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Teaching ESP (English for Specific Purposes) Online
 

Teaching ESP (English for Specific Purposes) Online

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Design theories for online ESP courses

Design theories for online ESP courses

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    Teaching ESP (English for Specific Purposes) Online Teaching ESP (English for Specific Purposes) Online Presentation Transcript

    • Teaching ESP OnlineIt’s about design
    • SLATheories, Methods, Approaches?• Neurolinguistics • Commonalities • Non-linear• Sociolinguistics • Social? • Complex• Sociocultural theory• Chaos/complexity theory
    • Face-to-Face Pedagogy Deweys active learning VygotskysPiagets zone ofengaged proximallearning development Constructivism
    • Designing Language Courses Formulating Assessing needs goals and objectives Graves, 2000 Conceptualizing the course COURSE DESIGN Developing materials Reteaching the Course Designing an Organizing the assessment Defining the context course Articulating beliefs plan
    • Moving Online Constructivism Adult Learning Theories Distance Education Theories • Transactional Distance • Community of Inquiry • Connectivism • Technological, Pedagogical, Content Knowledge
    • Moore’s Transactional Distance Learner- Teacher Moore, 1997 Learner- Learner- Learner Content
    • Community of Inquiry Framework Garrison, Anderson, & Archer7 (2000)
    • Connectivismhttp://elearnspace.org/media/Wh atIsConnectivism/player.html; Siemens, 2005
    • TPCKKoehler, Mishra, & Yahya, 2007
    • ContentLearner-Learner Learner-Content Pedagogical Technological 10 Learner-Teacher Garrison, Anderson, & Archer (2000) + Moore’s Transactional Distance
    • Core Elements of Adult Education Theories and the CoI Framework*Andragogy Self-Directed Transformative Community of Learning Learning InquiryExperienced Control of own Critical reflection Discourse within the *From Lee (2010) learning communityReady to learn Isolation impedes Dialogue Trust learningProcess design Teachers are Context awareness Personalfocused on necessary relationshipspsychological climatefor learning Authentic relationships Critical reflection
    • Affordances—Is BOLD best?• BOLD = Blended Online Learning Design • http://www.bold-research.org/• Synchronous • immediacy, high levels of interaction, presence• Asynchronous • reflection, equal participation, depth of analysis 12
    • So what does all this mean?• Many online courses use F2F models • F2F models don’t work for everyone (Udacity) • Are large first year lecture-based classes inappropriate online?• Knowledgeable v. Knowledge – able • Michael Wesch• Gaming = motivation? • Harvard Business Review, The Gamer Disposition • http://blogs.hbr.org/cs/2008/02/the_gamer_disposition.html • Thorne, 2012 (IATEFL)
    • So what does all this mean?• Problems when moving online • Time • Technology Expertise • Lack of engagement • Lack of community • Students fill in grading boxes (post 2 times; respond once) • Technology/Culture Issues • Bandwidth • Power (or lack thereof) • Time zones • Intercultural Communication
    • Solving Problems
    • PLN—Personal Learning Networks• Google Reader • Blogs • What do you follow?• Wikis • Which do you read?• Twitter • Who do you follow? • My ID: dleetn• Mendeley • What groups do you belong to? • My ID: Debra Lee, dleetn@gmail.com
    • • Twitter: dleetn• Facebook: dlee41@utk.edu• Skype: dsleeprague• Mendeley: Debra Lee, dleetn@gmail.com• Blogs I follow: • http://scholarlyoa.com/ (review of Open Access journals) • http://www.readwriteweb.com/ • http://www.upsidelearning.com/blog/ • http://steve-wheeler.blogspot.com/ • http://www.elearninglearning.com/ (a blog mashup) • http://www.insidehighered.com/blogs • http://mashable.com/ (online tech news)• For iPad • Flipboard app• For Android • Google Currents