Diigo bookmarks (weekly)

• Vischeck: About Vischeck

  "Vischeck is a way of showing you what things look like to someone who is color blind. You can try Vischeck online- either run Vischeck on your own image files or run Vischeck on a web page. You can also download programs to let you run it on your own computer" (What is it, ¶1, 2014.03.28).

  tags: accessibility color-blindness colors images presentations simulations tools webpages

• Designing conference posters - Colin Purrington

  Purrington, C. B. (n.d.). Designing conference posters [blog page]. Retrieved March 28, 2014, from http://colinpurrington.com/tips/academic/posterdesign

  tags: conferences posters presentations tips

• Learned Helplessness | Education.com

  Fincham, Frank. (2009, December 23). Learned helplessness. Retrieved Mach 25, 2014, from http://www.education.com/reference/article/learned-helplessness/

  tags: achievement attribution behavior cognition contingency Dweck Carol S. education effort feedback learned helplessness learning mastery motivation socialization

  • Learned helplessness results from experiencing uncontrollable events that cause individuals to expect future lack of control. It is characterized by decreased motivation, failure to learn, and negative emotions such as sadness, anxiety, and frustration.
  • Learned helplessness is formally defined as a disruption in motivation, affect, and learning following exposure to noncontingent (uncontrollable) outcomes. There are three crucial elements to its definition: contingency, cognition, and behavior.
  • Children who display learned helpless versus mastery oriented patterns perform equally well prior to encountering failure, but those who are mastery oriented show superior performance following a failure experience.
  • There is some evidence that the learned helpless and mastery oriented patterns are socialized by parents.
  • Effort attribution feedback is likely most successful in the early stages of learning and for difficult tasks, when greater effort can produce better results and its credibility is high. However, Dale Schunk has found that ability feedback (e.g., “You're good at this”) given when children succeeded early in the course of learning enhanced achievement better than effort feedback.
    • (Implications of learned helpless for educators, ¶1)
  • Although feedback that focuses on controllable attributions (e.g., effort, strategy use) is widely recommended, research suggests that focusing students' attention on the goal of learning rather than on showing how well they can perform has beneficial effects in combating helplessness.
    • (Implications of learned helpless for educators, ¶2)

• How the Brain Processes Visual Communication

  Great tips for presentation building

  tags: coherence continuity images segmenting slides signaling text

• MultiBrief: Learned helplessness in the classroom

  • In an educational setting, students may feel that any effort is fruitless, as they do not understand the content, and so refuse to make any effort whatsoever. Learned helplessness may also result from low expectations of students, and students not being held accountable in the classroom to engage in academic tasks or activities.
  • When everyone is seen as a learner with diverse skills, strengths and areas of need, students are more likely to thrive and attempt to progress.
  • Students can and should also clarify directions and instructions with their peers. This is becoming increasingly important as we ask students to read and access more complex text, and as students are asked to complete more complex tasks, having a finished product is helpful for students, as well as a rubric or clear evaluation criteria.

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Diigo bookmarks (weekly)

• Understanding the Learning Personalities of Successful Online Students (EDUCAUSE Review) | EDUCAUSE.edu

  • successful online students
  • The Illinois Online Network (ION) highlights the qualities online students should possess to succeed in the online learning environment.¹⁹
  • Table 3 outlines the connections between the eight characteristics of successful online learners and the four True Colors
  • In this study, we defined "success" as earning an A or B in the course
  • In general, then, projects assigned throughout the semester should be designed with a communication component, scheduled with deadlines, and challenge students to gain knowledge, but they should also be flexible, allowing students to use creativity in completing the assignment.

