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c. What areas or questions about technology would you like to explore in the future?
I think I really need to expand my knowledge of cloud computing and all the different possibilities it offers. I also have to get more comfortable using my phone for EAP related activities! I know it will be a slow process for me, but the course has definitely got me moving in the right direction.

Given the year that we've had, will the classroom ever be the classroom again, in the traditional sense? If not, how much more will tech inevitably become a required part of our practice (as opposed to a groovy added extra, in many cases)?

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b. What have you learnt about using technology in the classroom and how will this change your classroom practice?
It's hard to answer this one as I've not been using any of these tools in a classroom setting. While I think the course has given me confidence to experiment with different tools, I still wonder how many of them I would be able, given time constraints, to regularly and efficiently use in class. In many cases I see these as extension tools or ways to flip the class.

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a. Which tool(s) have you found most useful/engaging and which do you believe you’ll use again in the future with your classes?
I think it's fair to say I've found all the tools engaging in different ways, and to different degrees. As I am extremely limited in the time I spend in the classroom, any tool that I can integrate with the LibGuide, or which allows students to collaborate from a distance (e.g. Padlet), is extremely useful. Even as I have been working on this Padlet (i.e.), I have been pleasantly surprised to find some interaction on the thesis writing support Padlet!

After the course, I need to go back and read through all the instruction booklets one at a time!

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This is our writing centre libguide that I've been building over the last 4 years or so. It's really good in the sense that it works as our website, but we don't have to go though all the official checks and double checks that the institution's website requires.

There are lots of useful materials and sources here, including some I've put together as part of this course. Feel free to make use of anything you can!

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Welcome

Welcome to the AWARE Writing Centre LibGuide homepage. Click on the relevant link above for further information about the centre and its services as well as book listings and external links.

Good writing is like a windowpane.
George Orwell

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results. Welcome to the AWARE Writing Centre LibGuide homepage.

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So I added the Oxford 3000 and 5000, and OPAL, as well as other text analysis tools to the libguide. I then put together the lesson plan below (which is basically the same as David's lesson). The only difference really is that all the relevant sites (and more) are now embedded in the libguide.

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My first attempt at using Edpuzzle. I found Edpuzzle really user-friendly, but I'm still a bit perplexed about how the whole copyright thing works?

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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This is a Socrative quiz on thesis writing. As with Edpuzzle, I found this a particularly user-friendly tool.

Go to: www.socrative.com

Click on ‘Login’

Select ‘Student Login’

Enter the room name “CONNOR6788”

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I set up this Padlet on December 14th. The idea was to create a space where students working on their theses could share ideas, ask each other questions, comment on each other's work etc. I'm not sure it's going to be a great success as they tend to be very individualistic. We can but try!

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So this was my attempt for the first task, setting up a Padlet. The idea was to set one up as a platform for communication and sharing resources among the writing centre team.