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"Blake, Robert J"
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Akiak : a tale from the Iditarod
Akiak the sled dog refuses to give up after being injured during the Iditarod sled dog race.
Book
Brave New Digital Classroom
Robert Blake, now with Gabriel Guillén, updates his successful
book (1st ed. 2008, 2nd ed. 2013) on how to teach foreign languages
using technology. Brave New Digital Classroom touches on
all of the key concepts and challenges of teaching with technology,
focusing on issues specific to FLL or L2 learning and CALL.
Originally referred to as computer-assisted language learning, CALL
has come to encompass any kind of learning that uses digital tools
for language learning.
This edition reframes the conversation to account for how
technology has been integrated into our lives. Blake and Guillén
address the ways technology can help with L2, how to choose the
right digital tools, how to use those tools effectively, and how
technology can impact literacy and identity. The book is primed for
use in graduate courses: terminology is in bold and a comprehensive
glossary is included; each chapter finishes with a short list of
references for further reading on the topic and discussion
questions. The authors provide short interview videos (free via GUP
website) to enhance discussions on each chapter's topic.
eBook
Victor and Hugo
When Maestro's accordion gets stuck in a tire and then rolls into the sewers of Paris, two dogs give chase.
Book
Brave new digital classroom : technology and foreign language learning
Brave New Digital Classroom deftly interweaves results of pedagogical research and descriptions of the most successful computer-assisted language learning (CALL) projects to explore how technology can best be employed in the foreign-language curriculum to assist the second language acquisition process. Directed to all language teachersùwhether at the school or the postsecondary level, with or without prior experienceùthis book focuses on how to use new technologies effectively. Blake urges teachers to move beyond a simple functional competence of knowing how to use the tools toward first a critical competenceùrealizing what the various tools are good forùand ultimately a rhetorical competence of knowing how the tools will help transform the learning environment. This book examines the effective use of a range of technologies, from Internet sites through computer-mediated communication such as synchronous chatting and blogs, to distance learning. At the end of each chapter questions and activities demonstrate the interactionist, learner-centered pedagogy Blake espouses. An invaluable reference for experienced researchers and CALL developers as well as those of limited experience, Brave New Digital Classroom is also ideal for graduate-level courses on second language pedagogy. It will also be of interest to department chairs and administrators seeking to develop and evaluate their own CALL programs.
eBook
Brave new digital classroom : technology and foreign language learning
Robert Blake, now with Gabriel Guillén, updates his successful book (1st ed. 2008, 2nd ed. 2013) on how to teach foreign languages using technology. Brave New Digital Classroom touches on all of the key concepts and challenges of teaching with technology, focusing on issues specific to FLL or L2 learning and CALL. Originally referred to as computer-assisted language learning, CALL has come to encompass any kind of learning that uses digital tools for language learning. This edition reframes the conversation to account for how technology has been integrated into our lives. Blake and Guillén address the ways technology can help with L2, how to choose the right digital tools, how to use those tools effectively, and how technology can impact literacy and identity. The book is primed for use in graduate courses: terminology is in bold and a comprehensive glossary is included; each chapter finishes with a short list of references for further reading on the topic and discussion questions. The authors provide short interview videos (free via GUP website) to enhance discussions on each chapter's topic.
eBook
Current Trends in Online Language Learning
Online language learning (OLL) can take place in Web-facilitated, hybrid, or fully virtual classes. These formats are beginning to attract serious attention from the language profession and, in particular, the field of computer-assisted language learning (CALL). This article traces recent studies of online learning and then focuses in on its application to language learning through tutorial CALL, social computing, and games for language learning. I strive to show that tutorial CALL and computer-mediated communication can complement each other in the service of modern language instruction, along with the inclusion of language games. Although assessment studies of OLL remain sparse, the evidence is steadily mounting that shows that these new formats can provide learning environments conducive to successful second language development when properly integrated into the curriculum.
Journal Article
The Use of Technology for Second Language Distance Learning
This article describes distance learning (DL) for languages within the context of recent advances and research findings in computer-assisted language learning (CALL). In addition to reviewing the different DL modalities, theoretical underpinnings, and the most appropriate technological applications to second language learning, the issues of conducting DL research and training faculty to work with this new learning environment will be examined. Garrett's (1991) overview of an earlier state of the CALL field serves as the background for judging how far the field has come, especially with respect to the pedagogical challenges, which have not changed drastically since the 1990s. A key consideration is the notion of interactivity, which is analyzed in depth with relation to both tutorial CALL and social computing.
