INVITED SPEAKERS
DAY I
Thursday, 16th June, 2011
Session – I
12.15p.m. - 1.00 p.m.
Topic : Learning to Teach or Teaching to Learn: New Teacher in the 21st
Century
Plenary Overview :
Teacher Development: the concept in making
Teacher development in Indian knowledge tradition
New dynamics of knowledge management: Teaching, Research & Extension
Teaching in the 21st century: New teacher & New student
Teaching: New challanges, new opportunities
Impact, Implications & Strategies for teachers of English in India
Plenary I: Dr. A. K. Singh
Indira Gandhi National Open University, New Delhi
DAY I
Thursday, 16th June, 2011
Session – II
3.15 p. m. - 4.00 p. m. Plenary II : Adrian Tennant
(Special Invitee, British Council)
Topic : A Thali for ELTAI
Abstract:
Over the past few years I’ve become more and more involved in education projects that cover a wide-range of issues from textbook design to teacher training, from curriculum reform to assessment systems. Each of these areas involves complex systems, many of which overlap.
As the number of countries I visit increases, so does the number of times I come across people implementing one part of the educational process while neglecting the others (“we’ll do that later”, being the line I hear). One reason is a lack of awareness that systems are so complex and integrated. Another reason this happens is that people often have limited resources (money, people i.e. trainers etc) and feel that they can only tackle one particular area. A third reason is that often it’s a chicken and egg scenario – meaning that it’s difficult to see where to start. When choices have to be made and there is a feeling that you are unable to effectively cover all aspects, people often make a conscious decision to start with one area and then deal with the others later, saying things like, ‘If we try to do everything, none of it will be good.’ Although this may be true, it does not necessarily mean that what you do will be good anyway, as often there is so much dependence and integration that making changes in one area but not in another will still be ineffectual.
In this talk we’ll examine a number of issues that arise from this approach and try to look at what we should be doing. The format of the talk will be similar to an Indian Thali – a selection of dishes from different regions from which you can select what you want to eat at various times throughout the meal. The course of the talk will depend on which ‘dishes’ or topic are selected, and the order they come out, as we delve into the issues.
4.15 p.m.-5.30p.m. Workshops / Featured Speakers: British Council, RELO
and ELTAI
Dr. Numa Markee, University of Illinois, Urbana- Champaign
English for Specific Purposes curriculum design
English for Specific Purposes (ESP) is an approach to curriculum design
that services groups of learners (usually adults) who have relatively
easily identifiable language learning needs (for example, engineers,
doctors, and technicians). At one time or another in their careers,
language teachers are likely to be faced with teaching such students,
so that some knowledge of what ESP is and how it is implemented is a
crucial part of any language teacher’s professional development. In
this workshop, Numa Markee reviews how ESP curricula are organized in
terms of four main phases of planning (needs analysis, materials development,
teaching, and assessment) and discusses the principal issues and problems
that are associated with each one of these phases. The workshop then
invites participants to reflect on their knowledge of, or experience
with, ESP work in their own country, and to identify how they might
develop their own competence to engage in ESP-related work, either now
or in the future.
Ms. Sheila Roy, British Council
How to be environmentally friendly – recycle your vocabulary!
The aim of the workshop is to present practical ideas and activities
that will enable teachers to recycle vocabulary in class for their learners.
The workshop focuses on tasks that will help learners overcome problems
with remembering vocabulary. During the workshop teachers will have
the opportunity to practise these activities. All the activities planned
could be used in any classroom for any group.
Mr. Kalyan Sarkar, WizIQ.com, Calcutta
A Journey From ‘Naïve To Start’ – ELT and WizIQ.com
Digitization in Education has improved with time leaving a big chunk
of conventional teachers untouched in its innovation and progress. This
workshop attempts a headstart for the teachers who kept themselves away
from the technological evolution across the globe happening progressively
and day by day. Obviously keeping the theme of the conference in mind,
the workshop would be focusing on the English Teaching through online
Virtual Classroom with live examples of online teachers.
WizIQ.com is an online learning and teaching platform that connects
educators and students through its virtual classroom technology. The
only eligibility one has to ensure is the ability to teach, literally
nothing else. This workshop would try and give real time experience
to the available teachers on how easily they can start using WizIQ Virtual
Classroom in their English teaching endeavor. WizIQ Virtual classrooms
literally employ a variety of features which closely represent a traditional
classroom environment.