• Google+ Communities – Where I’m At |

  Interesting possibilities here for course-based G+ community pages and sites.

  tags: classes classwork communities Google Google+ homework

• Commonwealth of Learning - Perspectives on Distance Education: Towards a Culture of Quality

  "[T]his third publication on the theme of quality in the COL Perspectives on Distance Education series widens the discussion beyond external quality assurance processes to a more generic focus on a "culture of quality." It is a logical extension of the earlier two publications, which came out in 1994 and 1997 and drew our attention to quality assurance concerns, clarifying the basic concepts and documenting the various quality assurance practices as well as the diverse challenges they pose in different contexts" (Description, 2014.03.18).

  tags: Commonwealth of Learning culture distance education education learning quality assurance

• Getting Reading Done With Sente (Tools We Use) | Savage Minds

  A getting-things-done based review of the Sente for Mac and iOS, and a few other reference management options.Friedman, P. Kerim. (2013.09.24). Getting Reading Done With Sente (Tools We Use) [blog post]. Retrieved March 18, 2014, from http://savageminds.org/2013/09/24/getting-reading-done-with-sente-tools-we-use/

  tags: academic writing GTD reference managers tools

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Diigo bookmarks (weekly)

• The global pressure on education | Inquirer Opinion

  Opinion piece by Randy David for the Philippine Daily Inquirer (2014.03.09).

  tags: education globalization internationalization Japan opinion universities

  • All over the world, there is a growing recognition by governments of the need to produce graduates equipped with global competency—individuals who not only can live and work in foreign cultures but can also navigate the complexities of a world society
  • Japanese industry worries that its own universities are turning out graduates who cannot function in the global system
  • The global pressure on education is exerted primarily by industry but is also coming from families. It takes the form of a demand for high-quality graduates with global knowledge, skills, and values, who can find high-paying jobs and pursue stable careers in the world economy

• John Dewey: The Need for a New Party | New Republic

  "[A] statement of the nature of the need and an account of why it is so generally felt are necessary preliminaries to any discussion of how a new party may grow up and what its program will be" (1931.03.18, ¶1).

  tags: Dewey John NewRepublic political parties politics

• Serif vs. Sans: What’s Right for Your Presentation?

  "if you are going to pursue offline efforts with your deck, then go the Serif route. If you are doing everything online, go the Sans route. If you are unsure, Sans is presently the most modern and popular style of typeface."

  tags: design fonts presentations SlideShare tips

• Higher Education and the Japanese Disease | Nippon.com

  "In an age calling for an increasingly globalized workforce, there is widespread alarm about declining standards in the Japanese education sector. Where do the problems lie? Kariya Takehiko, a sociology professor who has taught at universities in Japan and England, analyzes the current situation."

  tags: education globalization higher education internationalization Japan

  • Japanese universities have become places in which no learning goes on outside the classroom.
  • Japan has suffered a clear decline in the talent and skills of its workforce, precisely when these things are more crucial than ever in an increasingly globalized environment. Although many people realize what is wrong, companies, universities, and the society as a whole have been unable to act to change the system.
  • it is likely that the short-sighted competition for advantage will lead to a further decline in educational standards and a loss of equal opportunities.

• Chomsky: How America's Great University System Is Getting Destroyed | Alternet

  • costs are multiplied by the number of users

• The Wrong Way to Teach Grammar - Michelle Navarre Cleary - The Atlantic

  "Just as we teach children how to ride bikes by putting them on ... bicycle[s], we need to teach students how to write grammatically by letting them write. Once students get ideas they care about onto the page, they are ready for instruction—including grammar instruction—that will help communicate those ideas" (¶5).

  tags: TheAtlantic college education elementary school grammar languages learning instruction instructional practices research secondary schools teaching universities writing

• Predicting who will publish or perish as career academics

  "Unequivocal" findings are precipitating "strong reactions" (Picking winners and losers, ¶4).

  tags: academic writing academics careers gender gap publication publications

• Language Magazine » Let Learning Emerge

  Introductory article by Diane Larsen-Freeman (March 2014) about lessons to learn from complexity theory, prior to speaking in Portand, OR, at TESOL 2014.

  tags: adaptation complex systems complexity theory inert knowledge interaction language learning Larsen-Freeman Diane power law of practice teaching

