In the rich tapestry of Native American and Afro-Caribbean folklore, the trickster figures of Iktomi (Mclaughlin, 1916) and Anansi (Anglin Edwards, 2018) stand out as embodiments of cunning, wit, and the unpredictable nature of life. These characters, deeply rooted in their respective cultures, not only entertain but also impart moral lessons that have resonated through many a generation. Notwithstanding their mischievous natures, both Iktomi, the Sioux spider trickster, and Anansi, the revered spider of Afro-Costa Rican Limón province, play roles that go beyond mere troublemaking. Through their tales, we gain insight into the cultural values and social norms upheld by the Sioux people and the Afro-Costa Rican communities.

Iktomi, hailing from the Sioux traditions, is often portrayed as a figure who straddles the line between good and evil. He is known for his deceptive tricks, which frequently result in danger creeping from behind for those who cross his path. In some stories, Iktomi’s tricks gobble up the peace and order of the wigwams, leading to chaos and despair. His actions are usually driven by pride and vanity, and Sioux elders use his tales to admonish against such traits. However, there are instances where Iktomi’s mischief inadvertently leads to positive outcomes, teaching valuable lessons and, at times, even helping others.

Anansi, on the other hand, is celebrated among the Afro-Caribbean population of Limón, where he is revered as a cultural hero. Unlike Iktomi, Anansi’s tricks are often seen as clever and resourceful, rather than malevolent. His tales are filled with fine candor as he uses his intelligence to overcome challenges and instill hope in those facing adversity. Anansi’s stories, often recounted by the elderly members of the community, reflect the community's resilience and ability to find humor and wisdom even in the most trying times. Through these stories, Anansi helps preserve the cultural identity of the Afro-Caribbean people, reminding them of their roots and the importance of cleverness and adaptability.

In their exultation, the people of Limón gather to hear Anansi’s tales, finding both entertainment and moral guidance. Similarly, Sioux communities have long used Iktomi’s stories as a means of teaching younger generations about the consequences of deceit and the value of humility. By all the unwritten laws of treachery, both tricksters would be seen as villains, yet their roles in their respective cultures are far more complex. They are not merely agents of chaos but rather teachers, mediators, and preservers of cultural heritage.

There are, however, key differences between the two characters. While Iktomi is often viewed with suspicion and responds with outrage when his tricks are exposed, Anansi is celebrated for his cleverness and ability to turn even the direst situations to his advantage. Iktomi’s tales frequently end with him being punished for his actions, a reflection of the Sioux belief in the importance of humility and respect for others. In contrast, Anansi’s stories often end with him victorious, a testament to the Afro-Caribbean value of resourcefulness.

The duality of these characters is what makes them so enduring. Iktomi, with his callous comments and prideful demeanor, serves as a cautionary figure, warning against the dangers of arrogance. Yet, his stories also uphold the fact that even the most flawed individuals can inadvertently contribute to the greater good. Anansi, meanwhile, represents the power of wit and intelligence in the face of adversity, a message that resonates deeply with the people of Limón, who have historically faced significant challenges.

As the people of Limón gather in the evening to hear Anansi’s tales, gather in affright at Iktomi’s latest scheme, or beseeching nautely for his trick to work, they are participating in a cultural tradition that has hitherto been concealed from outsiders. These stories, passed down through generations, are more than just entertainment; they are a way of preserving and transmitting cultural values, teaching lessons that are as relevant today as they were centuries ago.

In conclusion, Iktomi and Anansi are more than just tricksters. They are complex characters whose stories reflect the values and beliefs of the cultures from which they originate. Whether causing trouble in the wigwam or using wit to survive leaner times, these figures continue to captivate and instruct, reminding us of the power of storytelling in shaping and preserving cultural identity.

Reflective Journaling 1: Similarities and Differences (Acuña-Solano, 2024)

Both Iktomi, the Sioux spider character, and Anansi, the spider figure among the Negro population in Limón, Costa Rica, are trickster figures deeply rooted in their respective cultures. Here are some key similarities and differences:

Similarities:

1.    Trickster Archetype: Both Iktomi and Anansi embody the trickster archetype, using their cunning and wit to outsmart others. They often play tricks or deceive other characters, sometimes for their gain and sometimes to teach lessons.

