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Synchronisation of Blackboard and excel sheet for Grade center 

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Synchronisation of Blackboard and excel sheet for Grade center 

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Please a request for a synchronization of Excel sheet and Grade center for reporting

Please  a request for a table  sheet on blackboard for attendance.

Merci

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My concern is the students who have learning  disability.  Before registration, they need to understand AUDIT/Accommodation.    Even posting their assignment through safe assign is big challenge for them.

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My concern is the students who have learning  disability.  Before registration, they need to understand AUDIT/Accommodation.    Even posting their assignment through safe assign is big challenge for them.

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We all have learned how to better teach online, but reading all the challenges described on this board, which I also experienced, I must admit that I can't wait being in class again one day or another. I wonder if a hybrid format will be considered... 

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We all have learned how to better teach online, but reading all the challenges described on this board, which I also experienced, I must admit that I can't wait being in class again one day or another. I wonder if a hybrid format will be considered... 

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One student never showed up to synchronous class, but did assignments and tests.

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One student never showed up to synchronous class, but did assignments and tests.

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creating ppt slides for what we used to write on the white board is very time consuming. but i believe it is worthwhile since ppt slides can be reused,

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creating ppt slides for what we used to write on the white board is very time consuming. but i believe it is worthwhile since ppt slides can be reused,

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OVC Challenges
Time difference for students abroad.

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I bought the idea of recording and posting grammar portions of the class and my students were very happy about it. It helped the class spend more time practicing the grammar skills during the live class.

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Biggest challenges were to get to know each other. Some students are relying on the recordings and hardly attended the syncholonous classes. With the lack of interactions with the instructors and peer students, these students did bare minimum and I had a quite few students compelted the course as D this semester, which wasn't the case before. I also had many students who achieved A & A+, and the stats ended up M shape, which was not my intention...

Most time-consuming aspects was to create the asyncolonous materials and monitor the student's progress to evaluate them accordingly.

Solutions:
To improve my own skills with the technologies. I was not aware that I should have simply turned on the evaluation on Discussion Board to moniter the students' contribution to it, but I wasn't aware about it this term and I spent hours to check each students contributions to confirm their active participations.

My Lead Instructor also taught me how to check Test Statistics with one click, which is amazing!  There must be many useful functions that I haven't been able to use and just wasting my time unnessesarirly.

Dept Support:
The support from the Dept has been amazing. I'd appreciate if they can continue providing training oppurunities to learn about the variety of teaching tools available.

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-making most if the time in class. I use flipped french so they go over pre-recorded videos on grammar, vocabulary, pronunciation. It saves a lot of time to engage in oral activities in groups in class and less time presenting. Despite this it is impossible to have all students look at pre-recorded content simply because they are not prepared. This was also an issue in in-class classes.
-not being able to see all of students faces for pronunciation given the constraints of collaborate. We can use zoom for this, or smaller break out rooms.
-the most time consuming aspects are feedback for homework and/or assignments since they must be recorded to be the more effective.

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More assignment instead of traditional test is needed

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More assignment instead of traditional test is needed

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It is really difficult to guarantee whether students are sincere and honest when they are taking a test since we don't have any control on their devices to see what is actually happening in their screen.  Perhaps, Open-book type of exam could an alternative way to assess students, however, I think this is not really helpful to improve  their overall language skills - which should it be the ending goal of language courses. I found small but frequent and consistent task/homework/assignment work better to help them developing their language knowledge and abilities. However, it creates a lot of work  in terms of providing feedback and marking.

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Delivering content: challenges overcome. 

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Delivering content: challenges overcome. 

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My students told me multiple times: the recordings I post for each grammar point are a tremendous help: they are carefully thought, clearly presented and can be listened to as many times as needed. Yes, preparing materials is time-consuming, but it also ensures that students learn better, at their own pace. Overall, due to these recordings, I think my class is even better prepared than in person. Attendance at almost 100%. When students miss a class, they go to the recording and they do not miss the big group practice or instructor's explanations - this is a plus from the in-person mode of delivery.

