Dr. Jasmin (Bey) Cowin joins as Co-Chair the Second Annual VirtuaTeLL Conference Committee for Spring 2022

Dr. Jasmin Cowin, Touro University, TESOL and Bilingual Department, GSE assumes the position as conference co-chair of the Second Annual VirtuaTeLL Conference Spring 2022.

VirtuaTeLL Conference Spring 2022 is part of NYS TESOL. This year’s conference theme Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality

Dr. Jasmin (Bey) Cowin is a Fulbright Scholar; Assistant Professor and TESOL/Bilingual Practicum Coordinator at  Touro College, Graduate School of Education; co-conference chair of Second Annual VirtuaTeLL Conference Spring 2022 (VTCon 2022) Conference with the theme: Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality, past Editorial Board member of the Journal of Systemics, Cybernetics,  and Informatics for its special issue “Trans-Disciplinary Communication”, past chair of the New York State  TESOL 2021 conference; sustainability analyst for Computers for Schools Burundi; TESOL expert and Train the  Trainer for the Future Horizons Foundation for Translation, Training, and Development in Sanaa, Yemen; retired  Chair of the Rotary Club of New York United Nations International Breakfast Meetings; past President and past  Rotary Assistant Governor for New York State.  Dr. Cowin brings over twenty-five years of experience as an educator, technology specialist, and institutional leader. As an Education Policy Fellow at the EPFP™ Institute, Columbia University/Teachers College, she became part of a select group of strategic leaders analyzing trends regarding effective educational policy and leadership with a focus on preparing qualified educators for the complexities of 21st – century classrooms. Her extensive background in education, the Fourth Industrial Revolution, augmented and virtual reality simulation training, Green and Black Swan market shifts, not-for-profit leadership and commitment to the idea of education as a basic human right provide her with unique skills and vertical networks locally and globally.

The theme “Emerging Technologies in Language Learning and Teaching: Diversity, Criticality and Multimodality ” reflects current trends and approaches in second language learning and teaching Through inclusive, self-reflexive and multimodal practices embedded in our research and our teaching. This theme invites a broad consideration of related issues, including (but not limited to) the following: Smart CALL, Virtual Reality, Augmented Reality, language assessment and learner’s data, Natural Language Processing, Mobile Learning, Intelligent Tutors, games and language learning, gamification, Adaptive Learning algorithms.

Second Annual VirtuaTeLL Conference Committee

The Conference team:

Amany Alkhayat
Conference Chair

Dr. Jasmin (Bey) Cowin
Conference Co-chair

Christian Perticone
Conference Co-chair

Ali Safivand
Conference Co-chair

Annual VirtuaTeLL Conference Spring 2022 website

Dr. Jasmin (Bey) Cowin presents Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education at ICLTTE 2022, the 16th International Conference on Language Teaching and Teacher Education in Jeddah

I am pleased to share my presentation and abstract for Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education.

The International Conference on Language Teaching and Teacher Education aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Language Teaching and Teacher Education. It also provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of Language Teaching and Teacher Education.

Algorithmic approaches to decision-making are starting to permeate both institutional and personal spheres through decision support systems. In education, AI and intelligent systems are poised to become change agents with deep impacts not only on assessment, administrative functions, organizational strategic planning, student acquisition, and retention but also on curriculum design, and personal learning networks (PNL). The global competitiveness of educational institutions and their graduates’ rests on their ability to be agile and nimble in adopting adaptive technology spaces.

