GloCALL Acceptance :))

Dear J. Aleta R. Villanueva,

We are pleased to inform you that your paper entitled "Teaching Presence of Exemplary ESL Teachers at WizIQ" has been accepted to the 5th International Conference of the Globalization and Localization in Computer-Assisted Language Learning (GLoCALL), to be held in Century Park Hotel and De La Salle University, Manila, on 27-29 October 2011.

Notes:

1. All accepted presenters are required to confirm their attendance by replying to this email not later than 30 July 2011. Registration details will then be sent to you.

2. You are kindly asked to make final changes to your abstracts or bionotes by 15 August 2011. The updated version will appear in the conference program as is.

3. Each individual session is 35-minute long (25 minutes for the presentation and 10 minutes for Q&As). Time guidelines will be strictly observed. You will be notified once the presentation schedule becomes available.

4. We also encourage you to reserve accommodations at the conference hotel (Century Park Hotel Manila) early in order to ensure receiving the discounted hotel rate. You can download the hotel booking form from this site: http://glocall.org/course/view.php?id=66 and send to madsy@centurypark.com.ph.

Please feel free to email me if you have any questions. We look forward to seeing you in the conference!

Sincerely,

Shirley




--
Dr. Shirley N. Dita
Conference Co-Chair/Program Chair

GLoCALL 2011

De La Salle University
Manila, The Philippines

http://www.glocall.org/

AAOU Abstract Acceptance :)

Paper#: 110 Title: Teaching Presence of Selected Exemplary Teachers at WizIQ

Dear J. Aleta Villanueva,

Re: 25th AAOU Annual Conference: Acceptance of Paper for Oral Presentation

We are pleased to inform you that your abstract has been accepted for Oral presentation at the 25th AAOU Annual Conference, Penang, Malaysia. We can confirm that you have been allocated a time slot for oral presentation. However, this slot may be re-allocated to other authors unless you complete the registration process on or before the 15th of August 2011. Should this happen, your paper will be re-allocated for presentation as a Poster.

You may proceed to submit your camera ready paper in .doc/.docx formats to the “Article Submission System”. Please note that the deadline for submission of camera ready papers is 31st July 2011. Papers submitted after this deadline may not be included in the conference proceedings and will not be considered for the Young Innovator Award (YIA) or the Best Paper Award (BPA).

If you have any queries regarding the registration process kindly e-mail the 25th AAOU Secretariat at aaou2011@wou.edu.my . Please pay special attention to the “Instructions to Authors” section below.

Instructions to Authors:

1. The camera ready papers should be in .doc/.docx formats only.

2. Use the “Paper ID” of your submission to name the .doc/.docx file (e.g. 342.doc or 342.docx). The “Paper ID” is mentioned at the top of this e-mail.

3. You will be completely responsible for the quality of your paper as there will be no editorial process taking place once you have submitted the camera ready paper. You will also be completely responsible for the clearance of any copyrights for your paper.

4. Please adhere to the best practices for preparing a camera ready paper. The paper should be written in English only. Both British style and American style are accepted as long as you are consistent throughout. Ensure that you do page numbering, spell check and grammar check prior to uploading the camera ready paper. Once uploaded, you will not be able to edit your submission.

5. Kindly use the following links to submit your camera ready papers and registrations. Your camera ready paper must be submitted via the “Article Submission System”. Manual submissions will not be entertained unless you are unable to access the “Article Submission System” online due to country restrictions. In such cases you may e-mail your camera ready paper, adhering to the points mentioned above, to ishansa@wou.edu.my to be submitted manually onto the system.

Instructions for the preparation of papers: http://www.aaou.net/aaou2011/index.php?option=com_content&view=article&id=8&Itemid=6

Article Submission System: http://www.aaou.net/aaou2011/index.php?option=com_wrapper&view=wrapper&Itemid=24

Important Dates: http://www.aaou.net/aaou2011/index.php?option=com_content&view=article&id=7&Itemid=4

Registration and Fees: http://www.aaou.net/aaou2011/index.php?option=com_content&view=article&id=9&Itemid=10

We look forward to your presentations during the conference.

Kind regards
25th AAOU Secretariat.

Abstract Draft 1 for AAOU 2011

Recent research in effective teaching have turned to the field of online teaching and learning which greatly depend on technology made available through the web. To some, effective teaching can be attributed to the instructor's ability to establish teaching presence. Since the emergence of Communities of Inquiry (COI) framework espoused by Anderson, Rourke, Garrison and Archer (2001), teaching presence has been the accepted term in distance education to mean “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally and educationally worthwhile outcomes”. With the rise of online synchronous learning platforms which challenge asynchronous modes of teaching there is a need to reexamine the construct of teaching presence and concretely see how this happens in virtual platforms such as WizIQ. WizIQ Virtual Classroom offers an online synchronous learning environment with features such as video, audio, interactive whiteboard, powerpoint, mediaplayer, polling, screenshare and text-based chat to connect teachers and learners real-time. Since 2007, narrated presentations of courses and classes have been documented within WizIQ and its evolving community of practice to include work of exemplary teachers through which teaching presence can be examined. This qualitative study aims to describe the nature of teaching presence of three exemplary teachers at WiziQ. Using content and conversation analysis of recorded synchronous classes, this study intends to examine online interactions which make for teaching presence. Results of this study points to a new perspective of looking at teaching presence as socially constructed in the context of arising outcomes and themes which uniquely surface from virtual classes. Findings of the study build on the prior work of researchers seeking a better understanding of teaching presence to inform effective teaching in online synchronous learning environments.


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