Frances Matos-Schultz tag:blog.lib.umn.edu,2013:/dmc/francesmatosschultz//5884 2007-05-02T18:56:43Z Movable Type 4.31-en tag:blog.lib.umn.edu,2007:/dmc/francesmatosschultz//5884.79001 2007-05-02T18:55:34Z 2007-05-02T18:56:43Z Instructor Information will be added later.... Digital Media Center Instructor

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]]> tag:blog.lib.umn.edu,2007:/dmc/francesmatosschultz//5884.79000 2007-05-02T18:54:55Z 2007-05-02T18:55:03Z Designer Information will be added later.... Digital Media Center Designer

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]]> tag:blog.lib.umn.edu,2007:/dmc/francesmatosschultz//5884.78845 2007-05-01T20:14:50Z 2007-09-14T16:23:47Z Tertulias is a culturally relevant scaffolded online learning module based on a series of video clips delivered via WebCT Vista linked to Wimba's Voice Board. Design Process Artifacts DMC Faculty Fellowship Program Application (PDF) Read about how I originally conceived... Digital Media Center Tertulias is a culturally relevant scaffolded online learning module based on a series of video clips delivered via WebCT Vista linked to Wimba's Voice Board.

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]]> tag:blog.lib.umn.edu,2007:/dmc/francesmatosschultz//5884.78839 2007-05-01T19:54:06Z 2007-05-02T18:55:30Z Learner Information will be added later.... Digital Media Center Learner

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]]> Tertulias: Developing Independent Learner Strategies for Communication tag:blog.lib.umn.edu,2007:/dmc/francesmatosschultz//5884.78833 2007-05-01T19:24:40Z 2007-05-01T21:52:19Z Tertulias is part of a hybrid technology-mediated learning model designed for first-year Spanish classes that I proposed as a 2006–07 DMC Faculty Fellowship Program project. Tertulias, which in Spanish refers to a group of people that meets informally in a... Digital Media Center Tertulias is part of a hybrid technology-mediated learning model designed for first-year Spanish classes that I proposed as a 2006–07 DMC Faculty Fellowship Program project. Tertulias, which in Spanish refers to a group of people that meets informally in a public place to chat and discuss topics of interest, is a series of online learning modules designed to provide the new instructor with a pedagogically integrated communicative module and to maximize the learner's exposure to real life linguistic environments where cultural issues are expressed in a multitude of levels. This multi-tasked listening, speaking and writing experience is intended to help the learner to become more independent by identifying and supporting individual communicative strategies and variables that result in more successful face-to-face classroom discussions.

]]> tag:blog.lib.umn.edu,2007:/dmc/francesmatosschultz//5884.78832 2007-05-01T19:23:50Z 2007-09-06T20:45:41Z The language learner in a traditional classroom setting has limited exposure to real-life materials and opportunities to explore, process language and develop individual strategies that will help him/her eventually become a confident and proficient speaker. After six years of offering... Digital Media Center The language learner in a traditional classroom setting has limited exposure to real-life materials and opportunities to explore, process language and develop individual strategies that will help him/her eventually become a confident and proficient speaker. After six years of offering a technology-enhanced alternative to the traditional first-year Spanish classes at the University of Minnesota, the benefits to the learner and instructor in a hybrid course were evident. In the summer of 2005 the course was completely redesigned to include an online component in all sections. Another consideration in this process was the fact that in large multi-section programs first-time graduate instructors with different levels of proficiency and experience and with a full load of other commitments and responsibilities typically teach the introductory language classes.

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