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Teaching efl online ppt


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This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.

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Teaching efl online ppt

  1. 1. Teaching EFL online from theory to practice Andy Webster M.A. Psych/Phil, MSc. TESOL
  2. 2. An insight into the e-moderation process
  3. 3. Objectives • What theories are associated with online learning? • Can frameworks successfully assist the e-moderation process? • What is the E-moderators role in an online learning environment? • What challenges can you encounter whilst teaching online?
  4. 4. Online Language Learning Theories “It is evident that for online learning to benefit ESL students, it must incorporate social interaction, collaboration and reflection.” (Murugaiah and Thang, 2010:23)
  5. 5. Social Constructivist Theory (vygotsky, 1978) “Moving from a teacher-centred learning environment to a learner-centred collaborative learning will be a key to successful implementation of collaborative online technology.”(Ng 2001: 199)
  6. 6. Communities Of Practice (Wenger, 1998) “Teachers must learn to recognise the social processes that technology enables and understand how to support these processes as a way to foster the emergence of meaningful communities.” Wenger (2009: 191)
  7. 7. Framework for Online Learning Five-Stage Model – Salmon (2004) E-Learning Ladder – Moule (2007)
  8. 8. Five-Stage Model Salmon (2004)
  9. 9. E-Learning Ladder Moule (2007)
  10. 10. Skills for Teaching Online Skills Pyramid - Hample and Stickler (2005) Online Language Teaching Skills - Compton (2009)
  11. 11. Skills Pyramid Hample and Stickler (2005)
  12. 12. “Clarification of key competencies is crucial for online language teacher training, since teaching online requires skills that differ from traditional language teaching as well as teaching other subjects online” (Compton, 2009: 76). Online Language Teaching Skills Compton (2009)
  13. 13. Role of the e-moderator “If they continue to define their roles narrowly, teachers will find themselves increasingly marginalised in the rapidly- changing educational landscape of the 21st century.” (Senior, 2010:146)
  14. 14. E-moderation “online instructors may take on a variety of roles depending on the tasks performed during the design and delivery of the online course and influenced by learner characteristics, content and course environment.” Conceicao (2007: 6)
  15. 15. What skills and qualities does an e-moderator need? Online teaching is as much about creating, communication, support and interactions as classroom teaching is: we still have the teacher, the students, the language. The main difference is that the all- important human elements are mediated by machines. (Hockly and Clandfield, 2010: 31). Top 10 Moderator Skills – (Hockly, 2010)
  16. 16. Establish a Web Presence
  17. 17. Developing a PLN “A PLN refer[s] to the way we integrate many sources of information and communication into our personal and professional development.” Hockly and Clandfield (2010: 108)
  18. 18. Reflective Practice: Online Journal Journals prove to be valuable “as artifacts for retrospectively interpreting patterns in experience in order to develop deeper insights into one’s practice.” Kitchen (2009: 48)
  19. 19. Online Course: Global Imaginarium
  20. 20. Iceberg analogy
  21. 21. Tasks
  22. 22. Web 2.0 Tools
  23. 23. Too many tools spoil the course! “Teachers must learn to recognise the social processes that technology enables and understand how to support these processes as a way to foster the emergence of meaningful communities.” (Wenger, 2009: 191)
  24. 24. ‘Global Imaginarium’ – Web 2.0 Tools Utilised
  25. 25. Tool 1 - Blog
  26. 26. Tool 2 Skype
  27. 27. Tool 3 – Second Life
  28. 28. Second Life Success!
  29. 29. Challenges Salmon (2011: 125) “teaching online needs careful planning and preparation, otherwise the stories will continue of e-moderators being overloaded and burnt out by the work.”
  30. 30. Synchronous Vs Asynchronous From the research it was evident that synchronous tasks were more collaborative and although asynchronous tasks formed a basis for socialisation, considerably more involvement and attention were needed to stimulate asynchronous interactions.(Reflective Journal)
  31. 31. Theory to Practice (Stages 1-3)
  32. 32. Theory to Practice (Stages 4 & 5) ‘Second life really injected some much needed energy and provided a platform for students to interact synchronously in a supportive environment.’ (e-moderators journal excerpt)