Dr. Jasmin (Bey) Cowin

Abstract
This paper explores augmented reality digital technologies (ARDTs) and their use in educational cases in the artificial intelligence (AI) age. The future of education and work are evolving to a fluid landscape with an uncertain job or career trajectories due to a VUCA (volatility, uncertainty, complexity, ambiguity) environment. Structuring education as a menu of predefined
disciplines and degrees, situated in brick-and-mortar educational institutions may no longer be an optimal education model.
Algorithmic approaches to decision-making are starting to permeate both institutional and personal spheres through decision support systems. In education, AI and intelligent systems will become change agents with deep impacts not only on assessment, administrative functions, organizational strategic planning, student acquisition, and retention but also on curriculum design and pedagogies.
The convergence of three areas: ARDTs, big data, and global demand for a highly qualified teacher workforce will bring forth far-reaching consequences to the field of education while raising fundamental questions about the functions of educational institutions and educators.
Transformative ways of knowledge generation and pedagogy come on top of business processes enabled through data aggregation and analytic forecasts. Areas in which AI is already entwined in education include smart content, intelligent tutoring systems, virtual facilitators, ARDTs, and yet-to-be-invented learning environments with the distinct possibility of blockchain or Holochain integration for administrative organizational purposes.
The future of education will need to be reimagined and redesigned while implementing and harnessing innovative technologies. Reshaping educational philosophies and their underpinning pedagogies will transform the modes of delivery in educational institutions worldwide. Ultimately, 21st-century ARDTs present significant opportunities and challenges to educational institutions and learners alike.
Keywords:
Fourth Industrial Revolution, artificial intelligence (AI), the Internet of Things (IoT), Augmented Reality Digital Technologies, Distributed Ledger Technology

Cowin, Jasmin. “Reimagine and Redesign: Augmented Reality Digital Technologies and 21st Century Education.” virtual presentation, ICLTTE 2022: 16. International Conference on Language Teaching and Teacher Education, Jeddah, Saudi Arabia

GLoCALL 2021 Conference Presentation on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” by Dr. Jasmin (Bey) Cowin

It was a great pleasure to present today my research on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” at the GLoCALL 2021 Conference. My presentation and research focused on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion.

What is GLoCALL 2021?

GLoCALL 2021 is an international academic conference focused on the use of computer technology for language learning (CALL). GLoCALL conferences have been held annually since 2007 in various countries across Asia. When is GLoCALL 2021? The GLoCALL 2021 conference will be held 16th-18th December 2021. The GLoCALL 2021 conference is held online with online sessions presented via the website.

Plenary and Invited Speakers

Every GLoCALL conference features plenary presentations and workshops by internationally renowned CALL experts. This year the invited speakers are:

  1. Dr. Wong Su Luan (Universiti Putra Malaysia)
  2. Dr. Deborah Healey (University of Oregon, USA)
  3. Dr. Mark Pegrum (University of Western Australia)
  4. Dr. Pramela Krish (Universiti Kebangsaan, Malaysia)
  5. Prof. Gordon Bateson (Kochi University of Technology, Japan)

Touro TESOL/Bilingual Candidate Ashley Cosenza’s Materials Critique and Redesign for EDPN-673

The Touro College TESOL/Bilingual Program course EDPN-673 – Methods and Materials for Teaching English as a Second Language provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods, and techniques, with attention to the effective use of materials, in teaching English as a second language. Students engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Includes 15 hours of fieldwork.

One assignment is the Materials Critique & Redesign where candidates will: (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

Ashley Cosenza:

Touro TESOL/Bilingual candidate Ashley Cosenza submitted an exemplary project. She is receiving her Master’s degree in Teaching English as a Second Language in Spring 2022. She is in her second to last semester at Touro College with Professor Cowin. Ms. Cosenza, “I enjoy learning different strategies to include in my 5th-grade classroom for students to learn the English language. It is important to me to deliver each lesson in such a way to captivate ELLs in each subject.”

GLoCALL 2021 accepted proposal – Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates

What is GLoCALL 2021? GLoCALL 2021 is an international academic conference focusing on the use of computer technology for language learning (CALL). GLoCALL conferences have been held annually since 2007 in various countries across Asia.

When is GLoCALL 2021? The GLoCALL 2021 conference will be held 16th-18th December 2021. Details of important dates are listed on the Important dates page.

Where will GLoCALL 2021 be held? The GLoCALL 2021 conference will be held online with online sessions presented via the website.

Abstract

Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates

Jasmin (Bey) Cowin, Ed.D.

Touro College, GSE

Post-pandemic, teacher education programs across the globe are searching for alternative pathways addressing practicum and fieldwork completion for teacher candidates. Simulation-based learning (SBL) with emotionally intelligent student avatars no longer seems a futuristic endeavor. Organizations focusing on medicine, nursing education, aviation, corporate work safety training, and the military have used simulations for years, enabling trainees to make decisions based on best industry standards through practice in virtual environments. With the growing diverse population in US schools, it is essential for Teaching English as a Second Language (TESOL) teachers to practice incorporation of culturally responsive pedagogy and providing a safe environment for English Language Learners (ELLs). This presentation focuses on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion. The presentation and paper will identify, illustrate, and interpret practice-based teacher education (PBTE) and SBL. PBTE illustrates high-level teaching practices, with a specific focus on situated context of use. A PBTE model in SBL can engage TESOL teacher candidates in task-based approaches and help candidates to solidify their knowledge of the distinctions between teaching approaches, methods and techniques.

