But, let's, let's go ahead and start here. It's 1:35. And thank you all very much for coming. I, I know what it means to choose to go to a Zoom meeting these days, and I really appreciate everybody being here. Our, our speakers today, Iria Gonzalez-Becerra and Gorka, don't need much of an introduction. We, we know them. I just will mention that they were the recipients this past year of the Summer Research Fellowship that the Center for Language Study has started two years ago. And we encourage all of you and those you know, to consider applying for that again, this, this coming spring. They were the recipients, Vandana and I met with them periodically through the summer. We were very excited to see this incredible work that they're doing. I mean, it's, it's a very large- scale project, it's very ambitious. And it was very exciting for me to view the, the intense conceptual work that went into it and then the product itself. And I'm very, looking forward very much to hearing about it. So I'll turn this over to you and I look forward to it. Let me see, if I can share my screen. Of course not. Can you see it? Perfect. I'll minimize you now, so I don't I don't see it, any of you, unfortunately. Well. Well, thank you everybody for, for being here with us in this post-electoral time, but that seems to be neverending, so it's going to take us until who knows when. We want to especially thank the PCLS of course, for, for having us here first of all. But thanks also for their great support to the conception of, the construction of this project. Likewise to our department, our directors Alberto, Catalina, Mariana, They've been also very supportive, of course, the Aprendo team, that that helped us with materials, with their expertise. To Ben, sorry Ben, so thankful for you, we requested you left and right all these months, you know. And, and we want to particularly thank also colleagues Catalina and Nadia because they were with us at the beginning, the the very inception of this project, helping us, brainstorming, and helping us trying to shape what, what's became ConTextos after. That's obviously what we are all here for and what we're going to talk about today. ConTextos is an online platform that we've created somehow in order to substitute current grammar books that we used in Spanish 108. And it's a, it's a platform that approaches instruction from a functional perspective, no? What we use in assignments as pedagogical frame, so shrank to demonstrate how different genres, of ads or academic essays, code for certain language functions, which in turn can be expressed to different grammatical or lexical constructions. I say that we're going to talk about Spanish 108 and ConTextos today. They're somewhat linked, but we really envision this platform, this project, something much wider that will serve the needs of other courses in the Spanish language program like Spanish 105, 204, 205, 206, 207, 209, and even beyond that, if, if possible now. So today we will talk about ConTextos, but, in, in the context of the redundancy of it, of course, 108, but we aim for it to be a much, much bigger project. And before we go a bit, a bit deeper, I think if you get you a little bit of a background, so that, so that you know where this comes from. I assume, as most of you know, the Spanish program, Spanish teaching at Princeton has been done, sort of a revamping of our curricular design in the last few years. We're trying to adapt our materials and integrate them into, into, from a perspective of cultural exploration and critical analysis along with of course communicative, grammatical, and lexical skills. An approach, our goals are the abandonment of, of manuals and textbooks and, and the creation of new materials that allowed us to better inform the pace and the assignments and the topics that we cover in class. On the one hand, this was a huge undertake. We had to revamp most of our syllabi within the program. But on the other hand, it gave birth, or it caused the creation of Aprendo. A platform that I'm sure you all know about a little bit, because our colleagues have been talking about it quite a bit. In, in this is a platform, it's an online platform, sort of a flipped-classroom model that forgoes the necessity to have a, a, a manual, no? But. I'm sorry, I'm one slide behind. But as successful as Aprendo has been, Aprendo actually only works for one side of the sequence, of the Spanish language sequence. that you can see here hopefully, in red from 101 to 107. And what that means is that students who come through the Intermediate and Advanced sequence, Spanish 105, Spanish 108 here, but they go directly to the upper one, to the 100-, 200-level, sorry, language courses, they are normally instructed with, with manuals or textbooks that approach language from more traditional perspective, no? So what we wanted to do, on the, on the one hand, was, what we want, we identified the need of getting rid of this manuals, first of all. And design materials that are more tailored to our Spanish upper students, and also the complement this, this new curriculum and content that we've been creating for the last few years. But on the other hand, we also wanted to move away from the simple grammatical instruction that, that I was mentioning before because the department has gone to great lengths to contextualize, to contextualize language instruction in use, through the lenses of cross-cultural examination and critical analysis, no? So, so we thought, well, why, why are we then teaching totally decontextualized grammatical, grammatical content. So at this point, with help of, as I mentioned, Catalina, and of Nadia, we started brainstorming possible approaches. You can see here on the right hand side some of the ideas that we threw at the proverbial wall and we settle on a functional approach. We teach, we tried to teach students how language functions in the world. At this point you're probably tired of hearing of say this. But, but we aim to show them the implications of certain uses, no? The power struggles and the social hierarchies that you can express through, through language and possibilities to critically assert and position oneself within within a given context. So if we, we teach them how language functions within a societal context, we thought, well, might as well just teach them how it works within a linguistic context. So we embark to, to create these, this tool that delivers, we hope, a multimodal grammatical instruction from a functional perspective that substitutes, or will substitute, the manuals that we currently use, that provides curricular support, and also that will serve as, as a tool for independent revision for those students who are, who want to do that, no? We envision this platform through, this platform as, as one in which students could focus first on, on broad stylistic and, and structural characteristics of a text that we present them. So for example, identifying the individual sections in the text, the introduction, the conclusion, et cetera, the narrative