  • Although the components that make up a complex system may be many and may be different from each other, what makes a system complex is the quality of emergence. Emergence is “the spontaneous occurrence of something new” (van Geert, 2008, p.182) that arises from the interaction of the components of a complex system, just as a bird flock emerges from the interaction of individual birds.
  • The inert knowledge problem, given its name by Alfred North Whitehead many years ago, refers to the fact that students appear to be able to do something in the classroom at one time but not at a later time. In other words, what they have acquired has become inert — unavailable to use for their own purposes at a later time and place.
  • The power law of practice reflects the fact that the effect of practicing something declines over time. In other words, the immediate benefits of practice of the right kind can be considerable, but as time passes, the effect of continuing to practice falls off dramatically and only makes a more modest contribution to proficiency. This is a nonlinear phenomenon.
  • Sometimes complex systems are referred to as “complex adaptive systems.” Calling them adaptive recognizes their capacity to change in response to a changing environment. One way that I think this characteristic applies to language is through what is called co-adaptation (Larsen-Freeman & Cameron, 2008). Just as children benefit from speech customized for them, second language learners can benefit from the modifications or adaptations that are made in speech to them in order to enhance its comprehensibility for them. But notice I wrote co-adaptation. The language resources of both conversational partners are changed by the interaction.

• Framework for Success in Postsecondary Writing | Council of Writing Program Administrators

  "This Framework describes the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success" (Executive Summary, ¶2).

  tags: composition critical thinking education frameworks habits of mind learning metacognition teaching writing

• The Case for Academics as Public Intellectuals | AAUP

  In this article, Nicholas Behm, Sherry Rankins-Robertson, and Duane Roen argue, "Talking only to one another is never enough."

  tags: academia academics civics communication communities democracy education engagement intellectuals professionalism public speaking scholarship writing

  • Doug Hesse, a rhetorician at the University of Denver, has argued in the Washington Post that machine grading is not capable of measuring how well a piece of writing “fits a given readership or audience; how well it achieves a given purpose; how much ambition it displays; how well it conforms to matters of fact and reasoning; and how well it matches formal conventions expected by its audience.”
  • Les Perelman, research affiliate with MIT’s comparative media studies program and president of the Consortium for Research and Evaluating of Writing, has shared his insights about the weaknesses of machine scoring in interviews that have appeared in such venues as the New York Times and Inside Higher Ed. Perelman stated in a May 5, 2013, interview with the Australian Broadcast Network that artificial-intelligence programs cannot match human raters because computers can count but they cannot understand meaning. He said, “Language is much more complex, and until we can get a computer that can actually understand the meaning of words, it’s not going to be able to analyze argument or the important parts of writing.”

• Tomorrow's Professor eNewsletter: 1313. The Case for Academics as Public Intellectuals

  • • Fostering a healthy democracy, ¶3
  • Les Perelman, research affiliate with MIT's comparative media studies program and president of the Consortium for Research and Evaluating of Writing, has shared his insights about the weaknesses of machine scoring in interviews that have appeared in such venues as the New York Times and Inside Higher Ed. Perelman stated in a May 5, 2013, interview with the Australian Broadcast Network that artificial-intelligence programs cannot match human raters because computers can count but they cannot understand meaning. He said, "Language is much more complex, and until we can get a computer that can actually understand the meaning of words, it's not going to be able to analyze argument or the important parts of writing." These scholars and others have drawn on numerous research findings and a policy statement on machine scoring published by the National Council of Teachers of English.

• 10 Reasons Why I Want My Students to Blog - Getting Smart by Susan Lucille Davis - DigLN, edchat, EdTech | Getting Smart

  "First of all, blogging is writing, 21st-century style, plain and simple. Blogging constitutes a massive genre.  It comes in many forms, addresses myriad topics, and can certainly range in quality. For my money (which usually means free), blogging provides the best venue for teaching student writing. As bloggers, young people develop crucial skills with language, tone their critical thinking muscles, and come to understand their relationship to the world" (¶1, 2014.03.11).

  tags: authenticity blogging blogs change civil discourse discourse education engagement feedback learning media passions practices processes student voices teaching transparency wink_students writing writing practice

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The languages of Japan

Thanks to David Paul (LinkedIn) for pointing out a great post by Keiko Tanaka (GlobalVoices) about endangered languages in Japan, in which she interviewed Byron Fija (official site).