2.    Cultural Significance: Each character holds a significant place in their respective cultures, serving as a vehicle for moral lessons, cultural values, and storytelling traditions.

3.    Shape-shifting and Transformation: Both characters are known for their ability to transform or manipulate their appearance, which is a common trait among trickster figures.

4.    Storytelling Tradition: Stories of both Iktomi and Anansi are passed down orally through generations, serving as important cultural narratives that preserve the history, beliefs, and social norms of their communities.

Differences:

1.    Cultural Origin: Iktomi originates from the Sioux people of North America, while Anansi comes from West African folklore and was brought to the Caribbean, including Limón, by enslaved Africans.

2.    Moral Ambiguity: While both characters are tricksters, Iktomi is often portrayed with more malevolent intentions, sometimes causing harm or chaos for selfish reasons. Anansi, on the other hand, is more often seen as a folk hero who, despite his trickery, frequently helps others or provides valuable lessons.

3.    Nature of Deception: Iktomi’s stories tend to focus on his failures or the consequences of his tricks backfiring, emphasizing the folly of deceit and pride. Anansi’s tales, in contrast, often celebrate his cleverness and ability to use his wits to overcome obstacles, highlighting intelligence and resourcefulness.

4.    Cultural Integration: Anansi’s stories have been widely integrated into the folklore of the African diaspora, including in the Caribbean, where they have merged with local traditions and taken on new forms. Iktomi's tales are more specific to the Sioux culture and haven't spread as widely outside of their original context.

These comparisons reveal how both characters serve similar narrative purposes within their cultures yet reflect different cultural values and storytelling traditions.

Reflective Journaling 2: Anglin’s Views (Reflective Literary Journaling 2: Anglin’s Views of Anansi, 2024)

Joyce Anglin, a prominent Costa Rican Black storyteller from Limón, portrays Anansi as a clever and resourceful trickster deeply rooted in the Afro-Caribbean oral tradition. Her rendition of Anansi focuses on the character's wit and intelligence, often highlighting how Anansi uses his cunning to navigate challenges and outsmart stronger or more powerful adversaries.

Key Aspects of Joyce Anglin's Portrayal of Anansi:

1.    Cultural Hero: Anglin depicts Anansi as a cultural hero who, despite his small size and lack of physical strength, triumphs through his cleverness. This portrayal resonates with the experiences of marginalized communities, where intelligence and adaptability are valued for survival and success.

2.    Moral Lessons: Through her storytelling, Anglin uses Anansi's tales to impart moral lessons, often related to resilience, resourcefulness, and the importance of using one’s intellect to overcome difficulties. Anansi's tricks are not just for amusement but serve as metaphors for navigating life’s complexities.

3.    Community and Identity: Anglin’s storytelling underscores Anansi’s role in fostering a sense of community and cultural identity among the Black population in Limón. Her stories help preserve the rich heritage of Afro-Caribbean culture in Costa Rica, keeping alive the traditions brought over by African ancestors.

4.    Humor and Entertainment: Joyce Anglin brings a strong sense of humor to her portrayal of Anansi, making the stories entertaining and engaging for audiences of all ages. The humor in Anansi’s escapades also serves to disarm and endear the character to listeners, making his lessons more memorable.

5.    Empowerment: Through Anansi, Anglin conveys themes of empowerment, particularly for the disenfranchised. Anansi’s ability to outwit more powerful foes serves as an inspiration, symbolizing that even those with limited means can achieve great things through cleverness and determination.

Joyce Anglin’s portrayal of Anansi reflects a blend of traditional African storytelling with the unique cultural context of Limón, creating a vibrant and dynamic representation of the trickster figure that resonates deeply with her community.

Reflective Journaling 3: Iktomi in Sioux Legends (Acuña-Solano, Reflective Literary Journaling 3: Iktomi in Sioux Legends, 2024)

Iktomi, the spider trickster in Sioux legends, is a complex figure who embodies both positive and negative traits. While he is often portrayed as a mischievous and sometimes malevolent character, he is not entirely "bad" in all stories. Iktomi's role varies across different legends, and his actions can serve multiple purposes, including teaching lessons, entertaining, or even helping others.