bridge, the tone, the voice. Then they would concentrate on a second layer, a second step in the language function itself within, within that genre. So how the person claims, to create comparisons with some hypotheses, things like that. And finally, they will learn the different grammatical structures that are associated with those functions. So these are the subjunctive, or the impersonal forms of the clauses, et cetera, et cetera. And all of this of course, framed within that social and cultural topics that, that, the backbones, what makes our, our courses. Now, we have this top, top-down sort of conceptualization and that help us somewhat visualize what we wanted to do with the platform. We wanted somehow students. There we are. We wanted students to sort of navigate this platform as if it was, as if it was sort of a map. Yeah? And you have some of the markups that we're that we did before we actually started working on the, on the final product. We wanted them to move from that structure to function to the grammatical layer, back and forth if they wanted to. And we had this first idea about the Google Map of sorts in which they'd be able to move in and to explore different layers. We move from there to a more, call it rough, draft of what the platform structure will be, and what the students will actually say. We mocked up some texts over here that you can see. In fact, trying to exploit the structure and trying to exploit the functions in the grammar. And after, as I said, bothering Ben for quite a while, with changes with little technical difficulties, we are setting in on, on a layout that works very well for, for all of us. But before we get to that, we had to iron a few kinks, that Iria is going to tell us about now from a theoretical perspective. Okay, I am unmuted, I hope? Yeah? Cool. Fabulous. Thank you so much. I always end up muting myself at the worst time possible. Okay, so all of this was quite an ambitious goal, okay. We had to think, now that we can apply this mapping idea in our mind and how amazing it would be that we would be able to deal with the structure, function, and grammar within the same platform. We had to actually think about the content and how to frame the content. And what this meant is to think about the theoretical background. So repeating a little bit what Gorka mentioned, we were looking for a pragmatic, functional, contextually relevant, attractive slash interactive way to connect content, grammar, and function. So we wanted to design a multipurpose textbook that could offer the flexibility for learners to use independently, or to use it as part of a taught course. But of course, we were not going to design the course from scratch. So what we were going to do was to adapt to the texts and the materials that we already had to the platform. The backbone of 108 is what you can see here, you can see the description on the right hand side and you can see a little bit of the summary of the ethos of the course on the left-hand side. I don't know if it is your right or my left or vice versa. But we, this course basically had always worked around texts, texts that the teacher selected, and texts that were used as prompts. Prompts for debate, prompts for cultural exploration, and also as excuses, in a way, to revisit grammar. At the same time, texts in 108 were a means for learners to engage with genre. Texts where the input and this input then we hoped, would help them to produce their own texts in the target language. And then we would assess texts, again, written communication, based, the assessment would be based on the communicative competence, on their awareness of the style, of their awareness of the genre, and the grammatical and lexical performance. So written texts, what prompts for discussion offered contexts, provided linguistic input and where the output of the course and the main mode of assessment. Now, this focus on texts as input and outputs at the same time meant that alongside covering a specific grammar, we actually had to ensure that we touch upon the linguistic functions that characterize genre. So that learners developed an awareness of how to apply all of these to the writing. So as you can see, we're kind of moving away from the grammar book that we kind of initially envisioned. Our challenge though, was how to represent all of these multiple aims in pedagogically sound activities and learning units that centered around the navigation of the text. So again, a big focus on texts. Now, in order to be holistic, and if you want, you can show the next slide where it plays, in order to be holistic in our approach to text, to text analysis, we had to think about how did we want to map the texts. And again, I refer you to what Gorka mentioned earlier on. Our inspiration, were maps, our inspiration was a navigation that you can do by a Google Maps. How you can travel from seeing a map from the air to seeing a written map, to seeing a map from the street. And all of us as language teachers actually accustomed to mapping. This is what we do in the language class. And you've got some examples here of some traditional mapping. But because we wanted to touch upon all of the levels, we had to come up with a different sort of mapping. And well, we call it kind of total mapping, which is kind of a cool name. And total mapping covers the pragmatic, the semantic, the structural, and the linguistic levels of the text at the same time in a contextualized and connected manner. So total mapping is composed of different layers, or different levels, pardon me. The pragmatic level, it explores the texts in the target language as representation of a communicative situation that involves the author, the audience, the theme. And at this stage, what we're thinking of is of textual functions, that is, what is the purpose of the text and the language within, as a whole, okay, in genera. Is it to explain, is it to inform, is it to provide an opinion. Then we also have the semantic level. And the semantic level of mapping deals with understanding content. The general theme, secondary ideas, basically what the text says. Then we have got the structural level and this level for us was the level that we wanted to touch upon to get students to realize how texts are built and how the different sections connect, how authors establish a coherent information flow. And here we focus more on the practicalities of narration and how to organize information. And finally, the last part of the total mapping approach is the linguistic level, which is a more straightforward kind of foreign language learning and teaching class aspect to it. We just wanted to use the texts to highlight characteristics of the language used, ranging from register, representing formality, modes of address, to the lexical, semantic, and morphological study of vocabulary and the exploration of syntax. So apart from mapping texts, in order to support any work done at the linguistic level, for this platform we also needed to compile a grammar reference, and these would