Teaching online with Pearson digital tools

by Christina Cavage and Gosia Jaros-White

Need a PDF of this blog post? Download it here.

Need to move your face-to-face instruction online? Feeling overwhelmed? You are not alone. Here are some tips and tricks to help you get started. Think about LEARN: Language Teaching in an Engaging, Active, Resourceful eNvironment. This is what we aim to do in our face-to-face classes, so how can we replicate that in the digital world? In her webinar, Christina Cavage explores these tips and tricks to help you transition to the online environment. You can watch it here and download the webinar handout here.

Pearson English Portal: MyEnglishLab, eText, ActiveTeach

The Pearson English Portal is a powerful platform that delivers digital resources to instructors and students, such as MyEnglishLab, Pearson eTexts / digital flip books, and the ActiveTeach. With the Pearson digital resources, you can transition your course online and ensure your students have the resources they need to continue learning.

The following roadmap will help you utilize MyEnglishLab in conjunction with eTexts and ActiveTeach in your online course delivery, both synchronously and asynchronously. It illustrates:

  1. How to front load your class lessons with MyEnglish lab;
  2. How to use data from MyEnglishLab to drive synchronous instruction;
  3. How to reinforce and instruct using the eText / digital flip books and ActiveTeach;
  4. How to formally assess and support learning gaps with additional MyEnglishLab content.

If you have not accessed the Pearson English Portal or used MyEnglishLab before, you will find links to information and resources at the end of this post (Tips for Success).

Roadmap for using Pearson resources in live and asynchronous classes
Figure 1: MyEnglishLab Gradebook
eText + screensharing
Figure 2a: Teaching using the eText with screensharing
ActiveTeach + screensharing
Figure 2b: Teaching using the ActiveTeach and screensharing
Collaborative task for breakout rooms
Figure 3: Collaborative task in the eText for breakout rooms
Manage resources: add resources in MyEnglishLab
Figure 4: Manage resources — add resources in MyEnglishLab

Tips for Success

  1. Be sure you and your students are registered for the Pearson English Portal at english.com/activate.
  2. Once registered, students should use their product access code to add to their dashboards. They can find the codes in their student books. You can also obtain these codes from your Pearson ELT sales specialist.
  3. Orient students to MyEnglishLab. Consider sharing this helpful setup video with your students: Registering your access code.
  4. Set up your course. Make sure you obtain your instructor access code from your Pearson ELT sales specialist. This video will walk you through the process of creating a new course.
  5. Share your Course ID with your students. Have them join your course. This video will show students how to join your course. Share the link with them.
  6. Reach out to students who are not completing assignments via messaging in MyEnglishLab or other electronic systems. Ensure they are able to access the course.
  7. Attend webinars and other trainings to explore all functionality. You can sign up for live webinars here.
  8. Explore available resources and videos here.
live webinars
Sign up for live training webinars

Sample Lesson Planner for course that traditionally meets 4-6 hours a week face-to-face:

  1. Assign MyLab work, including instructional videos (2-3 hours of work for students).

2. Meet synchronously 1-3 hours a week, review content delivered online, asynchronously. Review key concepts in e-book, utilize collaborative tasks, and engaging activities for students to connect and practice.

3. Reinforce with MyLab assignments and assessments, 1-3 hours of student work.

Additional resources to help you move online

We have lots of helpful resources to get you going:

A series of seven videos by Dr. Ken Beatty on making online teaching and learning work. Access them here.

A presentation by Christina Cavage exploring solutions and tips for successful online teaching. Access it here.

A presentation on how the Versant Placement Test can be used to assess students securely from home. Watch it here.

A demo on how to use MyEnglishLab for anytime, anywhere learning. Watch it here.

Microlearning and MyEnglishLabs

SCAD Language Studio ? Professor Christina Cavage, Human Resources headshot, Fall 2013 ? Photography by Stephanie Krell, courtesy of SCADChristina Cavage

Why FLIP, or blend face-to-face learning, with digital learning? Well, the reasons are numerous. Many I have outlined here in the previous months. Moving some content outside of the classroom allows us more flexibility in the classroom. Additionally, it allows our classrooms to go back to a collaborative, communicative, rich language environment. However, it also allows our students to microlearn.

What is microlearning? While the term may seem new to you, the concept is not. Students learn best when content is presented in small chunks. Think of YouTube and Khan Academy. The success of these sites speaks directly to their appeal to digital natives—learning in bite-sized pieces for those ever-dwindling attention spans for traditional lectures. Recent research indicates that exposing students to new content in small doses is the most effective for learners today. Yet, while traditional learning methods are decreasing, media consumption is rapidly increasing for learners of all ages. Thus, the success of Khan Academy and TedEd. So, what about our ESL learners? How can we provide more microlearning for them? Continue reading

Using Technology versus Integrating Technology

SCAD Language Studio ? Professor Christina Cavage, Human Resources headshot, Fall 2013 ? Photography by Stephanie Krell, courtesy of SCADChristina Cavage

Last month I introduced the concept of using technology versus integrating technology. Since then I haven’t stopped thinking about this concept and my own classes.  I believe that we need to strive towards true integration rather than just technology use.  One criteria outlined in recent publications regarding the integration of technology is where we use the technology.

With this push towards technology in learning, is it really effective to use it in the classroom?  Research says no.  Although certain tools can help facilitate learning, students using technology in the classroom takes away from the cooperative, communicative environment needed for language learning.  So, how can we effectively use tools in the classroom to facilitate learning while at the same time integrate technology outside of the classroom? Continue reading

Applying the FLIP – Part 2

SCAD Language Studio ? Professor Christina Cavage, Human Resources headshot, Fall 2013 ? Photography by Stephanie Krell, courtesy of SCADChristina Cavage

Like many of you, I am bombarded on a daily basis with ESL and education “news” from a multitude of sites. There are a few I breeze over, and others that I really pay attention to. One that has me stopping and thinking on a weekly basis is te@chthought.com. For those of you who may not be familiar with te@chthought, it is a vibrant website that is committed to providing resources for the 21st century teacher. Personally, I love the site because it really holds true to its mantra: learn better.

I recently came across a great article that reinforces what I believe about a good blended or flipped model. The article highlights the difference between using technology in the classroom and integrating technology.
UsingTech

While many of us are simply trained to use technology in the classroom, few of us are trained to effectively integrate this technology in a planned and purposeful way into our students’ learning experiences beyond the classroom walls. This integration of technology transitions us nicely into our discussion on the next two pillars of a FLIPped model: Intentional content and Professional educators. Continue reading

Applying the FLIP

SCAD Language Studio ? Professor Christina Cavage, Human Resources headshot, Fall 2013 ? Photography by Stephanie Krell, courtesy of SCADChristina M. Cavage

Blended learning, the Flipped classroom, Extended learning . . . all terms that are being used today. However, the big question remains—are commercial materials readily available that allow us to move toward FLIPping and extending learning opportunities for our students without creating more work for teachers? Absolutely! This month I would like to focus on just that—how MyEnglishLabs, particularly Next Generation Grammar, have been designed with blending or flipping in mind.

The four pillars of the FLIP include: Flexiblity, Learning culture, Intentional content, and Professional educators. Over the next two newsletters, I will walk you through examples on how Next Generation Grammar meets each of the pillars. Continue reading