• Japan's Endangered Languages Still Considered Mere Dialects (GlobalVoices, 2014.03.01).

Tanaka's interview shed light on a number of issues related to definitions of and attitudes towards those languages in Japan, in particular, the tagging of a group of them, Ryukyuan languages, as dialects. The interview post included a detailed map of the Ryukyuan languages by Fija, with transliterations by Tanaka. The lines across the East China Sea in the map as well as the text of the interview highlighted lack of homogeneity among the languages of Japan.

To lean in and round up the discussion, I'd like to share a mashup of notes about disputed higher level classifications of Japanese and arguably related languages that I'd sent to a student working on a graduation paper last year. Here is the mashup:

I used the DigitalColor Meter app (a Mac app.) to check the area north and east of Korea and Japan [in a map from Before It's News, 2013], both of which were color-coded as isolates. Though it was [coded] the same color, the area to the NE of Korea and Japan may actually be a Yupik branch of Eskimo-Aleut (Wikipedia, Eskimo-Aleut languages, ¶4).

(close-up from Before It's News, 2013)

That same area NE of Korea and Japan is color-coded as Paleo-Siberian in another map (Wikipedia, Primary Human Language Families Map). The Primary Human Language Families Map still coded Korean as an isolate, but coded Japonic as a separate family of languages, one which may include Ryukyuan languages (Lewis, 2013).

There is plenty of controversy about relationships among Japanese, Korean, and other languages, for instance: "According to its [Altaic's] proponents, Altaic is a language family comprising at least Turkic, Mongolic, and Tungusic" (Wikipedia, Classification of Japonic, Altaic hypothesis, ¶1). 

The idea of a Japanese-Korean relationship overlaps the extended form of the Altaic hypothesis..., but not all scholars who argue for one also argue for the other. For example, Samuel Martin, who was a major advocate of a Japanese-Korean relationship, only provided cautious support to the inclusion of these languages in Altaic, and Talat Tekin, an Altaicist, includes Korean, but not Japanese, in Altaic....  

 (Wikipedia, Classification of Japonic, Korean hypothesis, ¶6).

Pereltsvaig (2012) summed up controversy about an Altaic language family, suggesting similarities [among those languages] might be due to borrowing rather than genetic[, but the matter is by no means resolved]. Lewis (2013) reexamined related issues.

…

References
Lewis, Martin W. (2013). Altaic and Related Languages. GeoCurrents. Retrieved from http://www.geocurrents.info/cultural-geography/linguistic-geography/altaic-and-related-languages 

Pereltsvaig, Asya. (2012). The Altaic family controversy. GeoCurrents. Retrieved from http://www.geocurrents.info/place/russia-ukraine-and-caucasus/siberia/the-altaic-family-controversy

(pab, personal correspondence, 2013.12.14)

Viewed from both up and down the human language family tree, it seems clear that the languages of Japan are neither homogeneous nor unique. Hopefully we'll achieve a modicum of certainty before the majority of those languages in the far reaches of Japan die out completely.

[501 words]

Diigo bookmarks (weekly)

• Two Sides Of The Same Coin: The Employment Crisis And The Education Crisis - Forbes

  • Skills like problem solving, leadership, teamwork, empathy, and social/emotional intelligence are still being left out of the curricula of most schools, which contributes to the widening of the talent gap.