be for students, okay, this would be a more traditional resource for them to use independently. But this grammar reference, I'll show you later on when we look at the platform. Now, total map, mapping is a messy thing. It's such a messy thing that this is where we spent, what was it, two months total up the project. So I would say the first month of the projects was conceptualizing what is this total mapping thing. And I came up with the total mapping name like two days ago. So we weren't really knowing what we're doing until now. Now, before we started the mapping, we had to decide how to organize the texts that we had with a functional framework in mind. And this was a very hard thing to do for us. What is function really? What for and where do we find it? So you can see here some of the several Excels that we designed and several grids, several maps that we had to decide for ourselves. And in this specific one, what we created was a taxonomy, a typology of texts. So what types of text there are, according to the dominant communicative functions that they have. Bearing in mind though, that there always several functions for a text at the same time. So here you can see, you know, what how are we, what's the type of function? How do we describe that function? What features do they have, and what genre of text uses the set of functions. So we've got descrip, descriptive functions, where do we find them, we've got narrative functions, where do we find them, and we even have, you know,  language functions. So all kind of theories mixed together. Now, because all kinds of theories mixed together, it took us a while, we used several sources. But eventually we found a book by Knapp and Watkins and they simplify these, thankfully. Basically what Knapp and Watkins propose is that there are five textural genres. And again, textual genres, right. Genres of the written communication mode. There is the genre of describing, there is the genre of explaining, instructing, arguing, and narrating. These authors what they do they base their system on Halliday's ideas and they apply them to literacy. That is, the work is based on the teaching of writing skills in English to an English audience. It's not about foreign language learning. And they call their approach a genre-text-grammar approach. And as you can see, I apologize for my cat, and as you can see, it is quite an interactive approach, a process approach. Genres are expressing the gerund, okay? Describing, explaining, instructing, arguing, underwriting. So it's quite important to think of all of these as, as a process of social communication. Now, we also can see that language functions as they are proposed by Jakobson and kind of reminded ourselves we had this little Post-it or section in the Excel, of what different types of communicative functions we may find. So referential, emotive, persuasive, poetic, et cetera. And we also wrote a memo to ourselves of what the main features and the type of writing genres that they pertain to. So you can see in this slide, a bit of a summary of the main theoretical aspects and how Knapp and Watkins' approach, this, in contrast with traditional grammar. Traditional grammar is a little bit more descriptive, the genre-based grammar is more active and it's more pragmatic. And I think it's also a bit more socially embedded because it, it talks about communication in process and in context. Now, this wasn't just the first problem we found. Again, you can see some of the references here and I will be happy to pass on any references or a bibliography if you would like to explore it, but we also had to clearly define the layers for our analysis. We had to rationalize, standardize, and map each of the layers that we wanted to use. Remember, we were gonna navigate through structure, function, and grammar. There's a beautiful Google Map layer, but what will we include on each layer? That's the issue. Now, you can see on the next slide, another one of, of wonderful Excels that we designed. So the grammar layer, as language teachers, of course you will go, well, of course this is the easy one, okay? It's a straightforward one. We know that in the grammar layer indicated by G there, we can force anything we want on the text at hand. So whatever the syllabus requires, we can embed it in the grammar layer. The structure layer, and by structure, let's call it function, function slices, sorry, structure on the beginning, the E, estructura, the structure one seemed quite clear, okay? How is a text organized? At this stage though the layer is not led by the syllabus, but the layer is led by the texts that we had selected, and by the genre of the text that we had selected. But it is the middle layer, the function layer that was the most problematic one, okay? Because again, everything connects, so the borders between the layers are pretty diffuse here. So again, we went back to theory and we can have mixed everything together into a little map to try and disentangle all of the entangled elements that one could pick from a text to teach and then to separate them into the three layers. Okay? So here basically again, you see an example of a descriptive text and we have divided it into the scripted structure, and we say, what do we want to talk about when we talk about the descriptive structure? What are the scripted structures? Then we talk about functions and then we talk about mechanisms. And by mechanisms what we mean is grammar, okay? It's grammar embedded in a text in order to represent meaning. And to represent a function. And again, this is where the literature just helped us. Now with the help of the literature, what we drafted is these maps. So we drafted three maps eventually, were types of a structure, layer one, functions, layer two, and language mechanism, layer three. Pertaining to each genre were identified. And that was our Bible. That was what we needed to always follow before designing any activity. We thought of each layer from a functional and pragmatic perspective. So there was overlap. But to differentiate it, we also conceptualize these layers as those layers that you can find throughout a text. First, the first layer would be the microstructure, the overarching aim. The second layer would be the message structure, that is, the strata, the strategies and the processes which characterize the internal structure of the text. And the final layer, the grammar, would be the microstructure. That is the lexical and syntactical choices that support the meaning-making reading a text. So again, nothing was clear when we started. And we still find there's a lot of, you know, connection between the layers. It's still a bit of a confusing area to work in. But actually, I think that defining these layers and finding strong theoretical support allowed us to at least keep the coherence. As you will have gathered, we were working this summer, this last summer, we were working separate. This was messy work. So I wanted to let you know a little bit about how did we go about working