Journal Article
La ELAO en el marco del enfoque por tareas
La enseñanza de lenguas a través del ordenador (ELAO) puede tener lugar de dos maneras: (1) ELAO tutorial, donde el estudiante interactúa con los materiales digitales por su propia cuenta y (2) ELAO social, donde el ordenador provee el medio en el cual las personas llevan a cabo la comunicación a distancia. Cada ambiente aporta ventajas para el aprendizaje de una segunda lengua (2/L), especialmente si el marco pedagógico apunta a un enfoque por tareas (González Lloret & Ortega 2014). Los medios sociales y las videoconferencias han ampliado lo que se entiende por comunicación y pueden constituir nuevas estrategias para fomentar la adquisición de una 2/L. A la vez, no se deben minimizar los beneficios que ofrecen los programas/materiales de la ELAO tutorial, especialmente si se contempla lo difícil que es aprender un léxico adecuado y las colocaciones en una 2/L, junto con el desafío de controlar una nueva morfología y sintaxis. Por supuesto, hay que implementar estas nuevas tecnologías digitales de manera que sigan una autenticidad cultural y que se ajusten bien a las necesidades tanto del estudiante como del instructor (Hubbard 2006). En este estudio, se expondrán estos conceptos con ejemplos específicos de la Web 2.0, junto a sugerencias de cómo integrar las TIC dentro de un programa de 2/L con el enfoque por tareas.
Journal Article
Improved Extraction of Saturated Fatty Acids but not Omega-3 Fatty Acids from Sheep Red Blood Cells Using a One-Step Extraction Procedure
Several methods are available to extract total lipid and methylate fatty acids from a range of samples including red blood cells (RBC). Fatty acid analysis of human RBC can be undertaken using a two-step extraction and methylation or a combined one-step extraction and methylation procedure. The lipid composition of sheep RBC differs significantly from that of humans and may affect their extraction. The purpose of the current study was to examine the efficiency of extraction of lipid and detection of fatty acids from sheep RBC using a one-step procedure. Fatty acids were analysed using a one-step extraction and methylation procedure using methanol:toluene and acetyl chloride in comparison with a two-step procedure involving extraction of lipid using chloroform:methanol and separate methylation. Concentrations of saturated fatty acids including C16:0 and C18:0 were significantly higher (42.6 and 33.9 % respectively) following extraction using the one-step procedure compared with the two-step procedure. However, concentrations of some polyunsaturated fatty acids, including C20:5n-3 and C22:6n-3 were not significantly different between either procedure. The improved detection of fatty acids may be related to the ability of different solvents to extract different lipid fractions. The differential extraction of lipids and detection of fatty acids from sheep RBC may have important implications in studies examining the effect of dietary treatment on the possible health benefits of fatty acids.
Journal Article
NEW TRENDS IN USING TECHNOLOGY IN THE LANGUAGE CURRICULUM
Language teachers actively seek to provide their students with classroom opportunities to engage in collaborative interactions. Similar opportunities for such interactions can also be created within the context of computer-assisted language learning (CALL) and, in particular, in the area of computer-mediated communication (CMC)—whether in real time (synchronous, SCMC) or deferred time (asynchronous, ACMC)—working together with other nonnative- (NNS) or native-speaker (NS) partners. Recent advances in intelligent CALL (iCALL) are also beginning to empower students to engage in online activities with computer applications that provide at least limited levels of feedback, if not some palpable degree of interactivity. This article will review the reported benefits of online language study with particular emphasis on the importance of providing a sound pedagogical framework for the tasks and activities that students are asked to accomplish. In pursuit of effective CALL, researchers have previously stressed the role of online negotiations of meaning via CMC, intercultural communicative competence, and electronic literacy and identity. Although these topics continue to be of great interest for the CALL field, other areas are attracting attention as well: iCALL, distance learning, and teacher training. CALL researchers are increasingly finding that teachers' lack of experience with using technology—that is, their inability to take into account its affordances as well as its engrained cultures of use—can often present the most serious barrier to its successful integration into the language curriculum.
Journal Article