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Welcome to my Multimedia Reflective Assemblage! Throughout this course, EDU5148, I have been reflecting on my learning through the the elements of Thoughts and Multimodality, from Module 5.

This Padlet can easily be navigated by clicking through the different sections, which are organized by: My Past Learning, My Current Learning, and My Future Learning.

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When I reflect on my past learning in CALL, I think to when computers started becoming a regular part of the school day. I was in Grade 5 when "Informatique" or "Computer Science" was a part of my regular scheduled learning. I had been exposed to technology from a pretty early age, using word processing software to complete projects and assignments, using MapQuest to generate a list of directions, learning keyboard shortcuts (e.g. Ctrl + C/Ctrl + V to copy/paste text and images, using search engines such as Google to find reputable sources of information, etc.

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In secondary school, technology was still utilized in learning in mostly the same ways as elementary, except there was not a designated computer class (unless we selected it ourselves). In language classes, both writing and typing of assignments was encouraged, and I noticed that YouTube videos were being integrated into learning as well. Some teachers encouraged the use of multimedia for projects as well (I remember using Windows Movie Maker to make a video for a Dance project). I also remember purchasing a laptop to complete online assignments on a site called Schoology, to type assignments, to conduct research, to connect with peers, etc. Smartphones also became popular during this time, and that's when applications, games, and social media (MySpace, Facebook) platforms became more widespread.

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It was during post-secondary where computers and tech became a consistent part of learning. I used my laptop on a daily basis to write notes, to stay updated with class information through Blackboard, to access online libraries, to find reputable journal articles, to connect with classmates, etc. I also took online courses, which allowed me to become more familiar with online quiz-taking, accessing online lectures, and using different platforms. Additionally, teachers and professors were proficient in accessing and utilizing the tech tools in the classroom, prepared digital presentations with embedded videos to facilitate learning, and also implemented online assessment methods.

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I was in Teacher's College during the COVID-19 pandemic, and although my program was originally intended to be in-person, we had to transition to virtual learning for almost the entire program. Although I had taken some online courses during undergrad, this was nothing like I had ever experienced before. All lectures were online through Microsoft Teams, Zoom, or Blackboard Learn. All group projects had to be coordinated online, all assignments had to have a digital component, and even one of my practicums were online.

This was a challenge, but it allowed me to become familiar with many new tools and websites to not only enhance my learning as a student, but also to implement as a teacher. I still use many of the online tools in both my learning and teaching.

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I have used Canva throughout my studies as a pre-service teacher, as a classroom teacher, and also as a graduate student. I have used it to make infographics, videos, presentations, exit tickets, word walls, mind maps, etc. I have even used it in my Media Literacy lessons and had students create their own advertisements. The Education account is free for practising teachers, and unlocks special features.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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YouTube is a tool that I use on a daily basis. There are many channels that enhance teaching. Some accounts that I use to complement my French Immersion teaching are:

Madame Mindset

tialela99

Rock Your Class

Abeille Beausoleil

alloprof

Clément vous enseigne

Educorock

Foufou Channel

Français avec Pierre

Fun French Teacher

Le Gym Teacher

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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To build intercultural awareness and understanding, I use Là où je dors with my Junior students (grades 4-6). This online website allows students to seed how other francophone communities and kids live in different parts of the world.

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Partez à la découverte du monde des enfants à travers 36 portraits de leurs chambres. Un tour de la francophonie vous attend.

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To gamify language learning, I will often use Kahoot! It helps with team-building, language learning, oral communication, and also helps me to assess where more learning is needed.

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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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To gamify language learning for Primary students (K-3), I often use Boom Learning or Boom Cards on a television, SMARTboard, or ViewBoard.

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Boom Learning | Empowering teachers and students

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Boom Cards transform the classroom into an interactive, gamified learning experience with data to track progress and identify learning gaps.

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I feel that my experience in virtual, asynchronous/synchronous online learning led me to choose the Online MEd option at the University of Ottawa. I feel very confident in my abilities to successfully navigate and succeed in online course formats in addition to connecting with peers on a variety of platforms (e.g. Zoom, Brightspace, Google, Microsoft Teams).

