1. 3/6/13

2. Warm-up activity (@20 minutes)
 QR Code Scavenger Hunt
 Automatically generated codes, hyperlink to web
content (e.g., URL, text, video, etc.)

3. QR Codes
 Quick way to link to information (especially useful for
long URLs, text not hosted on a page, link types you
want to hide).
 Many services to generate QR Codes. They are simply
images you can stick in any document. (Just Google
QR Code Generator)
 Also work with Google Spreadsheets to generate
multiple codes.

4. Scavenger Hunt
 Today we’ll be doing a short scavenger hunt employing
QR Codes and some multimedia clues.
 Get into small groups of 3-4 people.
 All clues will be close by (you can leave your stuff here)
 We’ll come back at the end of the activity to class.

5.  For this week’s reflection, try it on Audioboo (and
record comments on your classmates’ Audioboos).
 You can generate an embed link in Audioboo:

6. Notes
 Reading for 3/25 (L&S, after spring break):
 Corbeil & Corbeil. Getting Started: Academic
Podcasting made Simple.
 On BBLearn

7. CMC tools
 Collaborate (via BB Learn)
 Google Hangouts
 TokBox
 Audioboo
 Audacity
 Wikis
 Chat programs
 Google groups
 Discussion threads (e.g., BB Learn’s service)
 Blogs
 Micro-blogging (e.g., Twitter)

8. Diez-Bedmar & Perez-Paredes 2010
 Use CMC for collaborative task between Spanish and
English tourism students.
 Task to develop a brochure
 Measured feedback from English speaking students to
Spanish collaborators (type, quality, effects)

9. CMC & Feedback
 What types of feedback can occur in CMC?
 Ongoing feedback (focus on form)
 Reflective feedback
 Peer feedback

10. Technology
 Used Learning Management System (Moodle is
free, open-source, comparable to Blackboard)
 Used forums for process (development)
 Used wiki for product (the brochure)

11. Sequenced stages (p. 66)
 Technical setup
 Meeting one another
 Choosing topic
 Brainstorming
 Looking for information
 Glossary
 Paragraphing & writing
 Final submission

12. Discussion questions
 How would you characterize the types of feedback that
the English students provided?
 What types of feedback were more/less effective?
What do you attribute these results to?
 If you were to design a similar teaching activity, what
change would you consider making in terms of
instruction/task design/use of technology?

13. Optional readings
 Cynthia: O’Dowd
 Katie: Spiliotopolis & Carey

14. In-class project (for 3/25):
 Service encounters include a broad range of
activities, such as
 visiting a professor in an office hour,
 ordering food at a restaurant,
 going to an office for a service (e.g., doctor, registrar),
 making an appointment.
 They can be in person or over the phone.
 SEs are often difficult and intimidating to learners.
 Learning about SEs can be motivating and an
excellent basis for TBLT.

15. Service Encounters Homework
 Develop a short teaching activity about a type of
service encounter at an American university.
 Create* or find an excellent example of a service
encounter to use as a model.
 Use one of the modes of CMC we have covered in
class as a teaching tool.
 We will work on this in class today and Wed. Submit
it on your blog by 3/25 (after spring break). We will
share.
*Get permission if you are recording/filming someone.