• FAQs-III: Groupwork in distance learning (Felder & Brent, 2001)

  "Even in traditional classes students may do little or no work but get the same grade as their more industrious colleagues, and serious conflicts may arise between teammates with varying levels of ability and senses of responsibility. The problems may be even worse when groups are virtual and don’t have the self-regulating capability provided by face-to-face meetings. It is therefore particularly important in distance classes to adhere to the defining principles of cooperative learning, especially positive interdependence (if anyone fails to do his or her part everyone loses in some way), individual accountability (all team members are held accountable for all the material in the assignment), and regular self-assessment of team functioning."

  tags: active learning active listening advice assessment asynchronous collaboration CMC computer mediated communication conflict resolution cooperative learning distance learning education groupwork guidance interdependence learning peer assessment self-assessm

• Writing Tips: Using Sentence Length to Mirror Action | Rachel Starr Thomson

  "One of language's most fascinating tricks is its ability to mirror the action it depicts" (Thomson, 2006.09.27).

  tags: advice length readability sentences tips wink_students writing

• Prezi - Blog - 10 Most Common Rookie Mistakes in Public Speaking

  "Terry Gault ... provides insight into how to become a better presenter by avoiding a few common mistakes" (deck, ¶1, 2014.03.05).

  tags: advice presentations public speaking wink_students

• Avalanche Information, Education and Forecasting for West Central Montana

  "This site is sponsored by the West Central Montana Avalanche Foundation (WCMAF), a 501(c)(3) Nonprofit Corporation. WCMAF is dedicated to promoting avalanche safety education and awareness by providing information to all interested user groups regarding terrain, weather and snow conditions that contribute to avalanche danger in West Central Montana" (2014.03.04)

  tags: advisories avalanches backcountry education information Montana snow U.S.

• Lyceum Books PRACTICAL TIPS FOR PUBLISHING SCHOLARLY ARTICLES Writing and Publishing in the Helping Professions

  "Looking to publish your research but don’t know exactly how? Dealing with procrastination or stress related to academic publishing? If you are feeling apprehensive about your writing or are becoming interested in publishing scholarly work, Practical Tips for Publishing Scholarly Articles is for you. Rich Furman and Julie T. Kinn have updated this fantastic resource with even more exercises and advice to help you through the writing and publishing process. Furman and Kinn guide readers through each step of publication from idea generation through structuring an article and journal selection to submission, revision, and collaboration" (deck, ¶1, 2014.03.03).

  tags: academic writing advice books exercises Peer Support Group publication publications tips venues for publication

• http://lyceumbooks.com/downloads/PracticalTips4Pub2E_CH05.pdf

  PRACTICAL TIPS FOR PUBLISHING SCHOLARLY ARTICLES Writing and Publishing in the Helping Professions Chapter 5: Selecting a Journal

  tags: academic writing Peer Support Group publication publications venues for publication

• http://lyceumbooks.com/downloads/PracticalTips4Pub2E_CH03.pdf

  PRACTICAL TIPS FOR PUBLISHING SCHOLARLY ARTICLES Writing and Publishing in the Helping Professions Chapter 3: Writing as a Disciplined Practice

  tags: academic writing books Peer Support Group publication publications

• Civil Rights Division 508 Home Page

  "Section 508 (508 statute php , 508 statute pdf) requires that Federal agencies' electronic and information technology is accessible to people with disabilities, including employees and members of the public" (Overview, ¶1, 2014.03.03).

  tags: accessibility disabilities governments individuals rights U.S. U.S. Department of Justice

• WCAG Overview

  "Web Content Accessibility Guidelines (WCAG) is developed through the W3C process in cooperation with individuals and organizations around the world, with a goal of proving a single shared standard for web content accessibility that meets the needs of individuals, organizations, and governments internationally" (¶1, 2014.03.03).

  tags: accessibility governments individuals international organizations standards WCAG Web Standards websites

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Diigo bookmarks (weekly)

• International Paper Sizes, Formats & Standards Explained

  "The purpose of this site is to explain current international standard paper sizes, covered by the ISO 216 Standard, and to provide size charts to allow a quick lookup of sizes."

  tags: international paper sizes

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• The Potential for Online Learning: Promises and Pitfalls (EDUCAUSE Review) | EDUCAUSE.edu

  • At the end of the day, we have to ask ourselves where all of this is heading and what the real consequences will be—not just for the privileged but for society writ large.

