Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham

Policy in Practice: A Blended Learning Approach to ELT Hazel Owen and Emma Durham

23 January 2008 Hazel Owen and Emma Durham Overview of Presentation

The educational setting / student

Blended learning / Sociocultural theory

The Research Skills and Projects (RS&P) Course

Research study

Findings & implications

Conclusion & Questions

23 January 2008 Hazel Owen and Emma Durham

Dubai Men’s

College-DMC

Foundations

students

- Educational

background

- Expectations

Policies

Educational Setting

23 January 2008 Hazel Owen and Emma Durham Problems

Changes during transition from

secondary to tertiary:

Language medium of instruction

Education / Academic ‘culture’

Teaching & learning approaches

Taking responsibility for learning

Self-directed independent learning style

23 January 2008 Hazel Owen and Emma Durham Expectations After Graduation

Global concerns

“… graduates…can demonstrate high levels of literacy and critical thinking skills”

(Murchu & Muirhead, 2005)

Make “meaning for themselves from input, data and ideas”

(Hughes, Kooy, & Kanevsky, 1997)

23 January 2008 Hazel Owen and Emma Durham Research Skills and Projects English Math Computer Arabic ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies ICT Learning Strategies Learner independence Learner independence Learner independence Learner independence Awareness Assessment Consolidation Learner independence Learner independence Learner independence

23 January 2008 Hazel Owen and Emma Durham Sociocultural Theory

Learning - social interaction of individual with external social world

A shift in dynamic away from learners interacting “ with computers to interacting with other humans via the computer”

(Warschauer & Kern, 2000, p. 11)

ZPD / Scaffolded learning

23 January 2008 Hazel Owen and Emma Durham Zone of Proximal Development

23 January 2008 Hazel Owen and Emma Durham Concept Model Heinze and Procter (2004)

23 January 2008 Hazel Owen and Emma Durham Design of RS&P

Participant “training” - learner independence

Face-to-face classroom sessions + tools, documents, models, examples, instructions, and rubrics

Variety of formats and media - different learning styles (Fleming & Bonwell, 1998)

23 January 2008 Hazel Owen and Emma Durham Experiential Learning

4 projects over 40 weeks/5 hours p.w.

Cumulative skills + learn, revise and recycle skills

Iterative cycle : skills taught / assimilated –> zero tolerance  0 grade –> reflection –> next project experience applied ->

Each project less scaffolded

23 January 2008 Hazel Owen and Emma Durham Fostering Skills & Strategies

Referencing, paraphrasing & summarising

Evaluating and analysing sources

Following instructions

Problem solving

Time management

Planning & prioritising

23 January 2008 Hazel Owen and Emma Durham Tools and Support

Learning Center

NoodleBib / ‘how to’ videos

Models / examples online

Instructions and rubrics online

Translation of key concepts into Arabic

Suggested sources

23 January 2008 Hazel Owen and Emma Durham Design of Assessments

Focus on process rather than end product

Very clear aims (rubric available)

Clear instructions

Written / videos / PowerPoint / oral

MSN / WebCT discussion forums

Authentic research

Sources inc. personal interviews & emails

Projects inc. off campus tasks

Specified minimum number of references

23 January 2008 Hazel Owen and Emma Durham Data Collection

Study participants – Foundations stakeholders

Interviews & observations

Objects produced during the RS&P course;

Questionnaires

Email, interpersonal communication

Results

Usage statistics - WebCT

23 January 2008 Hazel Owen and Emma Durham Specific Comments-Students

“ Web site was hard but interesting.”

“ Presentation was the easiest and it was better because we’ll use it in job.”

“ Revision of vocabulary…we use it every day. We learn a lot by revision and use it…the word. We shouldn’t memories because don’t learn it properly.”

23 January 2008 Hazel Owen and Emma Durham Specific Comments:Teachers

“ Technology on its own improves nothing. The use of technology is what is important.”

“ The course has a coherent flow and is appropriate for our students.”

The course is tailored to Emirati students, providing positive role models appropriate to the local situation, but with global relevance

23 January 2008 Hazel Owen and Emma Durham Is RS&P effective?

10 % reduction in grades for submission of assignments late on the due date

30 % on the day following the due date

60 % for two days late and ‘zero’ for 3 days late

Fairly graded?

87% of students agreed the teachers graded their work fairly

23 January 2008 Hazel Owen and Emma Durham Is RS&P effective?

23 January 2008 Hazel Owen and Emma Durham Significance of Findings

Limitations:

reliability, validity and generalisability

Role of the ‘teacher’ and the students

Blended learning - high perceived value / still enough familiarity

Supported shift toward self-directed learning

Issue of choice

23 January 2008 Hazel Owen and Emma Durham Meeting Policy Change CRSP Learning in real-world contexts Transferable skills Investigational work Problem solving Small group work Analysis and interpretation tasks

23 January 2008 Hazel Owen and Emma Durham Conclusion