together. And, and actually I think that working in the distance helped us to generate the sort of really sound structures, these really sound maps of work. When we recorded not just the theory and the theories that we would follow. We recorded the terminology that we would follow. We record at the ends, but we also recorded our own work so that we could then report back to our colleagues, at the PCLS, and they knew what was happening. So we use Google Docs. And basically, what was happening is that once I was generating the theoretical framework, Gorka was drafting and adapting the syllabus. He was adapting the course objectives. We also kept a diary of actions completed. We kept a diary of actions to be done, and questions to be asked. And I should say, sorry Ben, because we kept pestering him with questions. So any question we had, we put it there, we checked everything together. That was a lot of work going on, but I'm not sure, I, how can I quantify it? So, you know, Gorka has designed, this, his little slide where you can see how much work was behind it. It's not an exaggeration. And this project would have been impossible without the interaction of two people working together and challenging each other, and, and checking on each other and checking and editing each other's work. So interestingly enough, also, the theoretical and pedagogical choices that we made also impacted the design which Ben had initially conceptualized. So Ben came to us with a framework already. So everything worked together. He, what Ben did was he gave us a primed canvas so that then we could develop the language learning elements and basically the theoretical framework, the teaching materials, and the physical tool. They all complemented each other. But this was just the start, okay? We had to start filling up the platform. Now before I show you the platform, what I wanted to show you is the map behind the map. In order to maintain a logical sequence through hat, throughout, you know, everything we did, we created a map of the mapping. And you can see here on the left-hand side is the name of the text. Then we have what topic does it deal with? What function is the major function that we want to explore? Then we have the grammar that we're going to deal with. And then we have just a list of practical exercises so that we didn't have to repeat exercises so that we gave the students a bit of variety rather than just using always the same type of activity again and again. And I think this was very nice because by writing and sharing these, we also were able to step back a little bit. It was a reference tool for us, but it was also a way to assess what we had been doing. And we believe also that this map could be of use for the teachers that may use ConTextos, so that they can integrate it easily on the syllabus or so that they don't need to go inside ConTextos to understand what's happening inside ConTextos. But I just keep talking about ConTextos without really showing you the tool. So I'm going to take over and I'm going to show you the tool. And I'll just show you how to navigate it. How does it look like? And then if I may, I will ask Ben to let us know what he did also, but let's have a quick look. I'm going to kick Gorka out. I'm going to show this screen and hopefully you can see ConTextos here. Gorka give me a thumbs up if you can see it on your screen. Yeah, amazing! Thank you. So this is ConTextos. At the moment, this is still work in progress. But basically it is, it has just a page that everybody can access at the moment where you have the kind of philosophy of what is it. We've got a little video tutorial which we may be changing in the future. But in any case, you can just press click and check how it works and you've got a cloud. Now the cloud is the first way to navigate, if you want, as perhaps an independent student. And it has all kinds of information. So you could navigate the texts by the type of text. There we go. So it gathers all of the texts that we have based on the fact that they're argumentative. You can use texts that deal with Spain. Or you could just select texts based on the level. So Spanish 108 at the moment. In the future, and again, remember that as Gorka was saying, we designed this platform for 108, but we want this to become something more. So all of the texts say 108. The only reason that you don't see all of the texts listed here is just because we are still in the process of tagging. Another way to navigate through ConTextos, and this will possibly remind you of Aprendo, those of you who know the platform, is through up here. So this is home. We've got the different themes that build up 108. So you can go Unit One, representations of genre, not genre, gender. You've got the texts that relate to that. Or you could also navigate to identity. So that's another easy way to navigate. Another thing that we have here, remember, we also wanted to have a grammar reference book, something traditional, if you want to call it that way, something that the students could go to at home and just have a little bit of a reminder of how grammar works. We did rather short explanations. And as you can see, this is a very traditional, descriptive, you know, memo technique way of explaining grammar. But we also embedded videos, short videos that the students could use. And just in case, we also included the transcription. Now, this grammar section has got explanations for specific grammatical areas, but it also collates the different parts of the different texts and the different activities that deal with that grammar element. So for example, this is connected to one text and then the activities that you have below are connected to a specific text. So these grammars reference is both a reference and a repository. And finally we have, I do that and I'm not sure what I do that as, but hey, there we go. So it's kind of simple, it's kind of bad. But well, we've done our best. We, we tried to do our best also with design elements. I mean, silly things like how to call it. We called it ConTextos just because it works so well with what we want to do. Unfortunately, someone else already has the name of ConTextos, so we ended up also putting a little note here calling it ConTextos de Princeton. We designed these little things by hand. And then when we were choosing the, the texts, we kind of tried to choose images that wouldn't really be, You know, we, we tried to chose copyright-free images, but, to be fair, this is all still work in process. So while the framing and the pedagogy are clear, and we've got lots of texts inside, there's still a lot of design aspects to be taken into account. And I just wanted Ben, if, if possible, to say something perhaps about what sort of magic happened. Because we had a meeting with Ben, showing him the maps, showing him the concept of the different layers. And then before we started working with the texts, Ben offered this, this was already prepared for us. So, so Ben, let us know What did you think? How did you do all of this? Well, I'm