Common tech abbreviations used in language teaching and literacy

July 15, 2011

Is your mind boggled about all the abbreviations and acronyms you find when it comes to talking about technology and language learning? Here are a few of the more common ones, spelled out:

app – application: a program often used on a mobile device such as a cell phone or a tablet.

b-learning – blended learning (methodology that combines f2f and e-learning)

BLE – blended learning environment

BLL – blended language learning

CALI – Computer-assisted language instruction (this term was later replaced with CALL)

CALL – computer-assisted language learning

CAI – Computer-assisted instruction

CLIL – Content and Language Integrated Learning

CMC – computer-mediated communication

CVRE – collaborative virtual reality environment

e-learning – electronic learning

f2f – face-to-face (i.e. traditional classroom instruction)

m-learning – mobile learning (e.g. learning with mobile phones, iPads, etc.)

MALL – mobile-assisted language learning

MOO –  multi-user object-oriented technology

MMO or MMOG – massively-multiplayer online game

PDA – personal digital assistant

SCA – synchronous cyber-assessment

TELL – Technology-enhanced language learning

TTS – text-to-speech

VOIP – Voice-over Internet Protocol

VR – virtual reality

WELL – Web Enhanced Language Learning

Have I missed any? If so, leave me a comment and we’ll keep adding to the list.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


21 Photos You Should Never Post on Social Media

July 12, 2011
Sarah Eaton

Share photos on social media that are crisp, clean and professional.

I have been working with a variety of organizations on social media strategies, tactics and plans this year. Part of the learning curve involves getting a handle on exactly what we should post on social media. The flip side is knowing what not to post.

One of the toughest questions relates to photographs. Staff at every level, as well as students and volunteers need to be very, very clear that once their photos are posted on line, they immediately leave a “digital footprint”.

In Vancouver earlier this year there was a riot after the city’s hockey team lost the final game of the 2011 Stanley Cup. Photos posted online have been used to identify those involved in the incident. There’s even a Facebook page called “Vancouver Riot Pics: Post Your Photos” and a similar website that police are reportedly scanning to gather evidence against alleged rioters.

In addition to photos taken of just about anyone, by anyone else, at a public event, pictures can also be copied by just about anyone, saved and then re-shared again via e-mail or other postings. Oh yeah, and in between the point when they are saved and re-distributed, they can also be Photoshopped. Think about that for a minute… That means anything you post on line can be saved by someone else and altered in any number of ways beyond your wildest dreams.

Last month, in the United States, the federal government essentially condoned a new start-up company whose core business is to screen prospective employees for companies, by scouring their digital and social media footprints.

That doesn’t mean that you shouldn’t post photos. It just means that you want to be very savvy about what you put out there in cyberspace. Avoid photos that could be considered questionable by prospective employers, program funders or other professional contacts. But what does that mean, exactly? Let me give you some examples of the types of photos (and videos) to avoid:

  1. You, in a swimsuit. Seriously, unless you are a swimsuit model and you’re looking for modelling gigs, leave the beach photos off social media.
  2. You, in your underwear (especially if it’s in a public setting and that’s all you happen to be wearing).
  3. Boudoir shots (Unless you’re a boudoir photographer or a nude model, don’t post these.)
  4. Drunk / tipsy photos.
  5. Photos of you – or anyone – lighting up a reefer or doing any kind of drugs. (See #12).
  6. You leaning over a toilet bowl (or anywhere else) vomiting.
  7. Actually… any photos of bodily functions are best left off social media.
  8. You engaging in frisky behaviour with your boss’s, colleague’s or friend’s significant other.
  9. Smoochy stuff of any kind — unless it’s your own wedding photo, and even then, I’d err on the side of caution.
  10. “Ferris Bueller’s Day Off” photos – That means, photos of you having a good time, when you should have been at work or school. (Bosses and teachers use Facebook too, you know.)
  11. You with a .49 shotgun, a machine gun, a handgun or any kind of weapon, for that matter. (Again, unless you are a firearms instructor.)
  12. You, engaged in any kind of criminal or illicit activities. (I’m sure the Vancouver riot seemed innocent enough at the time…)
  13. You, acting out your anger or frustrations by walloping your kid with a big ol’ wooden spoon or kicking the dog.
  14. You, taking out your frustrations or loneliness by cutting your wrists, hanging yourself by a noose, or even staging or pretending a suicide attempt. That’s just disturbing. Call the local help line. Don’t post a photo.
  15. You, being arrested, being hauled off in a police car or in jail.
  16. Similarly, you, in a straight jacket, handcuffed or otherwise restrained. Even if it’s part of a Halloween costume, just think what a prospective employer might think when they Google you and see that photo out of context. You won’t get the job.
  17. Photos of your house, that clearly show your address. (Seriously, do you really want to make it that easy for the whole world — and I mean, the whole world — to know where you live?)
  18. Photo renditions (scanned copies) of your driver’s license, passport or other ID. Even if you just got your first ever driver’s license, do not scan it and post it on Facebook. Ever.
  19. Photo renditions (scanned copies) of prescriptions. (Despite what you may believe, your Facebook friends don’t need to know what meds you’re on.)
  20. Photos of other people’s children – taken or posted without their permission. A friend of mine recently found a photo of her daughter posted on a government website. In an attempt to save money, the web designer found photos of cute kids on Google and used them as generic art on the website. (It’s not legal, but it happens). She got the photo removed, but prior to that incident, she had no idea the photo was even on line.
  21. Photos of your friends or loved ones that may compromise their future. You can inadvertently jeopardize others’ safety and job prospects by posting inappropriate photos of them.