Ms. Sarah Anderson, RELO-India
Step-by-step action research to improve your students’ speaking skills
Abstract
Language teachers all around the world want to be effective teachers
who provide the best learning opportunities for their students. Action
research is continual professional development—a direct route to improving
teaching and learning (Emily Calhoun, 2002). Action research can be
a very valuable way to extend our teaching skills and gain more understanding
of ourselves as teachers, our classrooms and our students (Burns, 2010).
This workshop will give teachers a better understanding of the following
questions: What is action research? What are the benefits of action
research? How can I use action research in my classroom? The workshop
will also give a step-by-step example of how to conduct a project in
your classroom that will help to improve your students’ spoken English.
Ms. Colleen Garrett, RELO-India
Dr. Vinodhini Sara Reardon, RELO-Sri Lanka
Sabaragamuwa University, Sri Lanka (US Embassy, Sri Lanka)
Promoting Teacher Autonomy through Teachers’ Associations
Abstract:
The purpose of this paper is to examine the construct of “Teacher Autonomy”
in the context of Teachers’ Associations. More specifically, it is the
objective of the presenter to examine the ways in which a Teachers’
Association can contribute to the professional growth of a teacher,
thus supporting teacher autonomy.
Clearly, Aoki’s (2000) idea that teacher autonomy underscores the “capacity,
freedom and/or responsibility to make choices concerning one’s own teaching”
has gained currency. Interestingly enough, teacher autonomy is perceived
as a “teacher-learner interrelational construct” (La Ganza 2008) which
I support. My own interpretation of this term is influenced by Smyth’s
(1989) notion of “critical reflection” which I believe is central to
understanding how collaborative learning contributes to teacher autonomy.
No doubt, Teachers’ Associations provide opportunities for collaborative
work, thus enhancing teacher autonomy.
Based on my own experiences as a teacher educator/trainer in the United
States, Russia, and more recently in Sri Lanka, I do believe that when
a teacher is a member of a Teachers’ Association, she is able to profit
in terms of professional development, thus becoming an autonomous teacher.
The objective of this paper is to show how this autonomy is achieved.
Dr. Chitralakshmi S.K, Govt. Engineering College, Salem
Production of Audio Files using TTS Tools, Mobile Phones and Converter
software to
practise Listening Skills – Basic Level Workshop
Abstract:
Listening is an active skill that involves two or more people and hence
it is an interactive activity. It implies that there are two individuals
of a common language transmitting two thought processes with language
skills that are at same or different levels and most importantly, with
underlying intentions in the transmission of the message. With so many
parameters at work in the simple skill of listening, the importance
of training learners of English in listening cannot be underestimated.
One of the biggest problems in teaching listening has been the problem
of creating, accessing and broadcasting audio files in classes. The
workshop attempts to introduce participants to the mechanics of production
of audio files to teach listening tasks. At the end of the session,
trainees will be able to experiment with production of audio files at
a beginner’s level and based on their interest and technical knowledge,
be able to produce studio quality audio files later on.
Hardware needed
• Computer with Windows XP and/or other advanced Windows versions with
internet connection
• Headphones with microphones and ear phones
• Mobile phones with Voice recorder (to be brought by participants)
• Systems to be loaded with VLC, Yakitome/VozMe , Praat , WavePad Sound
Editor and Total Video Converter.
• VLC to ensure that audio files can be played in mp3 format.
• Yakitome/VozMe to create text files and get them converted to speech
files in native voices
• Mobile phones with Voice recorder facility to record voices manually
• PRAAT to create audio files by recording voices manually
• WavePad Sound Editor to edit audio files
• Total Video Converter or any other Converter to edit audio files
Learners will be guided to use the above mentioned resources to create
audio files in the mp3 format using hands on training and also using
a PPT, supplemented by a handout.
Mr. Daniel Ringold, RELO-India
Directorate of Collegiate Education, Chennai
Multiple Intelligences for Effective English Teaching and Learning
Abstract:
This workshop introduces Gardner’s eight different intelligences and
shows how each intelligence can be connected with language skills in
an English language classroom at various levels. We will try several
creative activities connected to various intelligences and use a survey
to identify which intelligences are your strengths. In addition, some
teaching and learning strategies will be discussed that can increase
a teacher’s effectiveness with students who come to the classroom with
a variety of intelligence strengths. Are you a visual learner, a “hands
on” learner, or one who prefers aural instructions? Do you like to work
alone or in a group? Come find out what your strengths are, and see
how you can use multiple intelligences to your students’ advantage.
