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  • It covers the challenges and opportunities which arise from the digital permanency of learner “ mistakes ” . It illustrates how the tools available on the web-based platform English360 can enhance and personalise the learning experience further. The presentation will give practical examples of how to use: course-specific page comments, multiple attempts options, text-based forum discussions, multimedia formats, self-authored activities and private personalised trainer-learner feedback to ” feed ” learners forward and keep them on track.
  • www.english360.com
  • Capturing errors in online world easier – they don ’ t evaporate. We need to be “ sensitive ” to what that means for learners.
  • Ask learners how much or how little. Negotiate Set up guidelines for peer to peer work Revisit the approaches throughout the course
  • How do learners feel about scores, electronic mark books , score tracking. Discuss this
  • Understand the privacy issues. Educators can see all scores, learners only their own. Describe public areas and private tutor-learner feedback
  • Share the guidelines
  • Create an environment where making mistakes is accepted as part of the process. Avoid the online equivalent of finger pointing
  • It covers the challenges and opportunities which arise from the digital permanency of learner “ mistakes ” . It illustrates how the tools available on the web-based platform English360 can enhance and personalise the learning experience further. The presentation will give practical examples of how to use: course-specific page comments, multiple attempts options, text-based forum discussions, multimedia formats, self-authored activities and private personalised trainer-learner feedback to ” feed ” learners forward and keep them on track.
  • It covers the challenges and opportunities which arise from the digital permanency of learner “ mistakes ” . It illustrates how the tools available on the web-based platform English360 can enhance and personalise the learning experience further. The presentation will give practical examples of how to use: course-specific page comments, multiple attempts options, text-based forum discussions, multimedia formats, self-authored activities and private personalised trainer-learner feedback to ” feed ” learners forward and keep them on track.
  • It covers the challenges and opportunities which arise from the digital permanency of learner “ mistakes ” . It illustrates how the tools available on the web-based platform English360 can enhance and personalise the learning experience further. The presentation will give practical examples of how to use: course-specific page comments, multiple attempts options, text-based forum discussions, multimedia formats, self-authored activities and private personalised trainer-learner feedback to ” feed ” learners forward and keep them on track.
  • It covers the challenges and opportunities which arise from the digital permanency of learner “ mistakes ” . It illustrates how the tools available on the web-based platform English360 can enhance and personalise the learning experience further. The presentation will give practical examples of how to use: course-specific page comments, multiple attempts options, text-based forum discussions, multimedia formats, self-authored activities and private personalised trainer-learner feedback to ” feed ” learners forward and keep them on track.

Transcript

  • 1. Different techniques for handling learner accuracy and dealing with corrections or feedback when delivering blended learning courses TESOL France - Valentina Dodge Check this!
  • 2. “ Anyone who has never made a mistake has never tried anything new. ” Albert Einstein
  • 3. “ Mistakes are portals of discovery ” James Joyce
  • 4. Challenges and opportunities of the new medium Strategies and practical examples Check this!
  • 5. Capture the shavings
  • 6. Involve learners, involve clients
  • 7. Discuss their feelings
  • 8. Private - public
  • 9. Negotiate guidelines
  • 10. Make it a non-threatening environment
  • 11.
    • New ways of signalling
    • replace facial expressions
    • indicate errors unobtrusively
    • q uery misunderstandings
    • be a model
  • 12. Echo “ I think I miss caos if I am go away . ” “ That ’ s an interesting part of life to miss! Do you think you’ve simply got used to the chaos?”
  • 13. Ooooops! Sorry about that.
  • 14. Encourage self-reflection
  • 15. Independent learning
  • 16. Customise feedback options
  • 17.  
  • 18.  
  • 19. Humanise
  • 20. Two-way feedback tools
  • 21. Feedback tab
  • 22. Reveal feedback
  • 23.  
  • 24. Adapt tasks for consolidation
  • 25. Stop and check: g roup review
  • 26.  
  • 27. Re-visit strategies Get feedback
  • 28. Celebrate
  • 29. Thank you