not really sure how I did it. It's been such a confusing year. In, in some ways I, I feel a bit shy about this website and because it's been such a difficult year, and it's been a long process to get this website together. So in some ways I feel like apologizing, but after hearing Iria just talk about the process of putting the content together and that kind of collaborative, sometimes messy process, it, it fits in line with how I see this website coming together as well. I feel strongly that the role of an educational technologist can play a crucial role in, in, in, in helping to prototype ideas like this. Part of the reason this year has been very difficult for me is because I've been so involved with the Canvas rollout, which is also part of the McGraw Center for Teaching and Learning now. But that aside, that makes for me projects such as this especially important because I feel that a crucial part of my role is to help faculty members at Princeton to envision, to bring their visions to life in some way. And in some way, I think is an important part of that. This is one possible instantiation of this vision that Gorka and Iria had. The next time, if there were a next time, it could end up differently because there's so many decisions along the way. And one decision compounds another decision, and you end up with a product that, that hopefully works but needs to be reassessed, I think. So, it's with a little bit of timidness that I, I talk about this site at all. Shall we look at one of the readings? Actually, I think Gorka was gonna run us through that, okay? So, Gorka, if you want to take over. Let me stop this share so that you can click through and then both of you could. There we go. Let me just, you a quick idea of what we intend with this if this unit as a whole and then I'll show you one specific unit because we envision some, some most of these units as sequences through which students, students go and we tried to scaffold all the, all the content, all the materials that, that they go through, so that experience that they acquired helped them to reach the level that we want to, we want to do. So this is, this is the scheme of sorts of the first, basically the first unit of the first sequence that students encounter when they come to 108. And here we, we basically review some of the elements that they were already saying in Spanish 105, in the previous semester, that they should know, if they coming from elsewhere. And also we teach them a few new concepts and show them how the platform works itself, how of the workflow goes. So we have four texts here that, that are part of the sequence. The first one is, is a text on gender and language, from an expository, an argumentative point of view that has descriptive function as the main function of, of our main function to work with, right? So, how, we, we do it here house them specifically in those three elements. And you see there on the right hand the evaluative, referential, and aesthetic perspectives, of descriptive, excuse me, descriptive function. Now, when we move into the second text, we are dealing now with a gender hegemonic text. But from an argumentative and literary point of view, we keep working with the descriptive function, an evaluative, referential, and aesthetic point of view. But we also starting to add the, the narrative point, that is, we're not only working with adjectives or relative clauses but we're also starting to show them how imperfect tense works in description, as a description, in narration. We'll move on to the third texts. Again, working with gender hegemony but now from a purely literary text and we keep working on descriptive narrative functions together. So a little bit more of but function in there for what we're looking at. And finally, in our last text, text of the sequence, now it takes on bias, and so alternately, again, from a purely literary point of view, we, instead of focusing on descriptive function itself, we'll just move on to the, to the narrative function. So we're dealing with the narrative function as description in sequence in our us backward information and forward information, as imperfect, and preterite. Those moving them from a technical description to the narrative function sort of thing. So this will be a sequence that we envision and now let me show you. See if I can do it. Let me show you, oops. Am I? Oop, there we are. Sorry ConTextos. So this is, these are reading. Nope, that's not the reading. Can you see the reading? -No. No? All right, there we go. -Yes. Sorry, I cannot see any of you, so. So this will be where the student will land, when, when they come to the, to the website. From a link from Canvas, they will just land here, this will be the reading. It will have the title on the top, offer information and then a little paragraph or two to contextualize the reading itself. And then the text that they have to read, both for class expectation and for, for ConTextos. On the left hand side you see the three main icons that Iria's been talking about, structure, function, and, and grammar. And then what we normally do here is we ask them to read this and follow the instructions. In this case, you want them to click on the structure icon and then click on the top highlighted line. And what happens here is that through the magic of Ben, a flyover comes in and starts talking to them about our structure itself. So in this case we have an expository text. Then what we want to do here specifically, we want to prompt them to the typical structure of such texts. So the introduction, the definition, these are the issues that are ambiguous and simplification. And finally, the conclusion. In this part, in this particular sample we don't have any past associated here. But another text we may have some activities, as such as recognize a label, different parts on sections of the text or, or bridge their connectors or something like that. Ben, stop me whenever you want. If you want to add something at some point, just. Well, I, I will say that, somewhat like I was saying before, there's a lot of possible ways one could do this, and with foreign language texts, we've certainly done quite a few with, with, with gloss, glosses, right? Vocabulary pop-ups or, or small notes that might pop up. And this is, this is a much more sophisticated way of annotating or marking up the text with several different layers. And there's, I think there's several ways that it could be done. This flyout from the right-hand side was, was the one that we chose. But I, I think it would be worth thinking about other ways that we can kind of illustrate these texts with differing layers. So, you mean the structure, the column that it would go through and at the end, again, we send them, give them a navigational instruction. They go to Function and they repeat the process. They click, up, half a line, and then we get to the functional flyover. In this case, we're talking about personality and introducing several structures that they may already know, we present them with