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Language Symposium on Blended Learning

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  • Prof.Rott thank youFeedback welcomed
  • National trend to create blended learning foreign language programs. Integrating computer-based learning units/e-learning content to either complement tot enhance F2F classroom instructionSince 2005Funded by SloanGoal: integration in 80 degree programs by end of 2010
  • (materials kept online are easier to access, distribute, and reproduce. Teachers can easily modify and upgrade materials)
  • Quia etc. provide fill-in-the blank but few examples of BL programs which use communicative language use and up-do-date cultural materialNot creating extra material but expanding on textbook content
  • Contextualized vocabulary introduction by topicsContextualized vocabulary introduction progressing from presentation (pronunciation/visuals/written) to receptive recall (matching, true/false) and ending with production Presentation (pronunciation, visuals, written text, personalization)Recognition (matching, true/ false, multiple choice)Productive task (short answer)
  • Variety, motivation
  • Our textbook features a wealth of comprehensible input, visual contextualization.3 main texts per chapter (spoken/written): Warm-up text (read along + listen), Absprungtext (authentic readings), target text (authentic conversations, listening only, no scripts)Warm-up texts: provides basic linguistic and cultural input for the chapter. Power of image conveys the meaning.Created with SoftChalk (web lesson editor). When Ss come to class they do output-oriented activitiesReading tasks (focus on vocabulary and grammar in context)Students focus on pronunciation and intonation, answer comprehension questions adapted from textbook, notice chunks of languageStep 1: Study the pictures first, then listen to text. You should not read the first time you hear the text.Step 2: Listen and respond to statements belowStep 3: Answer comprehension questions.
  • Textbook material adapted (Absprungtext)Focus on intonation and pronunciation. Text and audio to develop intonation on the discourse level. Listen to the text and read along (Step 1) Step 2: Read text on your own.Step 3: Take notes of time expressions.Focus on collocations/specific group of expressions, taking notesResources available: Glosses, dictionary, self-tests, reading journal
  • Students write for a larger audience (the writing is not intended to be read only by the instructor)Practice fluency/accuracyStudents are exposed to additional written input which is meaningful, interestingStudents engage in collaborative learning (write comments and engage in dialogues)Community building (getting to know other learners/ classmates)
  • To practice conventionalized expressions/speech acts (greetings, leave takings, asking for time, inviting). Rerecording possible, speak freely, do not read prepared sentences.Both of these require extra practice, benefits from time spent on planning/revising
  • to develop fluency. Listen to/read prompt by instructor and record a response between (1-3 mins). Note taking allowed. Creative language useSs benefit from repeated listen, individual feedback, possibility of peer feedback
  • Sympos2010

    1. 1. Re-designing Beginning German instruction through Blended Learning<br />Adam Gacs<br />MiglenaNikolova<br />University of Illinois at Chicago<br />
    2. 2. UIC Blended Learning Initiative: Increasing Access and Opportunity<br /><ul><li>“Integrates online with traditional face-to-face classroom activities in a planned, pedagogically valuable manner where 25 - 74% of instruction occurs online.” (Blake, 2009; Graham, 2006; MacDonald 2008).
    3. 3. Reducing from 4 to 3 contact hours per week</li></ul>Benefits:<br />flexible scheduling options, <br />increased access to high demand courses<br />opportunity for greater student-to-faculty and student-to-student interaction<br />
    4. 4. Pedagogical reasons for blending<br />Different, more engaging ways to present material<br />Better preparation, monitoring student progress more closely -> more effective use of classroom time<br />Consistent delivery of learning materials across sections<br />Repeated practice opportunities<br />Individualized instruction, immediate feedback<br />Built-in review of earlier materials<br />
    5. 5. What can be done equally well or better online?<br />Preparation<br />Exposure to target culture, more authentic, motivating materials<br />Introducing new vocabulary in context <br />Delivering self-paced tutorials on principles of language learning, dictionary use, vocabulary learning, etc.<br />Reading comprehension activities<br />Follow-ups to extend learning<br />Communicative, meaningful language use outside the classroom<br />Pronunciation practice/communication strategies (fluency/speech acts)<br />Writing for fluency, mass writing, collaborative writing<br />Discuss cultural differences<br />What are students expected to do? How is this different from previous instruction?<br />What are the goals?<br />
    6. 6. Vocabulary Presentation<br />
    7. 7. Receptive Recall/Recognition<br />
    8. 8. Warm-up text with storyboard<br />
    9. 9. Reading (A)<br />
    10. 10. Follow-up materials to expand classroom instruction<br />Blogs (writing/reading)<br />Wimba Voice tools (speaking)<br />
    11. 11. Blogs (M)<br />
    12. 12. Voice Presentation: Greetings<br />
    13. 13.
    14. 14.
    15. 15. Conclusion<br />Constantly revise/update the developed materials, reflect technology advancements<br />Only possible to develop and implement in collaboration and with support of campus initiatives, instructional technology consultants<br />BL might result in higher student success rate by increasing motivation, access, and learning opportunities<br />
    16. 16. Upcoming workshop<br />
    17. 17. Bibliography<br />Garrison, R. & Vaughan, N. (2008). Blended learning in Higher Education. Framework, principles, and guidelines.<br />Macdonald, J. (2008). Blended learning and online tutoring. Planning learner support and activity design.<br />Mayer, R. (2009). Multimedia learning. Second edition.<br />Sharma, P. & Barrett, B. (2007). Blended learning: Using technology in and beyond the language classroom. <br />