Negative Traits:

1.    Deception and Mischief: In many Sioux legends, Iktomi is a deceiver who uses his cunning to trick others, often leading them into trouble or causing chaos. His actions are frequently driven by selfish motives, such as greed, vanity, or the desire to prove his cleverness.

2.    Pride and Folly: Iktomi's arrogance often leads to his downfall, as his tricks backfire on him. These stories serve as cautionary tales, warning against the dangers of pride and the consequences of deceitful behavior.

Positive or Neutral Traits:

1.    Teacher of Lessons: While Iktomi's tricks can be harmful, they often carry moral lessons for both the characters in the stories and the listeners. Through his failures and mistakes, Iktomi teaches the importance of humility, honesty, and respect for others.

2.    Cultural Mediator: In some stories, Iktomi plays a role in bridging the natural and supernatural worlds. He might interact with spirits or animals, offering insights or revealing truths that benefit others. His actions, though trickster-like, can sometimes lead to positive outcomes.

3.    Helper or Ally: In a few legends, Iktomi can be seen helping others, though often in indirect or unintended ways. For example, his actions might accidentally lead to the resolution of a problem or the teaching of a valuable lesson.

4.    Preserver of Cultural Narratives: Iktomi's stories are an important part of Sioux oral tradition, preserving cultural values, social norms, and historical memory. Through his tales, Sioux elders impart wisdom and entertain others, ensuring that these lessons are passed down through generations.

Iktomi is not a one-dimensional character; his role in Sioux legends is multifaceted. While he is often a trickster who causes trouble, he is also a teacher, a cautionary figure, and at times, even a helper. His complexity reflects the nuanced nature of morality in Sioux culture, where characters like Iktomi serve to illustrate the intricacies of human behavior and the consequences of one's actions.

References

Acuña-Solano, J. (2024, September 11). Reflective Literary Journaling 1: Similarities and Differences Between Inktomi and Anansi. Reflective Journaling 2024. San José, Costa Rica.

Acuña-Solano, J. (2024, October 6). Reflective Literary Journaling 3: Iktomi in Sioux Legends. Reflective Journaling 2024. San José, Costa Rica.

Anglin Edwards, J. (2018). Anancy en Limón, Cuentos Afro-Costarricenses. San José: Editorial de la Universidad de Costa Rica.

Mclaughlin, M. L. (1916). Myths and Legends of the Sioux. Bismark, North Dakota, USA: Bismark Tribune Co.

Reflective Literary Journaling 2: Anglin’s Views of Anansi. (2024, August 18). Reflective Journaling 2024. San José, Costa Rica.

 

Iktomi & Anansi by Jonathan Acuña

Reading Comprehension Exercise:

Instructions: Read the essay carefully, then answer each question by choosing the best option (A, B, C, or D). Circle the correct answer for each question. When you finish, check your answers against the answer key provided at the end.

[1] - What is the primary role of both Iktomi and Anansi in their respective cultures?

A) To bring chaos and misfortune to their people.

B) To provide moral lessons through their stories.

C) To assist leaders in governing their communities.

D) To compete with each other in tales of bravery.

[2] - Which characteristic is more associated with Iktomi than with Anansi?

A) Kindness and generosity.

B) Cleverness and resourcefulness.

C) Mischief that often leads to harm or chaos.

D) Wisdom and honesty.

[3] - How do Anansi’s tales generally end, according to the essay?

A) With Anansi being punished for his actions.

B) With Anansi teaching others to avoid deceit.

C) With Anansi achieving success through his intelligence.

D) With Anansi losing his status as a hero.

[4] - What common trait do both Iktomi and Anansi share?

A) They both transform or manipulate appearances.

B) They are solely motivated by selfish desires.

C) They both originate from Afro-Caribbean culture.

D) They always act as positive influences.

[5] - In what way is Anansi seen as a cultural hero among the Afro-Caribbean population?

