What Digital Content Appears to Engage Language Students the Most?

3:30 pm CST, Monday, February 28, 2022

Register HERE


Emergency and Remote teaching accelerated the shift to distance and asynchronous learning options. This sudden shift required faculty and students to quickly adopt and adapt engagement strategies with digital content. Faculty shifted content delivery to digital formats, which has resulted in larger amounts of content being solely available digitally. But, what forms of digital content have increased student engagement? What digital content has been more accessible? How has digital content influenced effective learning experiences for students or greater engagement?

This session will follow a swap shop format (i.e., bring one, take one). Participants are invited to share samples of digital content (or processes for creating digital content) that have positively contributed to great student engagement. Participants will discuss benefits and challenges of creating digital content and effective strategies for promoting student engagement with the content.

Facilitators: Adolfo Carrillo Cabello, University of Minnesota, Caitlin Cornell, Michigan State University, and Jana Martin, University of Wisconsin-Madison

Delivery format: Zoom meeting

Contact: Jana Martin, Associate Director, Language Institute. Email Jana for access to a recording of the session.

We strive to host inclusive, accessible events that enable all individuals to engage fully. Automated live-captions are available for every session. To request accommodations or discuss access needs please contact Adolfo Carrillo Cabello from the University of Minnesota, at least a week in advance prior to the event. Requests made after that point cannot be guaranteed.

Sponsors: University of Iowa, College of Liberal Arts and Sciences Language Media Center; University of Michigan, College of Literature, Science, and the Arts (LSA) Language Resource Center; University of Minnesota, College of Liberal Arts (CLA) Language Center; Michigan State University, Center for Language Teaching Advancement; University of Wisconsin-Madison, Language Institute