structure that they already know and we're introducing clauses and stuff they won't know. We try to distinguish between personality and impersonality, or how to express personality and how to express and impersonality. Then at the bottom here, you will see this little activity that they can do. You click. There you go. You click there, another flyover comes in and you can see the key answer for this particular activity. And you can just navigate back and forth and simply by clicking the X or clicking in Solutions. And then they move over to the next sentence, again, new post, and so on. And finally, we instruct them to go to Grammar, and here is where they find obviously the grammar portion that Iria's already shown a little bit, in which they can find the video. Hopefully you cannot, you can see it. With some instructions, also the transcription and then below the activities integrated in this case we have some, some fill, fill in the gap, but they could be also multiple choice and some other types of, of activities. And here we were a bit constrained, Ben, for what we could do, obviously, because there's so many things that we can only incorporate. And pretty much that is how they navigate. Now one thing that we were working on it, that we can give you a little update on this, is moving when this pop-in comes in, The end would be like the text on the left hand side moves as well, so that students don't always see the complete text and they can navigate up and down. Well, that's, that's perhaps a segue into one of the difficulties that I experienced in putting this together is that we have a summer to put it together. And the summer is extremely valuable because once you implement something like this in a class, as the, as the technical person, you, it's dangerous to make any changes while it's actually being used in class. So during this semester I had been developing new features and new characteristics of the site, but haven't been able to implement them because I'm, I'm nervous that students might be actually using the site and, and that something I do might disrupt one of the classes using it. So that's the nature of this summer process of developing projects. This semester is almost over -Yeah! so we'll be able to make some changes, but I think it's an interesting part of this kind of annual process of, of building projects. -Yeah And as Ben is saying, we did actually pilot, one unit -Yeah Do you want to show the, the PowerPoint? -with my students in, one of my was our students in 108 now. -Guinea pigs. So Ben, Ben was the bridge. Ben was the person that made possible the conceptualization of how to make a map become a learning unit where students navigate. And Gorka has shown you how you actually navigate, I mean, there are texts with more areas highlighted. So literally students just click down, click through, go aside; they're traveling through a text. So we did this sort of Google Form and really, really quickly because I know we've only got the one minute. It was a success. And, and the students have given us fantastic feedback also on, on how, what little changes we could make. But basically, they preferred it to their normal books. They thought grammar was presented in a clearer and more convenient and interactive way. They also thought it was pedagogic and I think this is fantastic feedback. I mean, I will read out just this, this paragraph because the student really saw what we were trying to do. So basically, while we frequently covered conjugation or grammar in class, a lot of times it is difficult to actually apply these concepts in writing. And basically they want, they can see how this platform helps them to apply, to understand and to basically use these for the writing in the future. I love that feedback too. It's cool. And this is another map. Sorry, I really like medieval maps, but basically it was, the students were saying, Please, we want to be able to navigate in a more free manner. We don't want them to do so, we want them to follow the process. We want them to go through the spiral of work that we have to designed in the background. Okay? So they can work independently, but the progress throughout is mapped and is scaffolded. So what we're trying to do is a guided navigation. And again, all of these was group work. I think without Ben's conceptualization of, of how the toolkit, looked, and what was possible at the time, we wouldn't have been able to really facilitate and enable and actually design these texts. So the feedback is great. Only 15 people replied, and, and used it, I know my 207 students have been using it, but they haven't completed the feedback. And even if there are some things that can be improved, and, and there is still a work in progress, I think, I think we reached what we wanted to reach, which, which was to design a platform, which was more than just a grammar book, and a platform where actually teachers may also be able to add on the materials in the future following the same tenets and the same process. The students will intuitively know how to navigate and how the process works. And they will learn much more than just language, grammar, or even genre. They will learn to use a text as pedagogic tool for their own practice in the future in the foreign language. So with that, I think I'm going to shut up because it's 22 past and I don't know if my colleagues want to add something or, or if the audience has any questions for us. Yeah, let's just leave it for, I mean, see if anybody has any questions, perhaps. I, I just... Oh no, no. You go ahead. -Oh, okay, yeah. You go ahead, Megumi. Really? Okay, thank you. I actually have, yeah, thank you for the presentation, by the way. It's really great. And I have two questions. One is, I actually saw the small comment box, box, in the flyover thing. And then how do you use that comment box or like, what kind of things are you expecting students to write in the comment box? And another question is, what do you actually do in the class? You are more dedicated class time for discussion for students, or I, I don't know, I just wanted to ask. Thank you. Thank you. Gorka, all yours. -I think so. Sorry only me because I'm the one teaching 108, that is the course attached to this. So as for the comments, we, we started with the idea of an annotated text in which students could actually pin down a comment to a particular place in the text and they would say, okay, this is horrible to understand, what's going on here, and that be something that we could do in class. Now, technically that is basically impossible or very hard. So I think we settled for a more general comments box in which students can still exchange information amongst themselves and also with us. So in practicality what that meant, this, this time when we tried it, was one student gave us a feedback of the actual website with things we could, we could do better. Another student actually asked, like wait, this is, this is too hard, can't we review this in class. So, sort of, sort of worked because we