A) By causing fear through his tricks.

B) By using wit and intelligence to navigate adversity.

C) By strictly adhering to traditional beliefs.

D) By avoiding trouble and staying silent.

[6] - Why do the Sioux elders share tales of Iktomi?

A) To show the rewards of deceitful behavior.

B) To teach humility and the consequences of pride.

C) To scare children into obedience.

D) To entertain without any deeper purpose.

[7] - How does Joyce Anglin’s portrayal of Anansi affect the community in Limón?

A) It discourages them from engaging in storytelling.

B) It emphasizes the power of wealth over wit.

C) It fosters a sense of cultural pride and resilience.

D) It promotes strict adherence to Sioux legends.

[8] - What is a significant difference between Iktomi’s and Anansi’s tales?

A) Anansi’s tales often portray him as a foolish character.

B) Iktomi’s tales generally lack any moral lesson.

C) Anansi’s tales often celebrate his triumph through wit.

D) Iktomi is only known in the Afro-Caribbean culture.

[9] - What is the ultimate message conveyed through Iktomi and Anansi stories, as suggested by the essay?

A) Stories serve solely as entertainment without any lasting impact.

B) Trickster tales encourage communities to disregard their values.

C) Storytelling shapes and preserves cultural identity and values.

D) Trickster figures are always depicted as villains by their people.

 

Suggestions for Further Exploration:

1.    Explore other Sioux legends featuring Iktomi to understand his multifaceted role.

2.    Investigate the origins of Anansi in West African folklore and its adaptation in the Caribbean.

3.    Compare Iktomi and Anansi to other trickster figures in world mythology.

4.    Examine the role of oral tradition in preserving Iktomi and Anansi stories in modern times.

5.    Analyze the moral lessons imparted by Iktomi and Anansi in the context of contemporary values.

6.    Study the impact of colonialism on the transmission and adaptation of Anansi’s stories in the Caribbean.

Reading comprehension exercise Answer Key:

1.    B - To provide moral lessons through their stories.

2.    C - Mischief that often leads to harm or chaos.

3.    C - With Anansi achieving success through his intelligence.

4.    A - They both transform or manipulate appearances.

5.    B - By using wit and intelligence to navigate adversity.

6.    B - To teach humility and the consequences of pride.

7.    C - It fosters a sense of cultural pride and resilience.

8.    C - Anansi’s tales often celebrate his triumph through wit.

9.    C - Storytelling shapes and preserves cultural identity and values.

 

Resumen

Este ensayo explora las características esenciales de las aulas virtuales que mejoran las experiencias de aprendizaje en línea. A medida que la educación digital evoluciona, los educadores deben utilizar diversas herramientas para fomentar la participación de los estudiantes, la colaboración y la comunicación efectiva. El documento examina características clave de conferencias, como el uso de video, la compartición de pantalla, las salas de trabajo en grupo y las pizarras interactivas, destacando sus beneficios y aplicaciones para promover un entorno de aprendizaje interactivo. Al aprovechar estas herramientas digitales, los educadores pueden crear aulas virtuales dinámicas que apoyen diversas necesidades de aprendizaje y fomenten la participación activa entre los estudiantes.

Resumo

Este ensaio explora as características essenciais das salas de aula virtuais que melhoram as experiências de aprendizagem online. À medida que a educação digital evolui, os educadores devem utilizar diversas ferramentas para promover o envolvimento dos alunos, a colaboração e a comunicação eficaz. O documento examina características-chave de conferências, como o uso de vídeo, o compartilhamento de tela, salas de trabalho em grupo e quadros interativos, destacando seus benefícios e aplicações na promoção de um ambiente de aprendizagem interativo. Ao aproveitar essas ferramentas digitais, os educadores podem criar salas de aula virtuais dinâmicas que apoiem diversas necessidades de aprendizagem e incentivem a participação ativa dos alunos.