Think about the repercussions of every single photo you post. The general rule is to keep it clean and professional. If you wouldn’t show it to your boss, your grandma, your favorite teacher AND the local preacher, don’t post it on line. What seems funny today could cost you a job, a contract or a college admission tomorrow.

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Secrets Gandhi Knew About Language Learning

July 11, 2011

Regular readers of this blog know about my passion for connecting language learning to leadership. I truly believe that language learning helps us to improve our leadership skills, understand others with a deeper sense of compassion and see the world in wiser ways. I am inspired by the work of Gandhi, who was a strong advocate of learning second and foreign languages.

Here’s a reprint of an article that was published on the topic. It was originally published in Zephyr, the newsletter of the Second Languages and Intercultural Council (SLIC) of the Alberta Teachers’ Association. It is reprinted here with permission:

View this document on Scribd

Related posts:

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


12 Great Resources on Strength-Based Leadership

July 10, 2011

Last Thursday I did a leadership workshop with the Southern Alberta Institute of Technology Students Association (SAITA) in Calgary. We did an entire afternoon around strength-based leadership. I led the group through a personal and large-group strengths inventory. Then, we did another activity to see how people can leverage the strengths of the associations and groups they belong to. We wrapped up by helping the newly elected student leaders revisit their goals to see how they could achieve them more effectively using an asset-based approach.

A few of the participants asked for the titles of some reading materials on this topic. This post is dedicated to the wonderful leaders at SAITSA. Here are a dozen of my favorite books on asset-based or strength-based leadership. The authors may call it by different terms, but the underlying ideas are shared among these works:

Appreciative Inquiry Commons. (n.d.).   Retrieved May 1, 2008, from http://appreciativeinquiry.case.edu/

Cooperrider, D. L., Whitney, D., & Stavros, J. M. (2003). Appreciative inquiry handbook. Bedford Heights, OH: Lakeshore Publishers.

Cooperrider, D. L. (2007). Business as an agent of world benefit: Awe is what moves us forward.   Retrieved February 21, 2008, from http://appreciativeinquiry.case.edu/practice/executiveDetail.cfm?coid=10419

Cooperrider, D. L., & Whitney, D. (2008). A positive revolution in change: Appreciative inquiry.   Retrieved March 27, 2008, 2008, from http://appreciativeinquiry.case.edu/uploads/whatisai.pdf

Cramer, K. D., & Wasiak, H. (2006). Change the way you see everything through asset-based thinking. Philadelphia: Running Press.

Eliot, C. (1999). Locating the Energy for Change: An Introduction to Appreciative Inquiry. Winnipeg: International Institute for Sustainable Development / Insitut International du Developpment Durable.

Faure, M. (2006). Problem solving was never this easy: Transformational change through appreciative inquiry. Performance Improvement, 45(9), 22-31.

Kretzmann, J. P., & McKnight, J. L. (1993). Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. Skokie, IL: ACTA Publications.

Kretzmann, J. P., McKnight, J. L., Dobrowolski, S., & Puntenney, D. (2005). Discovering Community Power: A Guide to Mobilizing Local Assets and Your Organization’s Capacity. Asset-Based Community Development Institute, School of Education and Social Policy,
Northwestern University. http://www.abcdinstitute.org/docs/kelloggabcd.pdf

Murrell, K., L. (1999). International and intellectual roots of appreciative inquiry. Organization Development Journal, 17(3), 49-61.

Northwestern University. (n.d.). The Asset-Based Community Development Institute: School of Education and Social Policy.   Retrieved October 1, 2010, from http://www.abcdinstitute.org

Tzu, Sun. The Art of War (L. Giles, Trans.). London: Arcturus Publishing Ltd. (The original was believed to have been written between 505 B.C. and 473 B.C., though exact date unknown).

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.


Portfolios to Assess Literacy and Second Languages: An Annotated Bibliography

July 5, 2011

Portfolios to assess literacy and second languages by Sarah EatonFor a few years now I’ve been interested in the topic of using portfolios and asset-based (also known as strength-based) approaches to assessment. Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios.

The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages. Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy. However, there is little collaboration between those who work in literacy and those who teach second and modern languages.

This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources.

Download a copy here: http://hdl.handle.net/1880/51923

Check out these related posts:

Student portfolios for Language Learning: What They Are and How to Use Them

Using Portfolios for Effective Learning

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.