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Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
Making It Work Across Boundaries
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Making It Work Across Boundaries

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  • 1. [email_address] Collaborative Blended Learning Project on World Englishes II: Making It Work across Boundaries Hong Kong Association of Applied Linguistics (HAAL) 2nd HAAL Research Forum Monday June 11, 2007 Aiden dela Cruz-Yeh PhD Candidate, Birmingham University MSc in English Language Teaching Management, Surrey University She teaches at Wenzao Ursuline College of Languages in Taiwan. She is the Asst. List-serv Manager of TESOL’s NNEST caucus, a member of TESOL’s Electronic Village Online Coordinating Team, CALL-IS Steering Committee, and Technology Advisory Committee (TAC) for 2007-2008.
  • 2. Outline <ul><li>Pedagogical Framework </li></ul><ul><li>Description of World Englishes II International Project </li></ul><ul><li>Factors that make or break an effective blended learning environment </li></ul><ul><li>The results of the pre and post course knowledge surveys </li></ul><ul><li>Examples of student-produced digital photostories will be exhibited. </li></ul>
  • 3. What is Blended Learning? <ul><li>‘ a flexible mix of computer-assisted, online, and face-to-face learning’ (Kessler, 2004) </li></ul><ul><li>‘ approach to course design and instruction that meaningfully brings together the best of both face-to-face and online learning’ (Learning Commons, 2005) </li></ul>
  • 4. A Blend of Learning Theories See also http://dcyeh.com/baw205/ <ul><li>C reates an optimal learning environment </li></ul><ul><li>P romotes the idea that learning does not only take place in the classroom </li></ul><ul><li>P romotes learning mobility and autonomy while providing learner support </li></ul>Using Gagne’s Framework: Minimize complexity by providing a simpler set of tasks for learners to perform and by clearly telling/showing Ss what to do
  • 5. Modes and Media <ul><li>Learners communicate with others </li></ul><ul><li>Learners c ollaborate with others </li></ul>
  • 6. Blended Learning Contexts <ul><li>Traditional f2f class </li></ul><ul><li>60-70% online support </li></ul><ul><li>Technologically-equipped classroom </li></ul><ul><li>20 students were selected by the Department of English to participate in this project </li></ul><ul><li>Ss age: 18-20 years old </li></ul><ul><li>1 Credit (part of the 3-credit Listening and Speaking Course ) </li></ul>
  • 7. Nature of the World Englishes Project <ul><li>World Englishes and Miscommunications II is one of the courses offered by Waseda University’s (WU) On-demand Internet Course or OIC), which is sponsored by WU’s Digital Campus Consortium (DCC). </li></ul>
  • 8. Nature of the World Englishes Project <ul><li>on-demand lectures </li></ul><ul><li>live sessions which are conducted using videoconferencing system during the course period </li></ul><ul><li>face-to-face (f2f) International Student Seminar to be held at the end of the course. </li></ul>
  • 9. Principal Framework of the Course <ul><li>“ English has been used as a common tool of communication in Asia. It has been reported that non-native users of English in the so-called Outer Circle and Expanding Circles outnumber the native speakers of English in the Inner Circle. ... As long as regional group accents do not jeopardize mutual intelligibility , World Englishes should be accepted as part and parcel of EIL. However, in our experiences of communication in cyberspace, learners' English reveals some difficulties, often leading to inadvertent misunderstanding . ” </li></ul>http://www.waseda.jp/dcc/jcc/we2/index.html
  • 10. <ul><li>Students learn the phonetic features, syntactic features, socio-cultural differences, and para-linguistic features which might cause some misunderstanding among native speakers and Asian interlocutors </li></ul>The Goals of the Course
  • 11. Goals of the Course <ul><li>Students learn about World Englishes and how this concept relates to them as EFL learners </li></ul><ul><li>Students learn about the goals of English language teaching in international/regional contexts and </li></ul><ul><li>Students establish a common ground to evaluate the local English language teaching and learning environment </li></ul><ul><li>Students use the target language to interact and communicate with other students </li></ul><ul><li>Students engage in synchronous and asynchronous communications and enhance students’ oral presentation and interpersonal skills </li></ul>
  • 12. http://oic.wls.jp/eng/cgi-bin/bbs_login.cgx See handouts for more screenshots
  • 13. Sample Screenshot of a Video Lecture http://oic.wls.jp/eng/cgi-bin/bbs_login.cgx
  • 14. Screenshot of the BBS
  • 15. Waseda University students (Japan) Fudan University students (China) Wenzao College Ss (Taiwan) Namseoul University Ss (Korea) Hannam University Ss (Korea) Live Session
  • 16. Culminating Activity: International Student Seminar at SEAMEO RELC, Singapore http://www.waseda.jp/dcc/jcc/we2/index.html <ul><li>4-day seminar organized by the instructors of RELC </li></ul><ul><li>Group Work (including a presentation on the last day of the seminar) </li></ul><ul><li>Special lectures/workshops provided by the participating professors of the course </li></ul><ul><li>Sightseeing tour </li></ul><ul><li>Welcome/Farewell Party </li></ul>