Keywords: Simulation-based learning, practice-based teacher education, simSchool, Mursion, practice-based teacher education, avatars, practicum. 

Dr. Abdullah M. Al Ghurbani and Dr. Jasmin (Bey) Cowin presented: Fulbright Alumni, Global Friendships & Action: Teacher Training in Yemen October 21st, 2021

Dr. Al Ghurbani, Sana’a, Yemen and I were honored to present at the conference “Fulbright at 75: Celebrating a Legacy of Global Friendships.”

“For 75 years, the Fulbright Program has engaged passionate and accomplished students, scholars, artists, teachers, and professionals of all backgrounds. We believe that by living and learning together with people from different countries and cultures we can shape a more positive vision for our communities and our world. A hallmark of the Fulbright Program has been its longstanding commitment to Diversity and Inclusion (D&I). We strive to ensure that Fulbright reflects and values the diversity of U.S. society and societies. Equally important to diversity is inclusion. Fulbright takes steps to ensure that the Program’s diverse participants have successful and rewarding exchange experiences.” US Fulbright Program – Diversity & Inclusion (fulbrightonline.org)

Touro College TESOL candidate Eva Sipe’s SIOP lesson plan and presentation for EDDN 637

Context and Overview

The focus in the Touro TESOL course EDDN 637 Second Language Learners and the Content Areas is on practicing effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Teacher candidates are required to design a sheltered instruction lesson following the Sheltered Instruction Observation Protocol (SIOP) Model, a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.  Candidates need to explain how and why they’ve decided on the specific lesson content and language needs to be addressed.  Activities focus on assessing student needs before, during and upon lesson completion to enhance future instructional planning.  An outstanding SIOP lesson plan was submitted by Touro TESOL candidate Eva Sipe.

Eva Sipe, a 3rd Grade NYC Public School Teacher in Brooklyn, NY, has taught Special Education since 2005 and taught English Language Learners since 2016. She received her Undergraduate Diploma and Master’s Degrees in Comparative Religions and Philosophy at the Catholic University of Lublin in her native country, Poland. She received her Dual Master in General and Special Education from Touro College and her Advanced TESOL Certificate from Adelphi University. She is currently pursuing an Advanced Certificate in Bilingual Education at Touro College to better serve the bilingual population of students at her school.

Infographics by Touro TESOL Candidate Evelyn Ramos EDDN 636 Linguistic Structure of the English Language

As a Professor preparing my teacher candidates for the 21st Century technology integration comes up often.  Yet, what does that really mean?  For the  EDDN 636 Linguistic Structure of the English Language, I had my teacher candidates complete a project: design an infographic and incorporate this into their required SIOP lesson plan.  My candidate Evelyn Ramos delivered an innovative, well designed bilingual infographic. Once she laminated it and used it in her class, several other teachers in her school approached her to also receive a copy for themselves.  In addition, her students now want to create their own infographics.

Evelyn Ramos: I am a Brentwood High School graduate and graduated 11 out of my class of 450 with honors in 2009.  I started my bachelor’s degree in Queens College and later transferred to SUNY College at Old Westbury earning a dual bachelor’s degree in Adolescence Education Spanish (7-12) and Spanish Language, Hispanic Literature and Culture; I graduated in 2016 with Cum Laude honors.  My teaching career started two years ago in 2017 at Brentwood Union Free School district as a bilingual language teacher. Currently, I am teaching Home Language Arts to 7th & 8th graders at East Middle school, choosing to return to Brentwood to give back to the community that gave so much to me. I started my graduate degree at Touro College, TESOL and Bilingual Department in 2017 and will graduate in June 2020 with a Master’s degree in TESOL. I have accomplished all this being a mother to two beautiful girls, a wife, daughter, and granddaughter.

Evelyn Ramos EDDN 636 Infographics

  1. State your target audience (group of learners) for the project. 

The target audience for this project are 7th grade ELA/ENL class.  Students are in a Bilingual/ENL program. Class size is 18 students; 10 students are transitioning and 8 are emerging.  The class is a stand-alone ENL/ELA class.  Students receive two 45-minute periods of ELA/ENL.

