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NE Regional Community Collge ESL Conference


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presentation at October 21st conference

presentation at October 21st conference

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  • 1. Best Practices using Technology for Writing Instruction and Beyond
    • 2 nd Annual New England Regional Community College ESL Conference
    • Christina M. Cavage
    • October 21, 2011
  • 2. Best Practices and Technology in the ESL Classroom
    • Agenda:
      • Technological tools
      • How can you seamlessly infuse these tools into curricula?
      • Blended Learning Advantages
      • What role can blended learning play in supporting writing and other topics?
      • How can ESL programs connect students to these resources?
  • 3. Why Use Technology?
      • Follow a constructivism-connectivism approach to learning ( learning is a social process . . . )
      • Promote a community of learners
      • Promote autonomy
      • Learners have greater access to materials
      • Appeal to their digital nativeness
  • 4. Technological Tools
    • Podcasts
    • WIKIs
      • a place to define new terms, to peer review essays, to create a collaborative project, as a resource center, a discussion board ACCCESLWiki
    • BLOGs
      • A great resource for reflective writing; students can respond to a prompt and respond to others, can help build vocabulary Judith's Blog
    • Course management systems, ie. Blackboard, or commercially developed LMS, ie. Mylab.
  • 5. Using Web Tools
    • Bloom’s Taxonomy and Web 2.0:
    • Higher Order
    • Remembering: networking, searching
    • Understanding: blogging, commenting
    • Applying: uploading, sharing, editing
    • Analyzing: linking, editing
    • Evaluating: blogging, reflecting, collaborating
    • Creating: wikis, editing
    Creating Evaluating Analyzing Applying Understanding Remembering
  • 6. Incorporating Tech Tools
    • Whatever the tool . . .
      • Blended Learning is the key to creating access to course content outside of the classroom, as well as engaging learners at higher frequency rates and thus, making greater learner gains.
      • What exactly is blended learning?
  • 7. Blended Learning
    • According to Thorne (2003), “Blended learning blends online learning with more traditional methods of learning and development” (2).
    • However, beyond that, blended learning needs to support and reinforce the content delivered in the face to face environment.
  • 8. Advantages of a Blended Learning Environment
      • Students interact with content more frequently when content is presented and supported in a web-based environment (supported by Dept of Ed 2009 research)
  • 9. Advantages of Blended Learning
    • Students have access to content anytime, anyplace . . . so that student who works till 3 am, can log on after work
  • 10. Advantages of Blending Learning
    • Students take more control over their own learning; i.e.. they develop greater learner autonomy
    • As supported, “Blended Learning in an ESL Class: A Case Study”, Maja Grgurovic, CALICO Vol. 29, No 1, September 2011
  • 11. Advantages . . .
    • Students interact with content more frequently . . . (we know if we increase frequency of interaction, greater learner gains will be made)
    • Students are able to work on their own schedule . . .
    • Students take more control over their own learning—greater autonomy
  • 12. Blended Learning Environments
    • Three levels of blended learning environments
      • Electronic workbook
      • Reinforcement of course content ( teacher can manipulate slightly, but not add content )
      • Course management system that fully supports course content and can be manipulated by teacher, i.e.. teacher can add and delete content
  • 13. Writing and The Blended Learning Environment
    • Can facilitate “pre-writing” activities
  • 14. Writing and Blended Learning
    • BL environments can help students build vocabulary
  • 15. Writing and Blended Learning
    • Allows teachers to customize writing topic
  • 16. Writing and Blended Learning
    • Supports revision and allows students to submit several drafts
  • 17. Writing and Blended Learning
    • Allows teachers and students to check for plagiarism
  • 18. Writing and Blended Learning
    • Keeps a draft history for learners and instructors . . . great evidence for mastery of student learning outcomes
    • FOGI Examples
  • 19. Writing and Blended Learning
    • Instructors can clearly see students progress. Reports can be generated for conferencing, or for accreditation reporting
  • 20. Connecting Students to Resources
    • Use a learning management system
      • ie. MyNorthStar Lab
    • Build online homework activities into course
    • Train students (and teachers!) in how to use the resources
  • 21. Blended Learning
    • Using a blended learning environment . . .
      • allows the learners to have greater access to course content
      • allows the learners to interact with content in an engaging, stimulating way
      • allows learners to interact with course content at high frequency rates
      • allows the learners to self-direct their learning; leading to greater learner gains
  • 22. Blended Learning
    • Using a blended learning environment . . .
      • allows ESL professionals to augment their teaching
      • allows ESL professionals to customize their course content to meet needs of their course/program (through the re-ordering to creating and deleting questions)
      • saves time for ESL professionals in searching for additional course support materials
      • provides ESL professionals with a “portfolio” of student work, evidence for mastery of student learning outcomes
  • 23. Blended Learning
    • Questions??
    • Christina M. Cavage
      • [email_address]
  • 24. References
    • Grgurovic, M. (2011). Blended Learning in an ESL Class: A Case Study. CALICO Journal , 29, 100-117.
    • Scida, E. E., Saury, E.R (2006). Hybrid courses and their impact on student and classroom performance: A case study at the University of Virginia. CALICO Journal , 23, 517-531.
    • Thorne, K. (2003) Blended Learning : How to integrate online and traditional learning . London: Kogan Page.