Create and share a new lesson based on this one.

Additional Resources for you to Explore
Webinar Presentation Slides

More to Consider: Annotated Reading List

For a practical guide on how to train yourself to become an online language teacher, try chapters of the book edited by Regine Hampel and Ursula Stickler:

R. Hampel & U. Stickler (Eds.), Developing Online Language Teaching: Research-Based Pedagogies and Reflective Practices. Houndsville, Hampshire, Palgrave MacMillan. ISBN 978-0-230-28250-6

To check out the pyramid of online teaching skills, read the original article and the 2015 update:

Hampel, R., & Stickler, U. (2005). New Skills for New Classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311-326.

Stickler, U., & Hampel, R. (2015). Transforming teaching: New skills for online language learning spaces. In U. Stickler & R. Hampel (Eds.), Developing online language teaching: Research-based pedagogies and reflective practices (pp. 63-77). London: Palgrave Macmillan.

For theoretical perspectives on how internet use changes the nature of language learning, read one of the following articles:

Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. Modern Language Journal, 100(S1), 64-80.

Kern, R. (2014). Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education. Modern Language Journal, 98(1), 340-357. doi: 10.1111/j.1540-4781.2014.12065.x

Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL, 13(1), 21-36.

For an account of how language learners can use video-conferencing to communicate online,
check our Müge Satar’s article:

Satar, H. M. (2015). Sustaining multimodal language learner interactions online. CALICO Journal, 32(3), 480-507.

For more information on the European project to train language teachers for the use of technology in their classrooms, read the following accounts:

Beaven, M., Emke, M., Ernest, P., Germain-Rutherford, A., Hampel, R., Hopkins, J., Stanojevic, M. M. , Stickler, U. (2010). Needs and challenges for online language teachers – The ECML Project DOTS. Teaching English with Technology: A Journal for Teachers of English, 10(2), 5-20.

Stickler, U., Ernest, P., Beaven, T., Emke, M., Germain-Rutherford, A., Hampel, R., Hopkins, J.,. Stanojevic, M. M. (2010). Joining the DOTS. A collaborative approach to online teacher training.
EuroCALL Review 16, online.

Stickler, U., Emke, M., and MoreDOTS Project, Team (2015). Teaching and learning online – Developing your skills to develop others. In: Krings, Hans P. and Kühn , Bärbel eds. Fremdsprachliche Lernprozesse. Erträge des 4. Bremer Symposions zum Fremdsprachenlehren und -lernen an Hochschulen. Fremdsprachen in Lehre und Forschung (FLF), 48. Arbeitskreis der Sprachenzentren e.V., pp. 199–209.

Online training spaces

Try self-training with other language teachers by entering the DOTS Moodle workspace.
A list of tools with detailed instructions for self-training can be found on the ECML (European Centre for Modern Languages) website.
You can also join a community on Twitter by following their handle or hashtag. For example: @MFLTwitterati or #langchat.

Finding new tools (the ICT-REV inventory)

The annotated inventory of online tools specifically for language teaching can be found on the ECML (European Centre for Modern Languages) website ( ). Search the inventory according to your needs or the task you wish to deliver online. Or contribute your own ideas and free online tools you found useful for language teaching. 2015/ICT- REVandmoreDOTS/tabid/1917/language/en-GB/Default.aspx
We look forward to hearing about your strategies for amplifying social presence in the live online classroom.
10/09/2016 • 
 32 Responses
 / 32 Updates