Introduction

As the landscape of education undergoes a profound transformation, the integration of digital tools and features has become paramount in shaping effective and engaging online learning experiences. The transition from traditional classrooms to dynamic digital platforms necessitates that educators evolve their teaching strategies to maximize student participation and optimize learning outcomes. This document delves into the essential conferencing features available in various online learning environments, illuminating their benefits and practical applications. By fostering an interactive and productive virtual classroom atmosphere, these tools not only facilitate knowledge acquisition but also nurture a sense of community and collaboration among students.

Conferencing Feature	What to use it for:
Video usage	·       Capturing Engagement: Encourage learners to turn on their cameras during video streaming to foster engagement, maintain focus, and make lessons more interactive, dynamic, and social. ·       Fostering Classroom Culture: Having cameras on helps build a sense of community and shared experience in virtual classrooms, strengthening group identity. ·       Clarifying Complex Concepts: Use video clips to demonstrate and explain difficult grammar points or concepts. These visual reinforcements aid comprehension and should be easily shareable via the institution’s platforms, such as Moodle, Canvas, BrightSpace, Google Classroom, Blackboard, etc. ·       Visual Examples: Videos are powerful tools for illustrating abstract ideas, transforming theory into tangible learning experiences for students.
Background choices	●      Enhancing Lesson Themes: Select backgrounds that match the lesson’s theme, such as a virtual landscape for a lesson about travel or geography, but only while teaching that part of a thematic unit. However, the use of institutional backgrounds is a must to look professional. ●      Minimizing Distractions: Choose backgrounds that reduce visual distractions, particularly when students are working from environments with potential interruptions. And help them choose virtual backgrounds while being connected to class from places where there is much movement. ●      Following Institutional Guidelines: Adhere to any school or institution-mandated backgrounds to maintain professionalism and consistency during virtual classes.
Audio sharing	●      Listening for Gist: Use audio for tasks where students extract the general idea or main points from a listening exercise, exactly as you probably did when teaching a F2F class. ●      Listening for Detail: Incorporate audio for activities that require students to listen closely to specific information, fostering detailed comprehension. But teach them how they can also share sound during a virtual session. ●      Setting Context: Play or provide audio clips that provide background context before launching into discussions or assignments, helping students connect with the topic. If audio cannot be played, Plan B is to have links to audio clips ready to be shared with learners.
List of participants	●      Attendance Tracking: Easily view and record student attendance in real-time, ensuring accurate documentation, especially if this has to be transferred to a different platform used by the institution you work for. ●      Balanced Participation: Use the participant list to nominate students for participation, ensuring everyone has a chance to contribute equally. ●      Manage Microphone Etiquette: Monitor and mute students' microphones when background noise becomes disruptive, maintaining a focused learning environment. ●      Assign Roles: Designate roles like "greeter" or "moderator" from the participant list to help manage class flow and responsibilities while on task in breakout rooms.
Screen sharing	●      Live Demonstrations: Share your screen to demonstrate software, websites, or processes in real-time, helping students follow step-by-step instructions. Don’t simply share classroom presentations or pages from a digital book. ●      Presentations: Use screen sharing to present slides, videos, or other multimedia content during lessons, enhancing the learning experience. But also allow students to interact with multimedia. ●      Collaborative Problem-Solving: Teach and then allow students to share their screens when working on group projects or presenting their solutions to the class. ●      Instant Feedback on Tasks: Teachers can guide students through specific tasks or assignments by viewing their work directly via screen sharing and providing real-time corrections.
Interactive whiteboard	●      Real-time Collaboration: Use the whiteboard to encourage students to collaborate on tasks, brainstorm ideas, or solve problems together in real time. ●      Visualizing Concepts: Teachers and students can draw, write, or diagram concepts, making abstract ideas more concrete and easier to understand. ●      Interactive Feedback: Provide immediate feedback by marking student work directly on the whiteboard during class activities or presentations. ●      Engagement and Creativity: Allow students to visually express their thoughts and creative solutions through drawing and annotations on the board.