  33. 33. Evaluation “When planners make such evaluation a regular part of the curriculum, they are in the enviable position of constantly being able to gather and analyse information to be used in changing, developing and upgrading their program” (Brown (1995:226)
  34. 34. Access and Socialisation “The technical help was good. SL was a challenge, but the group meeting and exploring together helped a lot” (evaluation extract, see Appendix 9.1). “The most important thing I gained from this course is friendship” (evaluation extract, see Appendix 9.2)
  35. 35. Knowledge Construction and Development “It was very interesting to see, that when we live in different countries and [have] a different upbringing, we have something in common. The love for music and nature, the dream to travel to other countries and learn about people at the other end of the world” (evaluation extract, see Appendix 9.3).
  36. 36. The end is just the beginning. ‘Successful online learning depends on teachers and trainers acquiring new competencies, on their becoming aware of its potential and on inspiring learners, rather than mastering technology.’ Salmon(2011: ix)
  37. 37. Ten tips for new e-moderators 1.Experience what it’s like to interact and learn online. 2.Consider social cultural factors and pedagogy when designing and implementing an online language course. 3.Develop a PLN. 4.Carefully select appropriate Web 2.0 tools to encourage, enrich socialisation and complement constructivist learning. 5.Encourage both synchronous and asynchronous interaction. 6.Understand the temperamental nature and inconsistencies experienced when using technology. 7.Provide continual support and empathy when introducing new technology. 8.Continually encourage and nurture interaction. 9.Monitor and evaluate students interaction and participation. 10.Stay open-minded and modify practice in accordance with new knowledge obtained.
  38. 38. “There’s no substitute for well-trained educators who, through careful planning and intensive engagement with technological, pedagogical and broader issues, can maximise the educational relevance of digital technologies.” Pegrum (2009: 53)
  39. 39. References • Online Journal : • Online Course : • Teaching EFL online: An e-moderator’s report ebook/dp/B00A3MKGJU/ref=sr_1_1?ie=UTF8&qid=1376102700&sr=8- 1&keywords=teaching+efl+online
  40. 40. References-Blogs/Websites • Blog-efl • E- Moderation Station • Isil Boy’s Blog • Nik’s Learning Technology Blog • Teacher Reboot Camp • Teacher Training Videos • That’s Life • Virtual Round Table
  41. 41. References• Brown, C. J. D. (1995) The elements of Language Curriculum, A systematic approach to program development. Boston: Heinle and Heinle. • Compton, L. K. L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73-99. • Conceicao, S. C. O. (2007). Teaching strategies in the online environment. San Francisco: Jossey-Bass. • Hample, R., & Stickler, U. (2005). New Skills for new classrooms: Training tutors to teach languages and learning online (3rd ed.). Cambridge: MIT Press. • Hockly, N., & Clandfield, L. (2010). Teaching online: Tools and techniques, options and opportunities. Surrey: Delta Publishing. • Kitchen, J. (2009). Narrative self-study. In Tidwell, D. L., Heston, M. L., & Fitzgerald, L. M. (Eds.). Research methods for the self-study of practice. Dordrecht: Springer. • Moule, P. (2007). Challenging the five-stage model for e-learning: A new approach. ALT-J, Research in Learning Technology, 15(1), 37-50. • Murugaiah, P., & Thang, S. M. (2010). Development of interactive and reflective learning among Malaysian online distant learners: An ESL instructor’s experience. International Review of Research in Open and Distance Learning, 11(3), 21-41. • Ng, K-C. (2001) Using E-mail to Foster Collaboration in Distance Education. Open Learning, 16(2): 191-200. • Pegrum, M. (2009). From blogs to bombs: The future of digital technologies in education. Crawley: UWA Publishing. • Salmon, G. (2002). E-tivities: The key to active online learning. London: Kogan. • Salmon, G. (2007). The Tipping Point. ALT-J: Research in Learning Technology, 15(2), 171-172. • Salmon, G. (2011). E-Moderating: The key to teaching and learning Online (3rd ed.). London: Routledge. • Senior, R. (2010). Connectivity: A framework for understanding effective language teaching in face-to-face and online learning communities. RELC Journal, 41(2), 137-147. • Vygotsky, L. (1978). Mind in Society. Cambridge: Harvard University Press. • Wenger, E. (1998). Communities of Practice. Cambridge: Cambridge University Press. • Wenger, E. (2009). Digital habitats: Stewarding technology for communities. Portland: CPsquare.
  42. 42. Best of luck! Have fun! e.mail- Scoop it -