Mr. Ilangovan, ELT Consultant, Chennai
Dr. Firoozeh PAPAN-MATIN, University of Washington, USA
Prof. Francis Britto, Sophia University, Japan
English in Japan
Abstract:
Beginning from the Meiji Era, the Japanese have been studying English—perhaps
with little success. That English has made few inroads in Japan is surprising
given that the Japanese spend much time and money in learning English.
In this paper, the author hopes to present a brief history of English
in Japan, explaining the efforts taken to improve the standard of English.
Besides identifying some reasons for the lackluster spread of English,
the author explores possible solutions to better the situation. As the
graying Japan is looking to other countries for manpower, Indians have
many opportunities in Japan, not only in IT-related jobs but also in
other language-related areas. This presentation may be of interest to
EFL professionals and Japan aficionados. Japan’s successes and failures
in the field of language teaching may offer useful hints to Indians
as they move forward to take vital roles in the world arena.
Dr. Beena Menon, Chiang Mai Rajabhat University,Thailand
ESL/EFL Teacher – Where do I stand?
Abstract:
Both ESL and EFL refer to teaching English to speakers of other languages.
ESL is taught within the Anglo sphere to immigrants whose first language
is not English, or in former British colonies where English is the official
language although not the native language.
EFL is taught in non-native English speaking countries either within
the state school system, or in private language schools or by tutors.
The fine distinction between teaching ESL and EFL is experienced in
classrooms in countries where English is a foreign language.
In the absence of a (common) language to support teaching/learning,
teachers of English as foreign language must develop and rely on specialised
skills to aid comprehension and to deal with challenging situations
that arise in the classroom.
These specialised skills range from developing the ability to make simple
sketches, to modelling in order to simplify concepts and deal with socio-cultural
issues that frequently arise.
Dr. A. Joycillin Shermila
Annammal College of Education for Women, Tuticorin
Integrating Technology in Teacher Education and
Helping Trainees for Multimedia Enhanced Language Teaching
Our society is changing today and our task as educators is to prepare
our students to function in a future civilization created by the biggest
leap in technology since the Industrial Revolution two centuries ago.
Being an English teacher is to face challenges every day. Computers
are all around us and more and more teachers feel the need to get acquainted
to this sort of technology i.e to Internet resources, online activities,
social networks and blogs that become part of the teacher’s repertoire
when preparing and conducting lessons. Today’s technologies are essential
tools in the teaching learning process. To use these tools well, teachers
need visions of the technologies’ potential, opportunities to apply
them, training and just-in-time support, and time to experiment. Teacher
preparation on technologies should provide teachers with a solid understanding
of the various media, their affordances and their constraints. The present
paper discusses the following points -
• Technology in Language Learning
• Teachers and Technology
• Need for Pedagogical Shift
• Information Interpretation and Conversation Tools
DAY II
Friday, 17th June, 2011
Session –III
10.30a.m.-11.15a.m.
Plenary III : Dr. Shreesh Chaudhary, Indian Institute of Technology
Madras
Topic : Condemned without Crime : Grammar Translation Method
Abstract
Non-native languages are learnt and taught throughout the world. India
has an old history of learning non-native languages. There were hardly
many users of English in India three hundred years ago, but today 220
million Indians use it as their first or second language.
Investigation shows that Grammar – Translation Method (GTM) has been
a successful and popular method of foreign language learning, particularly
in difficult circumstances. This is how Al Beruni or William Jones learnt
Sanskrit, and this is how the Christian missionaries in India and Africa
learnt the local languages. This is how Indians learnt English until
about a few decades ago.
Yet India seems to have discarded GTM. GTM allegedly fails to teach
idiomatic Spoken English, etc. An un-biast enquiry, however, shows that
GTM fails, fully or partially, only when it is not used in its entirety.
GTM has four modules, as follows:
1. Grammar Module
2. Translation Module
3. Reading & Writing Module, &
4. Speaking Module
In other words, GTM must be backed by rapid reading and focussed writing
exercises. It must also be followed by elocution, debate, etc.
My talk will demonstrate how GTM works and will argue for the revival
of this method of FL learning.