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In order to be successful in the groupwork aspect of this course, it was integral to promptly find a group and schedule dates, times that would work for everyone to connect. It was also important to choose methods and tools that would facilitate communication. We originally got in touch through the uOttawa Brightspace, then through Outlook email, then we decided to stick with Microsoft Teams, Microsoft Word, Padlet, Canva, and Google Docs to collaborate on all assignments.

https://uottawa.brightspace.com/d2l/home

www.office.com

www.padlet.com

https://www.canva.com/

https://www.google.ca/docs/about/

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Please see my Multimedia Diary for the course attached, which provides a detailed account of my learning throughout the course and what tools I experimented with.

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We frequently used Canva throughout the course:

Module 3 Dicussion https://www.canva.com/design/DAGF_iR2a70/Jln_rnGRgyZvSnFvL4NmSw/edit?utm_content=DAGF_iR2a70&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Module 4 Discussion https://www.canva.com/design/DAGHRzZQsQM/6X9w3IpRNU3NJmQdc3Wx1g/edit?utm_content=DAGHRzZQsQM&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

TIP Interview Questions https://www.canva.com/design/DAGGYL4kCsI/F_S2dM_MRdQBPFMkhSoFfQ/edit?utm_content=DAGGYL4kCsI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Journal Entry https://www.canva.com/design/DAGF5dwKNC0/No7XHPPFMeCI_hXA46wUMw/edit?utm_content=DAGF5dwKNC0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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This was my first time using Padlet in this way. Prior to this course, I had only used it for discussion board purposes, but this was a unique way to organize and structure our Primary Ontario French Immersion Resource Bank.

After conducting the interviews and seeking structural assistance from ChatGPT, we were able to organize a Padlet that was useful and effective to integrate FI online teaching tools, specifically to target assessment, reading, and phonics.

Through my own research and collaborating with my group, I have found SO many new resources that I am eager to implement into my FI language classroom. This disrupted my belief that FI resources were few and far between. Compared to English, this is still the case, but I am confident that I will access and utilize this resource in the future.

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The articles/resources that I found most interesting during this course were:

Foundations of CALL by Hubbard (2009)

The Role of Technology in SLA Research by Chun (2016)

The Carbon Impact of Artificial Intelligence by Dhar (2020)

The Impact of Climate Change on Language Loss by Riehl (2018)

Virtual Language Learning https://www.youtube.com/watch?v=X2AIZmdQB2I

Scaling up and Zooming in: Big Data and Personalization in Language Learning by Godwin-Jones (2017)

TED TALK Jeremy Howard: The wonderful and terrifying implications of computers that can learn.https://www.ted.com/talks/jeremy_howard_the_wonderful_and_terrifying_implications_of_computers_that_can_learn?language=en&subtitle=en

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Jeremy Howard: The wonderful and terrifying implications of computers that can learn

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What happens when we teach a computer how to learn? Technologist Jeremy Howard shares some surprising new developments in the fast-moving field of deep learning, a technique that can give computers the ability to learn Chinese, or to recognize objects in photos, or to help think through a medical diagnosis.

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Interpreting data from the Google Forms feedback form from our prototype was a new learning experience for me. I am not familiar with Google Sheets, and therefore had to familiarize myself with how to properly interpret the data so that we could summarize it in Part 3 of the TIP, and also so my group could figure out what we needed to improve upon for the final draft of the prototype.

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When I reflect on my learning in this course, I am really impressed with what I was able to learn and complete within such a short span of time (6 weeks). The learning activities were engaging, and I enjoyed collecting the data and creating the prototype with my group.

I think my group created a much needed resource bank, and like I mentioned, I plan to refer to it on a regular basis as I move into the next academic year. If I have learned anything at all, is that as teachers, our greatest resource is each other.

I also really liked the aspect of documentation in a multimedia diary as it helped to keep me accountable during the limited time frame of this course.

As a teacher, I am now equipped to reflect and think more critically about CALL and its' integral role in language learning. At the beginning of this course, I did not think to link the two, and now I have the awareness, knowledge, and ability to implement tech more effectively into my French language classroom in addition to other subject areas.