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NE Regional Community Collge ESL Conference
 

NE Regional Community Collge ESL Conference

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presentation at October 21st conference

presentation at October 21st conference

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    NE Regional Community Collge ESL Conference NE Regional Community Collge ESL Conference Presentation Transcript

    • 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
    • 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?
    • 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
    • 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.
    • 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
    • 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?
    • 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.
    • 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)
    • Advantages of Blended Learning
      • Students have access to content anytime, anyplace . . . so that student who works till 3 am, can log on after work
    • 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
    • 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
    • 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
    • Writing and The Blended Learning Environment
      • Can facilitate “pre-writing” activities
    • Writing and Blended Learning
      • BL environments can help students build vocabulary
    • Writing and Blended Learning
      • Allows teachers to customize writing topic
    • Writing and Blended Learning
      • Supports revision and allows students to submit several drafts
    • Writing and Blended Learning
      • Allows teachers and students to check for plagiarism
    • Writing and Blended Learning
      • Keeps a draft history for learners and instructors . . . great evidence for mastery of student learning outcomes
      • FOGI Examples
    • Writing and Blended Learning
      • Instructors can clearly see students progress. Reports can be generated for conferencing, or for accreditation reporting
    • 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
    • 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
    • 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
    • Blended Learning
      • Questions??
      • Christina M. Cavage
        • [email_address]
    • 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.