10.30a.m.-11.15a.m. Plenary III : Mrs. Aarthy Murali, Director, Pincushion
Session –IV
2.00p.m.-2.20p.m.Online - Special Lecture : Dr.Nellie Deutsch
Founder: Integrating Technology for Active Lifelong Learning
(IT4ALL) Canada
Topic : Teacher Development for EFL Teachers in a Blended Online Format
Abstract
Learning online is becoming popular in higher education around the
world. Students are
finding e-learning appealing because they can manage work, family, and
their studies.
There is no need to waste time traveling to and from campus. The learning
material and
class discussions can be accessed anywhere and at any time. Blended
online learning (BOL) is one way of learning online that resembles the
face-to-face class. BOL combines asynchronous (not dependent on time)
with synchronous (time dependent) virtual learning environments. The
presentation will discuss a 4-month fully online course on teacher development
for teachers of English as a foreign language at a university in Mexico.
Moodle course management system was used for the synchronous platform
and WizIQ for the live virtual sessions. The students were exposed to
other tools such as Mahara for e-portfolios, Google docs/google cloud
with Microsoft Office, and Voicethread. The topics included theories
of learning a second and foreign language, philosophy of learning, teaching
style inventory, action research, reflective practice, and e-portfolios.
This presentation will describe an EFL teacher development program and
discuss online learning from the perspective of the teacher.
2.20p.m.-3.00p.m. Plenary IV : Prof. Vance Stevens
Petroleum Institute, Abu Dhabi
Topic : Learning2gether to achieve the aha! Moment
This talk explains how Learning2Gether came about, and how it draws on and expands its participants’ personal learning networks so that knowledge is transferred informally and peer to peer. A crucial aspect of the learning that takes place there is where teachers model to one another how to use Web 2.0 tools to leverage learning through networking, and to apply these to classroom and other professional development opportunities. The talk is couched it in the perspective of how teachers achieve the aha! Moment, where they 'get' how technology can become a critical enabler of what they ordinarily try to do pedagogically in their classrooms. In this presentation I will try to provoke an aha! moment by illustrating how a PLN works to enhance such learning by getting people from other virtual spaces to join us in real time, live and online.
4.15p.m.-5.30p.m. Workshops / Featured Speakers : British Council, RELO and ELTAI
Mr. Adrian Tenant, Special Invitee from UK, British Council
What kind of teacher am I?
This workshop takes a look at what makes us the teacher we are. Throughout
the workshop participants are asked to reflect on their own teaching
and examine the issues, beliefs and attitudes that influence their teaching.
By looking at our behaviour and then trying to look at what influences
this we will try to explore who we are as teachers and what this means
for us in our professional life.
Ms. Anamika Basu, British Council
Technology for Teachers - a boon or a bane
While technology cannot be a substitute for teachers, it can certainly
aid in enhancing skills and quality of the teachers. Teachers have an
especially important role to play in technological advancements, as
incorporating technology in the classroom can be both a learning tool
for students and a teaching tool for the instructor. There are several
innovative ways in which teachers can use technology in the classroom
and many are already doing it. Some use interactive Smart Boards in
place of traditional chalk or white boards in their classroom, computers
for interactive learning etc. However budgetary constraints can impede
such advancement in our Indian classrooms/schools. Having said that,
teachers can still use technology in unconventional ways like emails
and Google groups, Google docs, emailing worksheets etc.
In this presentation, I'll touch upon the various ways in which technology can be used by teachers in and outside the classroom, how teachers use technology across the world (a few examples) and share parents and teachers' views on it.
Ms. Clare O’Donahue & Ms. Daphne Pawelec, British Council
Keep quiet teachers! Give the kids a chance!
This workshop aims to challenge your role as teacher or trainer. Participants
will discuss TTT, STT and QSTT looking at strategies and activities
which facilitate maximum learner participation. Through a series of
tasks you will learn how to change the dynamics in your classroom and
create an interactive learning environment.