Breakout rooms	●      Small Group Discussions: Divide the class into smaller groups for focused discussions, helping students engage more deeply with the content. These rooms allow us instructors to meet 70% of student talk time and 30% of teacher talk time. ●      Role-Play Activities: Use breakout rooms for students to practice role-playing scenarios such as sketchpads: impromptu conversations, class presentations, or work-related simulations in a controlled setting. ●      Peer Feedback Sessions: Assign students to small groups where they can provide constructive feedback on each other’s work, encouraging collaborative learning. But as mentioned before, assign roles to students in breakout rooms. ●      Individualized Support: Teachers can rotate between breakout rooms to offer personalized guidance and answer specific questions students might have. If 12 minutes are assigned for a breakout room task, and there are 4 groups, do spend some 3 minutes per group paying attention and jotting down notes related to areas that need to be improved and specific feedback.
Annotate tool	●      Highlight Key Concepts: Use annotations to underline, highlight, or circle important ideas within documents or presentations, making it easier for students to follow along. Don’t forget the “Noticing Hypothesis” that stresses the fact that students must be helped to be focused on important information. ●      Interactive Student Engagement: Allow students to make their own annotations, encouraging active participation and peer-to-peer corrections. For this purpose, make sure you allow students to use annotations when setting the synchronous session. ●      Diagramming and Visualization: Teachers and students can use the tool to create quick diagrams or sketches to represent ideas or processes. Use this tool with whiteboards that can be then downloaded and shared with the class. ●      Clarifying Content: Annotations can be used during lessons to immediately clarify confusing concepts or instructions, providing visual support. It can also be used to help students notice the connections between new concepts being studied.
Content lock / permissions	●      Controlling Focus: Temporarily lock student access to other features while presenting important information to ensure focus. We don’t want students to scribble on your presentation while you are explaining. ●      Assigning Roles: Limit certain features to participants (like screen sharing) to avoid disruptions while allowing interactive parts when necessary.
Chatbox	●      Quick Questions and Answers: Facilitate instant communication where students can ask questions or provide answers without disrupting the lesson's flow. ●      Silent Participation: For students who may be shy or prefer not to speak, the chatbox allows them to engage and contribute to class discussions. ●      Polls and Instant Feedback: Use the chatbox to conduct quick polls or gather feedback from students during lessons. ●      Group Work Support: During collaborative tasks in breakout rooms, the chatbox enables group members to communicate and stay organized, to share snips of information, and to send documents to group members.
Private messaging	●      Individual Feedback: Send personalized messages to students without disrupting the flow of the class, offering one-on-one guidance or feedback when necessary. ●      Peer Communication: Encourage students to collaborate through private messages during group activities or breakout sessions.
Reaction icons	●      Non-Verbal Feedback: Students can quickly express their understanding, agreement, or emotions through reaction icons like thumbs up, applause, or raised hands. ●      Checking Participation: Use icons to gauge whether students are actively following along or need further explanation without pausing the lesson. ●      Engagement Monitoring: Reaction icons allow students to engage with content non-verbally, encouraging interactive participation. ●      Polls and Voting: Teachers can conduct quick class polls or votes using reaction icons, helping make decisions or get input without interrupting the lesson.
Virtual hand raise	●      Structured Participation: Allow students to virtually "raise their hands" to signal when they want to speak or ask questions, keeping the class organized. ●      Facilitating Turn-Taking: Use this feature to ensure everyone has a chance to contribute without interruptions.
Recording	●      Lesson Replay: Record live lessons so students can rewatch sessions at their own pace, ensuring better comprehension and review opportunities. ●      Catch-up for Absentees: Provide students who missed a class with the recorded session so they can stay up to date with the course material. ●      Reflective Teaching Practice: Teachers can review recorded lessons to reflect on teaching methods or assess class participation. ●      Documenting Class Activities: Use recordings to document important activities or student presentations for future reference or institutional purposes.
Online storage (like the one offered by Microsoft Teams)	●      Centralized Resource Hub: Store lesson materials, multimedia content, and assignments in one place, ensuring easy access for both teachers and students. ●      Collaborative Document Sharing: Students can upload and share their work for feedback or peer review, facilitating a collaborative learning environment. ●      Class Organization: Keep class materials organized and accessible for students to refer to during the course, promoting independent learning. ●      Secure Backup: Use online storage to keep backup copies of essential documents, lesson plans, and resources to avoid data loss.