  1. State your topic for the infographic.

The topic of the infographic using the different parts of speech: Noun, Verb and adjectives.  There will be a focus on using adjectives to describe people and place using color, size and appearance.

  1. State your intended learning outcome for the project.

The intended learning outcomes for this project are the following:

Students will be able identify adjectives orally and label the parts of speech in a sentence.  Students will be to write a description of a monster or spooky place using adjectives. Students will be able to identify an adjective in a sentence. What type of infographic will you create (comparison, flow chart, timeline, etc.)?

  1. What type of infographic will you create (comparison, flow chart, timeline, etc.)?

The infographic I created is a flowchart to help the information flow one from another.

  1. What design decisions did you make in terms of:
    1. Text – font, colors, white space, and so on, Text reduction – how did you translate text into a graphic form? Color & Pictures/graphics

At first it was hard to choose a background because I did not want to a background or template that had to much.  I choose bright colors and the color code I will be using in my lesson is a color code used within my department to teach the parts of speech. Blue for nouns, green for verbs and red for adjectives. I also used different fonts for each part of speech.  As I introduce the different groups of adjectives, I used a different font for each but kept the color red to show that they are all adjectives.  When it came to the writing, I kept it simple and comprehensible for my ELL learners. I also used pictures that provided clear written and visual examples of each topic mentioned.  I also translated the infographic into Spanish.

  1. How is the topic relevant to learners? State how it relates to curriculum professional development, training goals, or other learning context for your intended audience. Please note that you are creating educational materials in this and all of your assignments for the course.

The infographic allows students to review the parts of speech.  Students need to understand how each part of speech is used in a sentence.  Learning the basic parts of speech will help ELLs in their writing.  Students do not only see parts of speech in ELA, this is a concept that will be used throughout all content areas and across curriculum.

  1. Reflect on the process of creating your infographic. You should be reflecting on pedagogical benefits and challenges of creating and using infographics. Maximum 250 words on this section.

I really enjoyed creating my infographic.  On a pedagogical point of view, infographic is great to use with all learners, especially ELLs.  They are effective because you are able to provide the content in written form with visuals packing the big ideas into a small space.  Students will become engaged in learning with this mean of presentation.  An infographic presents information in a compelling way that catches the learner’s eye.  Also, infographics are much easier to read and follow.  This allows for information to be more comprehensible to the learner.  Students will be able to retain the information easily because it captures their attention and none of their teachers are using infographic in the classroom. Allowing the students to create their infographic in class would be a way to incorporate technology and in the classroom.  However, making an infographic can be challenging and time-consuming.  Creating an infographic can be an end of the unit project.  I am able to use the infographic in a bilingual classroom by creating the graph in both languages.  By providing a translated version to an Entering or emerging students I am scaffolding the content to meet their needs.

  1. What did you learn relating to teaching and learning with digital content?

I learned that using a digital resource limit the amount of copies needed in the classroom.  The infographic can be displayed on the smart board.  Shared with the students through remind or class dojo.  Also, I am able to share the infographic not only with my students but my parents and colleagues.  The resources are endless.  Students really love and enjoy using infographics.

 

 

Evelyn Ortiz’s infographic on Bilingual Education vs ESL Education EDDN 639 – Trends and Current Issues in Second Language Acquisition

Evelyn Ortiz - Bilingual Education vs ESL infographic (1)TouroEvelyn Ortiz TESOL Candidate Evelyn Ortiz is a certified bilingual teacher (Spanish speaking) working in the Wyandanch school district. She has worked for more than three years as a third-grade bilingual teacher in Wyandanch. Ms. Ortiz states that: “I love working with ENL, CLD students and I pursuing my master’s in TESOL at Touro College so that I can better support my students with new strategies and methods.”

The assignment guidelines: Infographics

CAEP: Standard 1: CONTENT AND PEDAGOGICAL KNOWLEDGE 1.5 Providers ensure that completers model and apply technology standards as they design, implement
and assess learning experiences to engage students and improve learning; and enrich professional practice. CAEP

For this assignment, you will create an infographic for a specific group of learners (your audience). I highly recommend that you create your infographic for the learners that you are currently teaching, or typically teach. You will know more about this group than other groups of learners and are likely to have an easier time designing instruction for them.

