the click of a button, all while prioritizing your privacy. Hubs is more than just a platform - it's your gateway to controlling your virtual worlds as we step into the next chapter of the internet.

Try our Demo

Universal Accessibility

Connect from your phone, computer, or headset. No software download needed.

Full Customization

Choose from pre-made environments and avatars, or create your own."

Privacy-First Promise

Your personal data is never collected and you control access to your worlds.

Elevated Engagement

From virtual meetings to workshops, propel your team into custom digital spaces designed for sparking meaningful collaboration.

Your World, Your Rules

Shape expansive, custom digital spaces that foster meaningful connections within or outside of your global organization.

Teaching Transformed

Deliver engaging educational experiences, breaking down the barriers of traditional classrooms and fostering deeper understanding.

Get immersed with the Hubs newsletter!

Sign up here to get updates on what is new with Hubs and we will keep you up to date with the latest news, updates, and product offerings. We can't wait to show you what we have been working on!

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Hubs - Private, virtual 3D worlds in your browser

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Welcome to Mozilla Hubs, the go-to virtual platform for educators, teams, and organizations. Powered by Mozilla, we've designed our platform to make virtual collaboration and learning effortless. With no software to download, you can engage in real-time with any device at the click of a button, all while prioritizing your privacy.

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a very helpful series.

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This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online. Topics will include highlighting learner self awareness, promoting self management and self motivation, expanding social awareness through online extracurricular activities, teaching responsible decision making through storytelling and building positive relationship skills in a supportive way.

Successful completion of this course will earn an optional digital badge conferred by the National Foreign Language Resource Center (University of Hawai'i at Mānoa). More information on digital badge requirements will be posted soon on this page. Badge earners may be eligible to earn a Continuing Education Unit (CEU) towards maintaining their professional qualifications.

Registration
Registration is FREE but required.
LAST DAY TO REGISTER for access to the live webinar series is February 24, 2022.
NOTES:

1. A screencast of these webinar sessions will be recorded and made available as an open educational resource in TED-Ed.

2. If you are plan to earn the digital badge, you should register no later than February 3, so you can meet the live webinar participation requirement.

Webinar Schedule

January 27

Ann Marie Gunter (North Carolina Department of Public Instruction): Dr. Ann Marie Gunter is a language educator and policy specialist with over 25 years of experience. She has taught K-20 French and English courses and served as a district coordinator of gifted and talented programs in Indiana and Wisconsin. In her current position, she focuses on initiatives involving the professional development, support, and implementation of the proficiency-based North Carolina World Language Essential Standards. Ann Marie has served as the World Languages Consultant with the North Carolina Department of Public Instruction since 2007.

Xatli Stox (North Carolina Department of Public Instruction): Xatli Stox is a language educator and instructional technology specialist with more than 15 years of experience. She has taught K-12 English as a Second Language (ESL) and Spanish in a heritage language program. She has served as an English Learner (EL) Program Coordinator in the public-school system in Bogota, Colombia, and North Carolina, USA. In her current position, focuses on the quality review of language instruction educational programs and federal program compliance and leads the development of professional learning and networking opportunities for educators.

February 3

Shara Packman (North Carolina Virtual Public School): Shara Packman is a Latin language teacher at North Carolina Virtual Public Schools (NCVPS) and at Reid Ross Classical School in Fayetteville, NC. Since 2017, she has served as an Instructional Leader for World Languages at NCVPS. She has provided professional development on online student engagement and has been a long-time proponent of applying Social Emotional Learning (SEL) concepts to online classes. Currently, she is the proud sponsor of the first ever Gay/Straight Alliance (GSA) at Reid Ross and is advocating for acceptance for all LGBTQ+ students and promoting inclusion schoolwide.

Building Compassion and Curiosity in Online Learning

Yo Azama (California State University, Monterey Bay): Yo Azama has 25 years of teaching Japanese from kindergarten to college. He is the Lead Instructional Coach and World Language Curriculum Specialist for Salinas Union High School District. He has served as a College Board Advisor for the AP Japanese Language and Culture Development Committee. He has been the recipient of numerous awards, including the 2012 ACTFL Language Teacher of the Year, Outstanding Teacher of America Award by Carlston Family Foundation, the Robert J. Ludwig Distinguished Leadership Award, and the Elgin Heinz Teaching Excellence Award. He is currently a team leader of the Monterey Bay World Language Project at California State University, Monterey Bay.