Meeting calendarization	●      Lesson Scheduling: Schedule regular classes or meetings in advance, providing students with a clear timetable for upcoming lessons. ●      Deadline Reminders: Display key assignment deadlines or important exam dates to help students stay organized and manage their time effectively. ●      Automated Alerts: Set reminders for upcoming lessons or meetings to ensure students are well-prepared and aware of scheduled events. ●      Booking Office Hours: Schedule virtual office hours if your institution offers them, so students can reserve one-on-one time for additional help or personal guidance .
Mobile compatibility	●      Flexible Learning Access: Allow students to join lessons and access course materials from their mobile devices, ensuring greater accessibility for those on the go. ●      Instant Communication: Facilitate real-time communication and interaction through mobile platforms, enabling students to stay connected with their class. ●      Real-Time Notifications: Ensure students receive updates, notifications, or reminders on their mobile devices to stay informed about class activities. ●      Multimedia Integration: Provide seamless access to videos, audio, and interactive materials that can be viewed or used on mobile devices without disruptions.
Document sharing	●      Immediate Access to Resources: Share lesson materials, articles, and resources with the class in real time for immediate use or reference during lessons. ●      Collaborative Editing: Enable students to work together on shared documents (coming from OneDrive, DropBox, or Google Drive) for group projects, allowing for real-time collaboration and feedback. ●      Assignment Submissions: Provide space for students to submit their assignments digitally, streamlining the grading and feedback process. ●      Real-Time Feedback: Annotate and give feedback on students' submissions directly within shared documents, providing timely and constructive input.
Polls and surveys	●      Quick Check for Understanding: Gauge students' comprehension with real-time polls during the lesson. ●      Gather Opinions: Use polls to collect student preferences or viewpoints on lesson topics. ●      Assessment Tool: Employ surveys to assess students’ progress or gather feedback on course content or teaching methods.
AI companion or similar	●      Real-time Summaries: The AI companion can generate live meeting summaries, helping students catch up on key points if they join late or miss parts of the lesson. ●      Question Answering: Students can ask the AI companion (in Zoom) questions during the lesson to clarify doubts or get more information without interrupting the flow of the class. Or later on they can do the same by going over the Read Assistant (in Microsoft Teams). ●      Instant Feedback: The AI can offer immediate feedback on student work, such as grammar or style corrections in writing tasks, enhancing the learning process. ●      Task Automation: Use the AI to automate repetitive tasks like attendance tracking, scheduling, and providing reminders about homework or upcoming assessments. ●      Customized Learning Pathways: Based on student performance or participation, the AI companion can suggest personalized resources or exercises to support individual learning needs. ●      Content Summarization for Review: After class, students can use AI to review the summarized content, reducing the need to rewatch entire lessons and helping them focus on critical learning points.
Accessibility features	●      Live Transcriptions: Enable real-time captions for students who are hard of hearing or who may benefit from reading along during the lesson. ●      Screen Reader Compatibility: Ensure that your platform is compatible with screen readers for visually impaired students. ●      Language Translation: Use automatic translation tools to provide live captioning or translation for students who are learning in their non-native language where applicable and when necessary. ●      Keyboard Navigation: Highlight the ability to navigate the platform using only a keyboard for students with mobility challenges.

Conclusion

Incorporating these pivotal conferencing features into online language education not only enriches the learning experience but also empowers educators and students alike to engage in meaningful dialogue within the virtual classroom. By leveraging tools such as video integration, audio broadcasting, screen sharing, and interactive functionalities, instructors can cultivate a vibrant and inclusive environment that promotes collaboration, creativity, and critical thinking. As technology continues to redefine educational practices, embracing these innovative features will be essential in achieving effective learning outcomes and addressing the diverse needs of today’s learners. Ultimately, this evolution in teaching methodologies heralds a new era of education, where flexibility and engagement pave the way for success in the digital age.

Useful manuals to consult:

Google Meet training and help

Microsoft Teams Quick Start guide for educators 

Zoom Rooms User Guide

Comprehensive Self-Assessment for Virtual Classroom Effectiveness