Here Ms. Ortiz’s assignment submission and infographic:

Infographic Documentation

  1. Identify your audience

The intended audience for this infographic are parents. In the Wyandanch school district we have both Bilingual education and ESL education. I think that it is important for parents to know the differences between the two programs so that there aren’t any misconceptions for the program expectations that their child may be enrolled in.

  1. What is the learning objective(s) of the presentation
  • I can identify the differences between Bilingual and ESL education.
  • I can identify the instructional expectations of a Bilingual one way program versus the two-way program.
  • I can identify the differences between a Push In / Pull out and ESL class period.
  1. What type of infographic did you create? If your infographic falls into more than one category, please list them.

The infographic created falls into the category of educational. It can also be a compare/contrast infographic.

  1. What content did you decide to include in the presentation (point form or outline is fine)?

I decided to include bullet points of sentences so that the information is short and concise.

5. What design decisions did you make in terms of: Text – font, colors, white space, and so on – I chose three different fonts: Oswald, Arvo and Advent Pro Medium. The top of the page there is white margin and then there are two colored columns, the left side is magenta and the right side is purple. The left side has font colors in yellow, white and black. The right side has font colors in light blue, white and black. The left side represents Bilingual Education and the right side represents ESL education.

Text reduction – how did you translate text into a graphic form? I took the most important points and created short and simple sentences and organized it by bullet points.

Color – The main background color is magenta and purple. The fonts are yellow, light blue, black and white.

Pictures/graphics – I chose a picture of child that is surrounded by educational images. The child looks happy and excited. The books below her say “never stop learning” on the bind. I like that there is a clock, a globe and a lightbulb in the background. The clock represents time, the globe represents diversity and the lightbulb represents innovative ideas and learning. There is also a question mark and a music symbol. The students should be curious with their learning and encouraged to ask and answer questions to gain a better understanding of academic content and the world around them. The music symbol represents harmony and music. The students can learn content through rhythm and music.

  1. Reflect on the process of creating your infographic. You should be reflecting on pedagogical benefits and challenges of creating and using infographics. Maximum 250 words on this section.

The pedagogical benefits of creating and using infographics and that it can be used to summarize a topic. The infographic can be used to organize information that makes it more meaningful and comprehensible to understand. The audience is able to get the gist of a topic and learn important facts by reading an infographic. Infographics are also very colorful and can be a visual aid to comprehend a topic. Not only can an infographic be used to education, it also could be used to persuade and used for advertisement. Infographics can also be incorporated into the classroom, especially at the Middle School and High School level. I chose to give the students at the HS level during my practicum hours, an infographic to represent what they have learned about the topic, which was Selena.

Some of the challenges of using infographics is that it is sometimes difficult to compact the information into a one page infographic. In addition, creating an infographic is not difficult however, people who are not tech-savvy may find it a bit challenging to create one at first. When I assigned an infographic as an assignment I had to show the students step by step how to sign in, edit text/images and how to choose a template. The beginning stages takes a lot of patience but then it eventually gets easier to create. The activity may be challenging but the students eventually enjoyed it.

  1. What did you learn relating to teaching and learning with digital content?

I learned that teaching with digital content could be appealing to the intended audience. Looking at an infographic can be more captivating than looking at a worksheet of information. An infographic can be accompanied with visuals and the most important points and or information which would not be overwhelming for ELLs.

  1. When might you use this infographic with your students, parents or audience?

I might use this infographic with parents and colleagues. There are parents who believe that their student is a bilingual program that is an additive or maintenance program when indeed, it a transitional program. The priority of the program is to get the students to “test out of bilingual” program which means to get them to reach commanding. Many students who do not have phonics base in Spanish do not get the opportunity to build those skills in their native language, the goal is to start in English even though there is evidence to support the idea that teaching both may aid L2 acquisition. By the third to fifth grade, it is difficult to start teaching them sight words and phonics in their language when they have entered such a rigorous grade. The parents think that the bilingual program teaches Spanish, however,  we teach content in Spanish it is not intended to build them up from scratch like the dual language and or two-way program does.

References

YourDictionary. (2016, June 2). ESL vs. Bilingual Education. Retrieved from https://esl.yourdictionary.com/about-esl/esl-vs-bilingual-education.html.