  • 17. Managing the Course <ul><li>Redefining learner autonomy </li></ul><ul><li>Providing sufficient learner support using class blog and yahoogroup </li></ul><ul><li>In-class lectures to discuss online lectures on video (OIC) </li></ul><ul><li>Preparing comprehension questions to guide students </li></ul><ul><li>Giving writing task questions to help students generate and maintain discussion topics on the BBS </li></ul><ul><li>Giving task-based photostory projects to be presented during the live-sessions </li></ul><ul><li>Maintaining a high level of motivation </li></ul>
  • 18. Tools and Content ≠ Learning <ul><li>Teachers need to: </li></ul><ul><li>Put the pieces together, and present them as one unified learning framework </li></ul><ul><li>Help Ss make sense of the learning materials i.e. detailed syllabus, clearly defined learning goals, pointers for review, etc. </li></ul><ul><li>Assign creative tasks where Ss can apply what they have learned in class </li></ul>
  • 19. Putting the pieces together http://groups.yahoo.com/group/wenzao/ Yahoogroup
  • 20. Blog http://multienglishes.blogspot.com/2006_09_01_archive.html To publish and share: 1. learner-online support i.e. lecture PowerPoint materials, readings, etc. 2. students’ project materials 3. Videos taken during the live conferencing
  • 21. Linking the Tools http://multienglishes.blogspot.com/2006_09_01_archive.html
  • 22. Relating Topic to Ss’ Frame of Reference http://multienglishes.blogspot.com/2006_09_01_archive.html
  • 23. Making Sense of Learning http://multienglishes.blogspot.com/2006_09_01_archive.html
  • 24. Photostory Projects: Cultural Links Students get to choose the main focus of their presentation from the list of guide questions provided.
  • 25. Sharing Lecture Notes: Slideshare http://multienglishes.blogspot.com/2006_12_01_archive.html http://multienglishes.blogspot.com/2007_01_01_archive.html
  • 26. Assessing Students’ Individual/Group Efforts <ul><li>Did you follow the requirements in doing the tasks? </li></ul><ul><li>Did you submit your assignments on time? </li></ul><ul><li>Did you read the required readings, watched online video lectures way before the assignment deadline? </li></ul><ul><li>Did you watch the online video lectures before each video conference? (10/12, 10/19, 11/16) </li></ul><ul><li>Did you participate in the discussions during the video conference by asking questions and/or sharing a point of view? </li></ul><ul><li>What is the level of your motivation in participating in this course? </li></ul><ul><li>Attendance- How many times did you miss the class? </li></ul><ul><li>How many times did you fail to submit your assignments? </li></ul><ul><li>How many times did you turn in (submit) late assignments? </li></ul><ul><li>How would you rate the level of effort that you exerted in doing the required tasks in this course? </li></ul>
  • 27. Evidence of Learning <ul><li>Writing sentence outlines </li></ul><ul><li>Writing feedback on each video online conference. </li></ul><ul><li>Enhanced meta-cognitive skills through reflection </li></ul><ul><li>Enhanced asynchronous communication skills </li></ul><ul><li>Those who participated during the online video enhanced their oral skills </li></ul><ul><li>Audio/video presentations enhanced oral skills, collaborative skills, and creativity </li></ul>
  • 28. Pre and Post Knowledge Survey Results
  • 29. Comments about the Course On-demand internet class, video conferening, they're all fresh things to me at the beginning of this semester, and now I got some ideas, knowledge of variety of Englishes I'm glad to join this course, the most interesting part is all the lectures are eye opener. If I have a chance, I will choose to continue learning through this project. I really learned a lot in this course. In this online lecture, I've learned many materials from the Internet. I'm also glad to meet and discuss World English with so many students from Asia. It's an interesting and comprehensive course.
  • 30. Comments about the Course [Factors to Consider] Work is too much, we have lots of contents that Ss consider Projects are heavy for Ss. Spends more time than other subjects, but it is a useful course. various topics better, repetitive, affect students' patience and interest conflicting time schedule for live conferences, reduce the amount of group project Online lectures are too many. We don't have enough time to read and write lots of things. The subject can be more interesting.
  • 31. Satisfaction with Learner-Online Support
  • 32. Problems with Multi-point Video Conferencing <ul><li>Too many participants </li></ul><ul><li>Teachers= sage on the stage </li></ul><ul><li>Insufficient time for quality discussion </li></ul><ul><li>Maintaining Ss’ interest about the different Englishes in Asia </li></ul>
  • 33. By the end of the course, did the students… <ul><li>learn about World Englishes and how this concept relates to them as EFL learners </li></ul><ul><li>learn about the goals of English language teaching in international/regional contexts and </li></ul><ul><li>establish a common ground to evaluate the local English language teaching and learning environment </li></ul><ul><li>use the target language to interact and communicate with other students </li></ul><ul><li>engage in synchronous and asynchronous communications </li></ul><ul><li>and enhance students’ oral presentation and interpersonal skills </li></ul>
  • 34. Making it Work <ul><li>Students and teachers: the human factors that make this blended learning environment work </li></ul><ul><li>Controlled level of learner autonomy </li></ul><ul><li>High level of learner support </li></ul>
  • 35. End

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