• Save
Policy In Practice A Blended Learning Approach To Elt Hazel Owen Emma Durham
Upcoming SlideShare
Loading in...5
×
 

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

on

  • 3,590 views

This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men's College. To listen to the audio: ...

This is a presentation that Emma Durham and I gave about the Computer Research Skills and projects course offered in Foundations at Dubai Men's College. To listen to the audio: http://ictenhancedlearning.podomatic.com/

Please cite as: Owen, H., & Durham, E. (2008, January 24-26). Policy in Practice: A Blended Learning Approach to ELT. Paper presented at the English Language Teaching: Progress in Practice and Policy Conference, Khon Kaen, Thailand.

Statistics

Views

Total Views
3,590
Slideshare-icon Views on SlideShare
3,582
Embed Views
8

Actions

Likes
1
Downloads
0
Comments
0

3 Embeds 8

http://www.slideshare.net 4
http://ictenhancedlearningandteaching.pbworks.com 3
http://www.linkedin.com 1

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution-NonCommercial LicenseCC Attribution-NonCommercial License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Hazel

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

  • 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
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 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
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 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
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 23 January 2008 Hazel Owen and Emma Durham
  • 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
  • 23 January 2008 Hazel Owen and Emma Durham
  • 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?
  • 23 January 2008 Hazel Owen and Emma Durham Is RS&P effective?
  • 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
    • Handing over power early
    • Acquiring language and skills to apply in context
    • Transferable learning
    • Skills = retention
    • Development effort – flexible
    • course that adapts to policy
    • change
  • 23 January 2008 Hazel Owen and Emma Durham Conclusion
    • Continue to improve the RS&P
    • Ongoing research
    • (Chun & Plass, 2000; Brett, n.d; Chun & Plass, 2000)
    • Education technology - a tool
  • 23 January 2008 Hazel Owen and Emma Durham Thank you for listening Are there any questions? [email_address] [email_address]