February 10

SEL in the World Languages Classroom: Developing Responsible Decision-Making through Storytelling

Alegría Ribadeneira (Colorado State University, Pueblo): Dr. Alegría Ribadeneira is Distinguished Professor and Director of World Languages at Colorado State University-Pueblo. Dr. Ribadeneira researches and presents on issues of language instruction focusing on heritage and L2 learners in mixed classrooms. Her presentations highlight the benefits of project-based, content-based, and community-based instruction paired with open educational practices. She is a lead instructor for the NHLRC summer workshop. Dr. Ribadeneira is the recipient of several awards, including CCFLT Colorado Excellence in Teaching Award, the SWCOLT Southwest Post-Secondary Excellence in Teaching Award, the Olga E. Kagan Award for advancing heritage language education, and the Global Educator Award from Open Education Global.

Beyond Basic Storytelling

Ed Bamford (Moon Area High School): Edwin (Buddy) Bamford majored in Accounting, Business Administration and Spanish. After several years of dissatisfaction, he returned to school to earn his Masters in Education. He is currently a teacher in the Moon Area School District. Bamford's non-traditional work experience combined with his non-traditional teacher education was further enhanced by a kind, open-minded administration that allowed him to be himself from the first day. He is a risk taker. Admittedly, not everything goes as planned. He learned early that it is invaluable to involve students in the planning and execution of the course. He is excited to continue working with students and seeing the world through their eyes.

February 17

Fostering Community in an Online Learning Environment

Revae Bostwick (North Carolina Virtual Public School): Revae Bostwick has been an educator for more than 17 years. Currently, she is an Instructional Leader, Curriculum Leader, and Instructor in the Japanese Department at North Carolina Virtual Public Schools; an ESL Lead Teacher in the Newton-Conover City Schools district, where she teaches elementary ESL; and serves as Treasurer and Conference Co-Chair of Carolina TESOL, a non-profit organization that provides professional development and resources for educators in North and South Carolina. In her junior year, Bostwick worked as an intern in Hokkaido, Japan. Upon college graduation, she worked as a CIR on the JET Programme in Miyazaki, Japan. After returning to the United States, she worked as a translator at Toyota Manufacturing in Kentucky for several years before becoming an educator.

Raising Social Awareness Through Cultural Connections

Meaghan DeRusso (North Carolina Virtual Public School): Meaghan DeRusso graduated from the State University of New York College at Cortland with a degree in Spanish Education and earned her Master's degree in Spanish and Latin American Area Studies from American University. Currently, she is a Spanish teacher and Instructional Leader for North Carolina Virtual Public School. While she began her career teaching face to face, Meaghan quickly saw the potential she had working with students by implementing technology into her classroom and realized her passion for working with students in the online setting. She made it her professional goal to create a positive learning environment in the virtual world that fosters true connection and growth for her students. Through her courses Meaghan strives to create a community of learners that nurtures this growth in a positive, fun environment.

February 24

Sharing ASL Tools for World Language Teachers to Leverage

Jan Fried (Kapi'olani Community College): Jan L. Fried is a Professor of American Sign Language/English Interpreter Education and American Sign Language at the University of Hawai'i- Kapi'olani Community College in Honolulu and the Interim Academic Advisor for the Kapi'olani Deaf Center. She has served on numerous state, regional and national committees pertaining to the Deaf, hard of hearing and interpreting communities. Jan holds a master's degree in Teaching Interpretation, is a nationally certified ASL/English interpreter in private practice, and a trainer for the Hawai'i State Judiciary. She has presented and consulted extensively throughout Hawai'i, the FSM, Guam, Saipan, American Samoa, Majuro, Japan and the mainland US.

Positive Interactions in the Online Language Classroom to Improve Relationship Skills

Megan Ferry (Union College): Megan M. Ferry is Professor of Chinese and Asian Studies in the Department of Modern Languages and Literatures at Union College (Schenectady, NY). She teaches Chinese language at all levels, and various courses such as Asian American film, Gender and Sexuality on Modern China, and East Asian literature and culture. She authored Chinese Women Writers and Modern Print Culture (Cambria, 2018), and numerous academic articles. She has written the Chinese curriculum for the Schenectady Public Schools District and served as evaluator for several K-16 Chinese language programs. Her most recent publication is "Project-Based Language Learning: Addressing Cultural and Linguistic Diversity Issues in Climate Action," in Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula, Maria J. De la Fuente, editor. Routledge (2022).