identified a part of the, of the texts that wasn't working for them, one of them because of technicalities and the other one because of the actual content wasn't as clear as that person would have wanted it. Now as for how do we use this platform? This is basically just for them to work outside of the class. We will work with the text in class. In class we devote more time to discussion. We may have another activity is to, to, to practice, also function or to practice grammar or simply possesses simply to discuss but non-related with what they do with context. And so this is in that sense, it works sort of like operand in the flip sort of model. Or as I said, this due to eliminate, not to get rid of those textbooks that they take home and then they feel in and then we check afterwards. So that's that's the idea. Thank you. I just wanted to quickly just say that I'm very impressed with all the progress that you have made and how amazing the, the website looks. Now, I, I saw this project at the very beginning when I was just a concept, just ideas. And we were in a room, the four of us just throwing ideas and writing them on the board. And to me it's just amazing to see it materialized into, into, into his website. So, so I really want to congratulate you on that. I think you've done an amazing job. It looks great. And then I just can. One way to see what, what is going to happen with the next part of the project, with the next steps in. And I just want to see how it's going to be integrated with, with the rest of the courses. And in saying that, I just wanted to ask Orca very quickly. I think you you mention the feedback, the students feedback in terms of how much they like the website and how much they think that they're learning grammar in a better way or they're learning structures in a better way. I don't know if you mentioned these Corker, if you did topologies. But how, what is your impression as as an instructor in terms of the way you were teaching the grandma before with the manual with or you are teaching that semester because you are actually doing the two right? You're doing. You're doing one group with the, with the website and one group with the, with the book. And so now that you're in this kind of dual world of teaching the grammar with the manual, with the, with the book, and teaching, teaching the grammar with the context, those website. What are some other things that you've learned along the way, right? And what are some of the things that you see that are working very, very well with the website and thinks that I think you might need to maybe polish on it on for the next step. I'm going to have to cop out a little bit here. But because we haven't, we haven't quite done that to orbit. We have just integrated one particular unit just because most of you don't know this, but we just redid 108 a year before we did this project. So now, in the next couple of months, if I can stop watching CNN, what I'm trying to going to, going to try to do is merge for cookies last summer with, with what we're doing now in contexts. So I don't have quite an answer for that, but I do have a little answer to that. And there is one thing that surprised me a lot and idea can, can also. It is because it comes from the feedback that we received both in those forests. But then since they're my students, I actually forced them to talk to me about context doesn't classroom. They've, so what they mentioned the most and who was very surprised about this? I was fairly so that's not bad, but further surprises that they were actually may have the quote there somebody, they were very fearful of the non grammar instruction. So that the function, the style, how to actually compose a proper sentence that has a goal. Not well grammar to use to build that centers, but how to build the whole sentence on the whole paragraph perhaps, was to think that can over and over and over. So great. There was like yes, yes people. Yes. I don't know if anybody has given you any money for this, but it has great, good investment. So that was that was very, very surprising. Yeah. It it cannot. Can I add, I mean, when I went through the feedback and I hadn't used contextualised. So I was looking through the feedback and, and I didn't know what has gone codon has got just force them to read through our paper that they knew what the aims way. But if I may, just one of the students and we didn't have time to, to clickthrough set. I really appreciate the opportunity to learn about an interesting topic, to see the grammar in context. Three, practice the new grammar in a meaningful way and for learn more about the writing structures. Now what that says to me is that context AS gives them a means to develop a sense of, of what to do with those exercises and those texts that we force them to read. Sometime we give them a text, us an excuse. And again, it's that idea of input and output. We gave them a text as input of language, but also they need to understand what the text says. And it's interesting how they just focus on understanding what the text says. But they don't really think of how language being used in order to generate this text or to, or to work effectively. And they have never thought about how to write in Spanish in the target language, in different genres until we asked them to do so for an assessment. And if you think about it, we're actually assessing students on the writing skills. And yet we have not given them writing skills in the target language. We've given them grammar. But but then we're assessing whether they're writing a well-written I don't know. Upholds idiomatic. Yeah. So so we assume that they are using their preexisting skills in their own mother tongue, applying them in the target language effectively. And I come from a background where we teach science students. I can tell you they don't know how to write. I mean the poor souls. But, but even here at Princeton where we have the students who actually go to a writing seminar there still not realizing how by reading a text, they can actually extract a lot of skills that they can apply to then write in the target language any type of text. And the fact that they so that in the feedback was I, wow, that is high level. I mean, apart from the student who said that he preferred to write on PDFs, fight. Catalina, if you remember, because you put one right last semester, we dedicated one class to teach them how to teach them how to write a and I'll add is to, is to highlight some of the characteristics of an OPAT. And that was a dry trial class, like you come home and this is how you write an op-ed. No more. Now we have an op-ed that they can actually go through. And then as they read, they have everything on the right hand side. They click in different areas, they have that information there and then they can work with the text straightaway. So I think that type of approach is what is, what is going to be more beneficial for one writes in I cannot even, I cannot even imagine what's going to do for students into 07, for