Dr. P. N.Ramani, Quality Assurance Specialist, Sultanate of Oman
Prof .Thiruvenkatasamy, Former Professor
Dr. Shiva Ramaswamy, AAC, Rochester,USA
The Ways to teach: the Dramatic Instinct of an English Teacher
Abstract:
Is there a place for histrionics in the classroom? Is the English teacher
an impostor or impersonator if he shows a bit creativity and enthusiasm
in his teaching methods? Some in the field consider pedagogy as sacred
and therefore (it) should eschew deceptive practices that are against
their values and beliefs. They feel mastery of subject knowledge alone
performs the great good. Yet others see a place for histrionics in teaching
if it is sincere and the context appropriate. This paper examines both
sides of the issue in the context of student learning.
Dr. Saradha Rajkumar, SSL-English, VIT (Chennai Campus)
Teaching, Learning and Gen Y
Abstract
The teaching and learning of English for Gen Y is indeed a challenge
for present day teachers. The expanding circle of technology and their
access to the Internet have branded them as natives of the digital world.
In addition, in the midst of world Englishes, it is now necessary for
us to think creatively in order to engage these netizens and enable
them to develop communication skills. It is the media and tech world
around them which fascinates them. The questions are aplenty – how do
you teach, what do you teach, what tools and text materials do you use,
do you give room for innovation and creativity, etc. With the opportunities
laid open for e-learning, we have the power of paving way for honing
their skills and using them appropriately in the years of endless boom
of our technology world. It is therefore necessary for us to enable
them find, understand and use relevant material with the best possible
critical analysis for developing their required knowledge. What we as
teachers offer in the classroom must be a two-way process helping them
to manipulate and use what the digital world has in store. Above all,
we are also in the process of learning together, networking together
and growing together with our ever-demanding Gen Y.
Mrs. Uma Mohan, ELT Consultant, Chennai
Dr. Numa Markee, University of Illinois, Urbana-Champaign
Classroom research for language teachers — Classroom research involves
studying what actually happens in language classrooms and is used, in
most cases, as a source of information that can help researchers, teacher
trainers, curriculum specialists, materials writers, and teachers develop
more principled and more effective approaches to language instruction.
In this workshop, Numa Markee reviews the goals and methods of different
approaches to classroom research. The workshop then provides participants
with some data samples and guides participants through a hands-on analysis
of these data. Finally, participants are invited to identify issues
and problems in their own teaching which they would like to research,
and to discuss how they might set about developing a research project
to tackle these questions.
Ms. Shefali Kulkarni, British Council
Incorporating Creativity for teaching skills
Abstract:
The workshop will present how creative thinking can be employed in reading,
listening, writing and speaking activities. Participants think about
what creativity is and share various ways they are already reading it
in classes.
Using environment as the theme we will elicit various issues we face
and then try to use ‘conditionals’ to create a paragraph trying to find
creative solutions to existing challenges that have been identified.
Next, we read an authentic text and work in groups to try and express
through a collage the gist of what we read.
The collages can be used to make a presentation to the class to explain
what the article is about. Other groups are challenged to predict the
gist based on the collage and check if their guess is correct.
The participants make a sequential story using the same theme and the
vocabulary elicited.
Dr.Revathy Viswanathan & Mrs. Jeya Balasubramaniam
B.S. Abdur Rahman University & Easwari Engineering College
Mr.Kumar Arul
Mr.Anand Mahanand EFLU
Mr. Jayaraj, St.Josephs College, Trichy
Mr. Sajan Karan
Nepal English Language Teachers Association (NELTA), Nepal
Mrs. Gowri Sivashankar, Velammal Group of Institutions
Mrs. Fouzia Banu Jalaluddin
Nassarawa State University, Keffi, Nigeria
The Role of a Teacher-Counselor in Individualized Instruction in an
African Context
Abstract:
This article discusses the importance and advantages of Individualized
Instruction in foreign language learning and stresses the need for the
abilities and interests of the pupils being tapped through innovative
programs. It lays emphasis on “open-ended” techniques and professes
the methods of its application in institutions where foreign language
programs are carried out, with a view of achieving maximum success.
Reference has been made to the involvement of public and government
bodies and the interest and hopes they have laid in these programs expecting
an all round progress in the nation’s interest.
The various ways in which teachers and pupils are bound to benefit with
these programs are discussed; the role of the teacher is analysed and
the responsibility of pupils towards learning is advocated.
The need for replacing traditional methods of teaching with new and
innovation techniques are suggested in a bid to eliminate the imposition
of teacher-oriented and parent-directed spoon feeding which has destroyed
the hopes and aspirations of many a pupil.
Finally, the paper presents an assessment of Individualized Instruction
and open-endedness as set against “lock-step” class culture.
