18 Reflection: How well do you understand how to evaluate GenAI prompts and their output? What training and tools could help you and your colleagues? ☐ I know where to find information about creating prompts or using a prompt-generating app for teaching purposes. ☐ I critically adapt prompts created by someone else or an app to better fit my context. ☐ I create effective prompts by providing the role for GenAI, context (type of learner/setting), topic, format, and learner proficiency level or use a prompt-generating app to do so. Standard 4 is about digital literacy and digital citizenship for yourself and your learners. Be aware of and model the use of technology in safe, legal, ethical, and equitable ways. See Vignettes 3: Culturally Relevant Computer-Assisted Language Learning 4: The “Think Aloud” Method: Technology-assisted Language Skills Enhancement 7: Learning Technology for Low Literacy Learners PI 4.1. Guide learners to make positive and socially responsible contributions online. In a blended, hybrid, or fully online class, learners are often expected to attend a synchronous session, engage in pair or group work, ask questions, or present to their peers. This may be a frustrating experience if your learners do not participate as planned. You may be compensating by doing the speaking most of the time. To create a welcoming class, acknowledge early on that the dynamics in a Big Blue Button or Zoom session are different than in-person sessions. This can help address learner anxiety and inhibitions. For example, you could dedicate the first session to an orientation about how and why the dynamics in an online class are different. Encourage your learners to ask questions. Introduce guidelines around active participation, group or pair work, turn taking, and agreeing or disagreeing with peers respectfully in synchronous and asynchronous sessions. Incorporate in your daily plans multiple and varied opportunities for learners to ask questions and provide feedback. Reflection: Think of strategies and practices that you incorporate in your online sessions. What works and what doesn’t work? What would you do differently next time? ☐ I help learners understand how to be respectful and collaborative in synchronous or asynchronous online sessions. ☐ I encourage my learners – especially those who are quiet – to actively participate online. ☐ I revisit recurring issues that my learners experience to ensure that an online interaction feels as comfortable as an in-person one. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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