• Higher Education in the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu

  • In the connected age, it doesn't matter where the information is, where the student is, or where the faculty member is. What matters is the value that comes from the connection.

• Top-Ten IT Issues, 2013: Welcome to the Connected Age (EDUCAUSE Review) | EDUCAUSE.edu

  • Institutions that invest in the technologies must make parallel investments in faculty development and ongoing support
  • Challenges include helping faculty in the identification and selection of quality resources, or in the creation of new ones, in support of their course learning outcomes
  • Research shows that students with a sense of connection to their campus, program, and classmates are much more likely to persist and succeed in their academic pursuits
  • Does the institution have the technologies, staff expertise and levels, facilities, and funding required to improve student outcomes?
  • Does the institution provide adequate and timely instructional design assistance and services to encourage both students and faculty to leverage technology in the classroom? Does it take into account current and emerging technologies that are available to faculty?
  • Do the institution's reward systems for faculty encourage or impede faculty use of technology to optimize their instructional materials and techniques?
  • How are accounts de-provisioned after someone exits the institution?
  • What guidance do faculty, staff, and students receive for the use of cloud services?
  • Faculty, staff, and students are bringing new devices, environments, and apps to their academic and administrative work and are looking to the IT organization for help in integrating these tools with existing enterprise systems.
  • A key question is whether the IT organization can shift from a focus on being the experts to a focus on being "accomplished novices"¹⁴ who collaborate with their constituents to find the right IT solutions for a given need.
  • How do security practices inhibit collaboration and the implementation of the newest applications, particularly those using social media?
  • How does the IT organization create a community of well-informed, vigilant users who question every e-mail request and value the efforts of keeping authentication credentials private and secure?
  • An institution's success in online courses and programs will depend on its ability to grow and maintain such offerings and the ability of faculty to adjust to new ways of instructing learners. The current trend of blending or merging classroom and online would appear to be one of the best strategies for sustaining the precepts of online learning in post-secondary institutions.
  • Any discussion regarding sustainability of online offerings is coupled to the quality of those offerings in terms of both design and support.
  • Are faculty actively engaged in the discussion regarding the benefits and challenges of online learning for both traditional and nontraditional learners on campus and off?
  • Does the institution have a coherent plan for identifying courses or programs that could be adapted to or created for the online venue?
  • Does the institution provide adequate resources and incentives for faculty and support personnel to create and maintain high-quality online learning experiences?
  • What assessment techniques are in place to evaluate changes in classroom and/or online learning strategies across the institution? Are they adequate to give good information that will sustain the initial effort?

• 1997 Fall Newsletter - Mortal Sins in Poster Presentations

  "or How to Give the Poster No One Remembers"

  tags: posters presentations tips

• LIST OF PUBLISHERS | Scholarly Open Access

  Updated list of "Potential, possible, or probable predatory scholarly open-access publishers"

  tags: academic writing journals lists open access predatory publications publishers publishing research venues for publication

• LIST OF STANDALONE JOURNALS | Scholarly Open Access

  An updated list of "Potential, possible, or probable predatory scholarly open-access journals"

  tags: academic writing journals lists open access predatory publications publishers publishing research venues for publication

• Mobile-assisted Language Learning | The International Research Foundation for English Language Education

  "TIRF has commissioned five [or six] papers to explore the current state of mobile-assisted language learning (MALL). It is our hope that these papers provide an accurate account of how MALL is impacting the landscape of English language education, and what challenges lie ahead for language learning teachers and students, administrators, business professionals, and others" (¶3, 2014.02.18). This page provides a menu of links to summaries and downloads of those papers.

  tags: education language learning mobile learning papers research resources technology TIRF

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Diigo bookmarks (weekly)