Mrs. Zakiya Ansari & T.Narayana, Manipal University, Dubai
Understanding Issues in Writing Skills with the Help of Technology at
the Undergraduate Level
Abstract:
Effective ELT is possible by infusing technology with other non-technical
teaching pedagogies to raise teaching standards. This novel procedure
that I envisage should help in encouraging a learner-centered class
with well-grounded classroom sessions.
The suggested model has the beneficial elements of the traditional classroom
setting as well as a technologically-based testing. The notable feature
will be a novel way of integrating technology with effective language
teaching pedagogy. I have proposed a model specifically for writing
skills which will identify weaknesses in writing skills and help improve
accordingly. I have proved it to be beneficial to the learner by integrating
it with the Conceptual structural equation model (Li-An-Ho, Roslyn Heights,
2009) and moved onto explaining how technology can help in the attempt
to overcome these weaknesses. This procedure would be most ideal for
a class strength of twenty five- thirty students. Basic knowledge of
working with a computer is all that is required.
Key words: Technologically-driven teaching pedagogy, non-technological teaching practices, group study, individual study.
Mrs. Jasreen Grewal, Regional Institute of English, Chandigarh
Micropublishing- A Tool to Facilitate Interactive Competence through
Writing
Abstract
Writing skill of second language learners has reached a stage where
CALL writing tools are offering linguistic benefits because they support
interactivity in a constructivist learning environment. This paper throws
insight at three such micropublishing tools - wikis, blogs and PowerPoint
Presentations. Language teachers and learners are using these tools
for improving on L2 writing skills. Today’s generation is called digital
native as opposed to digital migrants for whom this world of electronic
media is as new as stepping into another culture. Learners who have
mastered these skills at a very early stage can also be referred to
as electronically literate. Digital natives have the ability to find,
select, organize, make use of the information, read and write in the
new medium. This paper suggests that micropublishing tools can be used
successfully and effectively with language learners to increase their
spoken and written communicative language proficiency.
DAY III
Saturday, 18th June, 2011
Session –V
10.30a.m.-11.15a.m. Plenary V : Dr. Numa Markee, University
of Illinois, Urbana-Champaign
Plenary topic: Materials design: From the back of an envelope to full-fledged
unit
Prof. Markee will argue that, as Prabhu (1987) so ably demonstrated
in the ground breaking Bangalore Project that was implemented in southern
India from 1979-1984, good materials design is fundamentally grounded
in classroom experimentation by teachers. Prof. Markee will illustrate
this position by showing how a task based module he presented at the
Nepalese English Teachers Association conference in Kathmandu last year
started out life in 1990 as a demonstration lesson of Task Based Language
Teaching for teachers-in-training at the University of Illinois. Originally,
the Hospital Drawing Task shown here consisted of a hastily drawn picture
and a few scribbled notes on the back of an envelope. Over time, Prof.
Markee had the opportunity to refine these ideas into "real"
materials as he repeated this demonstration many times. In addition,
he was able over time to incorporate various improvements based on evidence
from video recordings of some of the early demonstration lessons. Professor
Markee will conclude his talk by suggesting ways in which Indian teachers
of English can adapt these ideas to their own teaching situations.
12.15p.m.-1.00p.m. Plenary Sessions VI : Dr.Raja Govindaswamy, Former Principal, Thiyagaraja College
Session –VI
2.00p.m.-2.20p.m. Online - Special Lecture :
Mrs. Claire Bradin Siskin, Director, Excelsior College, USA
Striking the balance with ESL-WOW
The ESL Writing Online Workshop (ESL-WOW) consists of an online multimedia program designed to guide non-native speakers of English through each stage of the writing process. ESL-WOW consists of 4 modules; 1) Getting Ready to Write; 2) Developing Your Ideas, 3) Revising Your Work, and 4) Editing and Polishing. A Faculty Writing Forum will provide a virtual meeting place for online instructors and tutors to meet, collaborate, and share ideas. A tutorial on plagiarism will also be available. ESL-WOW is designed for community college students and adult learners.
A critical concern in designing ESL-WOW has been to exploit the potential
of various types of interaction. What types of human interaction are
possible in an online environment? When may we use computer-based interaction
instead? The presenter will show some of the activities available and
explain how in each case the decision was reached to incorporate the
various types of interaction.