Leiry K. Warren (Cipamocha Moncaleano)
-
PhD in Hispanic Linguistics with a minor in Curriculum and Instruction (student) - University of Minnesota
-
M.A. in Hispanic Linguistics - University of Minnesota
-
M.A. in Teaching Spanish as a Foreign Language (MAT) - Universidad de Navarra
-
Bachelor's degree in Basic Education with emphasis in Humanities and Languages (Spanish, English and French) - Universidad Libre
UNIT 1
This unit is divided into 5 components: Course Needs Analysis, Topic Group Summary, Syllabus checklist, Online Design/Best Practices Incorporation Chart and reflection 1. Each one of these components ix explained below.
Course Needs Analysis
In this component I made an infographic guide indicating my proposal to teach Spanish 1003 online. I took as a reference the classes I taught from 1022 and my online teaching experience during the coronavirus pandemic. Teaching during this pandemic was online without any formal training due to be an unexpected situation. I propose to teach Spanish 1003 (level that follows 1022) totally online with synchronous and asynchronous sessions. In the guide I detail my reasons behind my proposal. This was done after an analysis and readings about the subject.
Topic Group Summary
In the design of an online class, different aspects must be taken into account such as: community building, teacher presence, student interaction and commitment, academic honesty and translation, and finally accessibility. These diverse themes were worked under the dynamics of the JigSaw where we were divided into groups of experts and we focused on a single theme. My group and I work on the creation of community, which is basically closely related to the other aspects, since it is key to the proper functioning of the class. Consequently, the final product is a presentation that we made in "expert" groups to further investigate each topic.
Syllabus checklist
In this component I did the syllabus analysis of the 1022 Spanish program at the University of Minnesota. Originally the course is designed to be taught in person, and the analysis contains the changes that I propose to the course in order to turn it into an online program. I considered research information taken from the course and my own experience. Accordingly, I create some modification recommendations to teach this course online.
Online Design/Best Practices Incorporation Chart
After reading various information sources and reflecting on what I had worked on during the course, I have come to choose three strategies for course design and three best practice tips. Each choice has its justification and respective comparison with what would be the F2F classroom teaching.
Reflection 1
To finish this first unit, a reflective process is made taking into account all the components that we have seen in the course to create an online course. I analyze my learning process, the new knowledge acquired, challenges that this mode of teaching implies, questions that may arise when using this teaching technique and finally examples of what I should take into account the most.