• Write Before You’re Ready: First Steps to Avoiding Writer’s Block — Academic Ladder

  tags: academic writing guidelines informal writing outlining preliminary writing research & writing revision

• “Irrational Exuberance”: The Case of the MOOCs | Larry Cuban on School Reform and Classroom Practice

  tags: attrition education higher education learning MOOCs online education satisfaction

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• Persuasion principles

  "How we change what others think, feel, believe and do"

  tags: action change persuasion principles thought

• TypingWeb Educator Review

  "This review of TypingWeb was written by Erin Brereton"

  tags: online practice tools typing

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Diigo bookmarks (weekly)

• PC Support: Free Computer Support & Repair Help

  Great site for troubleshooting tips! Helps Mac users understand Windows fixes for iTunes and related program installation errors.

  tags: Mac software technology tips Windows

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Diigo bookmarks (weekly)

• 936 Write Before You're Ready: First Steps to Avoiding Writer's Block

  This Tomorrow's Prof. post provided "great advice on avoiding writer's block" (preface, ¶1).

  tags: academic writing outlines pre-writing revision Tomorrow's Professor writers writer's block

• How to give a scientific presentation (PDF)

  How to give a scientific presentation by Kevin D. Lafferty (US Geological Survey, UC Santa Barbara) Though these guidelines (Lafferty, n.d.) focused on outlines, slides, text, and style for _scientific_ presentations, they include plenty of advice useful for other sorts of presentations as well.

  tags: guidelines outlines presentations sciences slides

• How to write an effective title and abstract and choose appropriate keywords | Editage Insights

  "The title, abstract, and keywords play a pivotal role in the communication of research. Without them, most papers may never be read or even found by interested readers" (The title, abstract, and keywords: Why it is important to get them right, ¶1, 2014.01.23).

  tags: abstracts academic writing keywords writing

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Diigo bookmarks (weekly)

• Compare Mendeley | Mendeley

  "Mendeley uses the latest technology to continually improve the product and deliver features that you need most." This chart compares Mendeley to Endnote, Papers, RefWorks, and Zotero.

  tags: academic writing charts Mendeley references research software tools writing

• Academic Writing & Research | Mendeley Group

  "This is now an "Open" group. It collects published resources relating to academic writing and research -- including "how to" guides for academic writers (both students and faculty), as well as studies about/on the processes of research and of writing about research" (About this group, ¶1, 2014.01.16).

  tags: academic writing groups Mendeley research writing

• Text and Academic Authors Association: Author Resources

  The TAA maintains this list collectively. Some information in it may not be up to date (Copyright 2010 as of 2014.01.16).

  tags: academic writing associations authors online resources

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• UltraKey 2014 | Best Typing Software - TopTenREVIEWS

  • The software recommends lessons and performance goals based on an initial skills assessment. You can also repeat any lesson or typing exercise for additional practice
  • Other critical training tools include warm-up exercises to mentally and physically prepare you for lessons, and timed typing tests that last up to five minutes
  • The software also teaches you proper typing ergonomics in its first lesson. In fact, the software places such a strong emphasis on proper typing technique that it reminds you of proper positioning at the beginning of each exercise and frequently prompts you to take stretching breaks between exercises to prevent fatigue and poor posture
  • UltraKey provides versatile management controls for administrative users, such as teachers, employers and even parents
  • Bytes of Learning (UltraKey's manufacturer) informed us that the typing software is currently being developed to become entirely cloud-based

• 株式会社 日本ビーコム | タイピングソフト | Gold Finger School

  "「Gold　Finger　School　2010」が　Windows 7対応にバージョンアップしました "

  tags: 日本 タイピング ソフト Windows

• TESOL Connections - January 2014

  "IRIS holds data collection instruments from a wide range of theoretical and methodological perspectives. These include, for example, questionnaires about motivation, attitudes, learning strategies, and intercultural understanding; experimental teaching methods; classroom observation and interview schedules; teaching tasks; sound and video files; word lists; pictures for encouraging learners to use specific structures; language tests for different skills and types of knowledge… and many more besides" (Materials on IRIS, ¶1).

