Abstract:

Much focus, time, and money has gone towards online learning tools. Many websites and applications / services now have more advanced audio or in some cases speech recognition components. However, none of these are communicative in the true sense of the word. Production, feedback and interaction are still limited; that human touch is missing from the motivational mix.

The authors suggest that a more student-centered approach can be taken with Google Docs, a simple platform which provides numerous opportunities for asynchronous learning, peer editing, and collaborative writing and presenting. The subject matter and procedures are nearly endless; the authors highlight two of their lesson plans that they have found to be meaningful in their own classrooms.

One lesson includes group writing and collaborative correction in a Computer Assisted Language Learning (CALL) lab setting. The second activity is in a Language of Film class, in which three groups present what they believe are the essential components of a documentary via Google documents. The fourth group serves as a judge panel and decides who gave the best presentation and why. Ultimately, these activities expose students to a platform that can encourage collaboration and paragogy while generating student interest and ownership.

Observations on student participation, motivation, discourse and feedback are discussed, along with challenges and further opportunities for spin-off activities. The audience is then invited to ask questions and discuss further implications.