example, that have done much more too. Whether a goal to work, we've known for me for 27 because that's the experience I have. I mean, I haven't use context stuff. I can see how the mapping we're providing them. It's a critical analysis mapping. It's a full analysis of a text. And we're hoping that when we ask them to analyze that text and to say something about a text, they will remember what they were doing in context AS what they being forced to notice and to look at. And then replicate that way of looking at a text in future texts and readings. And I'll just say one last thing. From a technical standpoint. I'm, I'm really enamored with the idea of. How do we look at a text in terms of a map, that Google map, and how should we layer information on top of a map or on top of a reading? Hypertext does this sort of thing. It's easy to imagine just putting links into it, into a reading that goats to a webpage and gives you more information. But we've all surf the web and we know it. You click that link, you go somewhere, you click a link. There you go somewhere else. And pretty soon you're no longer reading that text. So I'm very interested in this idea of layering of information in a way that somewhat similar to Google Maps. I've sent you the link. You can click through. And I was going to say leave comments. I still didn't know what the comments go. I'm sure got to find them. But feel free to email us. You've gotta context if you want any of the bibliography. I mean, there isn't anything. This is not blowing my own trumpet, but there isn't anything that does what we do, the style books that I even style books for learning how to write in Spanish. But this is something more, this is something that has content that has narrow teeth, that has all kinds of levels to eat. And it was a challenge to find the bibliography. I can send it to you if you want it. And I think we've learned a lot. I've learnt a lot because I, I think I didn't know really how to write myself in a way, but how to explain how to write to a student in a target language to try in AND gate it, to put it at the level and to not just write a writing manual because we didn't want to writing manual. Did we sell the writing element? This is the background of it is the pedagogical backgrounds. The grammatical element appears beautifully and naturally for them. They love the videos. That was gorgeous idea. I mean, it's highly visual. It's interactive, so I don't quite happy with it, but it's still made small way. Say we'll keep it ended that closest to point out, if you want to actually access the Web thing band has to manually at you. So you can write to me write to Ben set. Correct. And then we're going to just keep granted permission, or should I just write to me ben, J, B and J at Princeton.edu. Well, thank you so much. This was exhilarating and pretty overwhelming. I mean, just to think of the sheer amount of work that went into this and clearly something that students really appreciate. So no, thank you both so much for the work, for the presentation, and we wish you all the best. I want to wish everybody here all the best as we, as we look at these final few weeks and do our best to help our students get through them and get to talking about this semester of the election. When you saw that Joe might you choose which he wanted to say? Yeah, the the final few weeks of the election that we have in front of it. Right? I wish you all the best. It's wonderful to see your faces. And I look forward to the day when we can all be in the same room again. So take care. Everyone. Okay. Thank you, guy. I know I enjoyed doing it and I was there anything you wanted to talk about just now you're with us. Ok. Now I guess, yeah, send me quoting. I've got a number of interesting forcing friends and boy am I being asked very interesting for people? And I think that you did a great job of explaining the genesis of it, the thinking and the evolution, and then the final product. I look forward to clicking through it myself. But I guess it's daunting to think about just imagining how would you do this for say, German 107. And it's, you know, it's tricky. And as you also know, these, these decisions are not clear cut. What is an argument which is the description? I mean, y is a function. A function. What does the function body? You need a layer, even as arbitrary as some of these designations can be. It's still gives our students the sense of OK, I can look through this lens at the text and see this, and see how the grammar contributes to doing what this text is trying. I think that's it. I think it's a great way of reviewing grandma. I know of so many students. We don't do it quite this way in German, but no German grammar gets very, very finicky, very, very precise when it comes to certain things that are hard for students to remember. They've seen it all at 1, but that does not at all mean that they've mastered it or internalize that. And it's certainly not functional if they want to use it in spontaneous speech or spontaneous riding. So the question is, how do you present at that next time around when you're recycling the grammar? What's a good way to do it where they really notice it? And it seems to me like what you've done is it is a great solution to that problem because they're seeing the same grammar. They're looking at it from a very different vantage points and for a different reason. And I think it just makes it, they just will sit up and notice it in a way that they might not have if you said all right, we're going to go through the subjunctive again. Yep. And their eyes glaze over. But yet the finished product, I'm very glad I'm struggling to finish product. Or they see how this, how this plays out in a text. Here's why the subjunctive does what it does and attacks. If you did it, did it a different way. How would that change the text? That they see the functionality of the syntax and n of n of word choice, vocabulary choices to, yeah, so now I think you really, really, really enjoyed it. You guys did it. Arduino. Thank you. Thank you very much. Bandwidth audio. It would have been yeah. And because you went you but brave enough to keep the grants to people for the same projects. Top rank, well, David Thomas, crazy because just think about it to people for the first time. Working in two different states. O, over an online platform with a third person that he's been on the other side as well. And then meeting with you virtually counties works. I mean, I know how this came to be just the lexical powers is excellent. But how this came together, it's pretty much the incredible that he didn't go so well. Really? Yeah. I think you you GRC as you were talking about it, you mentioned a phrase which I think we should put on t-shirts for everybody. The magic of been through logical plan. I really like that phrase, right? When I go to take off unless there's something else that we should talk about that and that's a thing you wanted to mention or okay. I will I will I will leave. Take care guys. Ciao. Bye everyone.