  tags: action research data collection instruments learning materials methods questionnaires repositories research second languages foreign languages

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• The Other Things Matter: T-DAD
  "3 or 4 ideas of things a teacher can do to decrease the anxiety around extensive reading"
  tags: learning reading teaching tips
• The ABC’s of Blogging | Mervik Haums
  Haums focuses on accord, basics, an[d] consistency.
  tags: blogging blogs tips writing wink_students

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• An Effective Poster | Creating Effective Poster Presentations

  Here is the top end of the directory (sidebar) for this site by George Hess, Kathryn Tosney and Leon Liegel: "An Effective Poster / Define Your Message / Know Your Audience(s) / An Effective Abstract / Create Your Poster / ...."     :: Focus     :: Layout     :: Headings     :: Graphics     :: Text     :: Colors     :: Editing     :: Software Present Your Poster Examples of Posters Resources Video Library"

  tags: posters presentations tips

• http://www.csun.edu/plunk/documents/poster_presentation.pdf

  Tips on poster presentations at professional conference[s], by Scott W. Plunkett (n.d.), includes pointers to other sites as well.

  tags: PDFs posters presentations psychology tips

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Diigo bookmarks (weekly)

• speech accent archive: how to

  Weinberger, Steven. (2013). Speech Accent Archive. George Mason University. Retrieved from http://accent.gmu.edu

  tags: accent archives audio language linguistics speech resources

• IPA_chart_2005.png (1656×2144)

  Chart of International Phonetic Alphabet symbols with unofficial extensions

  tags: charts IPA phonetics pronunciation

• The Hourglass

  "The Hourglass: a dynamic organisational model" for essays, investigative reports, and narratives.

  tags: essays graphics models narratives organization reports writing

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Diigo bookmarks (weekly)

• Choosing the right international journal in tesol and applied linguistics | Willy A Renandya - Academia.edu

  "Renandya, W. A. (2012). Choosing the right international journal in TESOL and applied linguistics: a guide for novice writers. Unpublished manuscript. Singapore: National Institute of Education, Nanyang Technological University Singapore."

  tags: journals Peer Support Group tips venues for publication writing

Posted from Diigo. The rest of my favorite links are here.

European etymology maps of common words

Check out this colorful album!

[Sorry, the embedding code from Europe etymology maps 1 - Imgur doesn't seem to work here; try viewing it at the source.] Album source: http://imgur.com/a/iVK8a/all

[30 words]

Notes for JP

For a collaborative blog, I'd suggest either a Blogger or Wordpress blog. Though Blogger is getting tangled up with Google+, for students with Gmail accounts already, the single log-in is advantageous. You could be the blog owner, and students could be contributors (co-authors), or, to ease them in, they could have only commenting privileges that you could moderate. However, screening comments in advance can impede interactions and responses among contributors, especially if you're not monitoring the blog 24/7.

I believe students would have to have Diigo installed on their computers to facilitate cooperative bookmarking of Internet sites. You'd probably want to set up (a) Diigo group(s) for them, with recommended tags. For example, I own a Weblogging in Kumamoto (WinK) group, and have an RSS feed for bookmarks tagged "wink_students" in the sidebar on a writing course blog. However, students don't do the bookmarking for that; other teachers and I do. You and other group members can share annotations and highlights publicly or privately (with particular groups).

With a Diigo group, and student invitees, discussion forums also will be available. So course blogs might be unnecessary, if you go the Diigo route. Carefully threaded discussion posts may be better than flat comment threads on target blog posts. (I'm not sure yet, but Blogger may have begun threading replies to particular comments.)

I hope this responds satisfactorily to most if not all of your recent inquiries. If not, please let me know in (a) comment(s) on this post.

How Creativity Works: Animated video - Wow!

IMAGINE: How Creativity Works from Flash Rosenberg on Vimeo.

Thanks to Language Teaching Professionals for pointing this out!