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- Most of them they prefer not to turn on their cameras.
- They jump in and out of the class(very few).
- Not easy to control and monitor when writing tests but I guess after few sessions we get to know them and their capabilities!
- Microphone or camera problems. This is something which should be part of their responsibilities since they know the requirements of online classes.

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Some students consider they have to attend only during Tests days.

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Google Chrome freezes while I teach, I have to refresh 

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Google Chrome freezes while I teach, I have to refresh 

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Time lost with refreshing Google Chrome. Students do not want to post their pictures to know each other. More time spent to prepare the lessons. Issues with sending the tests.

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extra preparation required for materials. more emails with students.

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1. Community creating and collaboration. Collaboration among students is limited in class and complicated outside class.
2. Listening/speaking skills building. Students can only listen to one person at a time, with silence between them (instead of a multitude of voices and dynamic exchange in class). I used singing and repetition in class that now seems awkward and I cannot listen to them collectively.

Possible solutions:
1. Complementing Zoom with a more dynamic platform for students to connect would be ideal. Something like discord, where they can chat, practice, and get to know each other.
2. I have been using McGraw-Hill Connect for them to record themselves and it worked well. I have been also using Dictation tasks.

Time consuming: Students' success depend on materials being presented carefully and in an organized manner. This takes much more time since we need to select material, write it down, present it clearly, and edit it for best communication.

How can the Department help: Provide templates? Provide some TA time?

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*Time in general. Preparing classes, feedback, reminding students, assigning homework weekly online, etc.
* Technical difficulties: Students can not  or do not want to turn on their cameras. Students get in and out of the session frequently. Chrome freezes and I have to refresh the session while students wait.
* Constant reminding of assignments and tests.

Some solutions:
* Make weekly announcements with all the information required for next class, the same day at the same time.
* Keep the BB up to date and keep everything on schedule.

Department support:
*Improve the online platform, make use of cameras a must for certain activities and explain to students that cameras are important in a language learning process, limit the extra work for instructors.
*Provide the possibility to acquire professional equipment for the online delivery format: computer, headsets, etc.

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1. Group work is very useful  But I realized they are helping each other for quiz.  I can't monitor them.

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1. Group work is very useful  But I realized they are helping each other for quiz.  I can't monitor them.

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2. Some students never attend conversation practice.  They always excuse," my mic is broken".   I don't believe this.  He can use mic for the F 2 F individual interview with me.

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It would be really helpful if Seneca can purchase a license for Edpuzzle(https://edpuzzle.com/). It only allows limited number of videos there for the free version, and since I reached the maximum, I cannot add anything new unless I delete some. It would also be helpful to get a license for quizlet (I can add audio) and socrative (I can create multiple rooms for different levels). I was told that Seneca currently doesn't offer licenses for faculties for these tools.

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It would be really helpful if Seneca can purchase a license for Edpuzzle(https://edpuzzle.com/). It only allows limited number of videos there for the free version, and since I reached the maximum, I cannot add anything new unless I delete some. It would also be helpful to get a license for quizlet (I can add audio) and socrative (I can create multiple rooms for different levels). I was told that Seneca currently doesn't offer licenses for faculties for these tools.

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This term, I gave weekly dictation homework (in addition to other homework). I was told that it helped them with their listening. 

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This term, I gave weekly dictation homework (in addition to other homework). I was told that it helped them with their listening. 

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The term before, there was no opportunity for students to get to know one another well, so this term, I used group function to allow them to work together. This seemed to help them stay in class and be responsible as part of the group. 

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The term before, there was no opportunity for students to get to know one another well, so this term, I used group function to allow them to work together. This seemed to help them stay in class and be responsible as part of the group. 

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=> I also agree with the statement posted below about group work. There are issues. 1) They do seem to help each other with homework, so I posted an announcement about Academic Integrity, and they seemed have stopped doing this. 2) Some students seem to be bossy in a group and decide on things for others instead of working together. So I switched group members in the middle of the term to give opportunities to work with different set of people. 3) Some people do not meet but only send each other e-mails. Since the part of the activity was for them to learn from one another and also to speak in the language, this defeats the purpose.
=> Next term, I'm planning to visit group activities at a particular time slot (notify them in advance)  to monitor their speaking practice. In this way, at least #2 and #3 can be avoided.