OLP Series 2022 Participant badge

Successful completion of this course will earn an optional digital badge conferred by the National Foreign Language Resource Center (University of Hawai'i). Badge earners may be eligible to earn a Continuing Education Unit (CEU) towards maintaining their professional qualifications.

For those who have registered and are pursuing the digital badge, please watch this video that explains the process:

Digital Badge and CEU Credit Criteria (2022 Cohort)

Digital Badge

The digital badge certifies that the badge recipient:

Learned and considered strategies for engaging online language learners through SEL, shared by experienced world language educators;

Attended at least four (out of five) live 90-minute webinars;

Participated substantively and collegially in discussions and activities during the live webinars;

Posted substantive responses to discussion prompts in nine TED-Ed lessons;

Completed a 3-2-1 Reflection for each webinar session.

Note: See the Q&A section below for instructions on how to complete your required badge tasks.

CEU Credit

Participants who meet all the criteria listed under "Digital Badge" above may be eligible to earn continuing education unit (CEU) credit. In order to earn the CEU credit, one requirement is to fulfill a minimum of 10 contact hours during the class, which means participants have to attend all five webinar sessions and join discussions and activities during the webinars. Please note each participant is allowed to miss only one session. If you need to miss a whole session or even part of a session, you will be asked to watch the recorded footage of the missed webinar (available in TED-Ed lessons) and complete a Webinar Summary Report.

If you wish to earn CEU credit, please provide the name, title, and contact info (phone and/or email) of the supervisor who will be responsible for approving/awarding your professional development credit in the registration form or contact Stephen Tschudi.
Completion Due Date: April 1, 2022
Q & A

Zoom Webinars

How do I access live webinars in Zoom? All webinars can be accessed via the link sent in your registration confirmation email.

What topics will be covered during the webinars? The webinar schedule, including the list of topics and presenters, is listed on this webpage.

What should I do if I have a question about Zoom? Visit the Zoom Help Center for more information.

TED-Ed Lessons (following live webinars)

How do I access the TED-Ed lessons? You will receive email notification with links to each lesson shortly after each live webinar. Please note that TED-Ed lessons are based on the video-recordings of live webinars that first need to be edited before their release, which may take a day or two.

How do I participate in TED-Ed lessons? If you don't have a TED-Ed account, you will first need to create one ( click here). After you log into TED-Ed, you should be able to access and complete each lesson.

Final Project: 3-2-1 Reflection

What is the 3-2-1 Reflection? The 3-2-1 Reflection is a brief summary report that you need to complete after each webinar. For each webinar, you need to provide a summary of three things you learned, two things you plan to implement in your class, and one question that you still have.

Where can I find the 3-2-1 Reflection and how do I create my own copy? First, go to the Reflection Template, then follow this tutorial to create your own copy.

How do I submit my 3-2-1 Reflection? Complete this Google Form to submit a URL to your 3-2-1 Reflection document.

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2022 OLP Series: Engaging Online Language Learners through SEL

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This series will highlight how online language instructors can use the Social Emotional Learning Framework to engage students in the virtual classroom and enhance the experience and satisfaction of learning a language online.

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Loanable library equipment

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For classroom equipment, please visit the Center for Instructional Support.

Click on the item name for details. After requesting the item, you can apply for an extension on the loan period.

Click on the holding link to check availability and to request (pick-up only at Hamilton Library).

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Devices - University of Hawaii Manoa Library Website

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For classroom equipment, please visit the Center for Instructional Support. Click on the item name for details. After requesting the item, you can apply for an extension on the loan period. Click on the holding link to check availability and to request (pick-up only at Hamilton Library).

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Tool to enhance collaboration outside of class

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Educators around the world are entering digital lesson design with varying experiences and expertise. Our HyperDocs Online Academy is your source for learning about designing and delivering the engagement-driving digital lessons we call HyperDocs. Our course instruction method is what we call 'just in time teaching' so that you can take on new learning when you are ready, and explore the Academy at your own pace.

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Students in class and at home can easily collaborate via Google meets to complete tasks together. (e.g., in project based class)

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Students in class and at home can easily collaborate via Google meets to complete tasks together. (e.g., in project based class)