Blended_Learning_Yeh

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Blended_Learning_Yeh

  1. 1. Aiden dela Cruz-Yeh Rita Zeinstejer Wenzao Ursuline College of Languages Asociacion Rosarina de Cultura Inglesa Kaohsiung, Taiwan Argentina Blended Learning Activities: Making Them Work for You and Your Students Becoming a Webhead 2007 EVO Seminar
  2. 2. <ul><li>World Englishes and Miscommunications II - International Collaborative Project </li></ul><ul><li>Aiden dela Cruz-Yeh </li></ul><ul><li>Wenzao Ursuline College of Languages </li></ul><ul><li>Kaohsiung, Taiwan </li></ul>
  3. 3. Blended Learning Contexts <ul><li>Traditional f2f class </li></ul><ul><li>Technologically-equipped classroom </li></ul><ul><li>Students and teachers: the human factors that make this blended learning environment work </li></ul>
  4. 4. Sponsors <ul><li>Waseda University On-Demand Internet Course (OIC) and Cross-Cultural Distance Language Learning (CCDL)- Digital Campus Consortium </li></ul><ul><li>Project Head: Prof. Michiko Nakano </li></ul>http://www.cit.nus.edu.sg/dli2003/Biography/ProfMichikoNakano.pdf
  5. 5. International Professors who contribute to the course Five universities in the Asia-Pacific Region joined the course in 2006
  6. 6. The goals of the course <ul><li>“ English has been used as a common tool of communication in Asia. It has been reported that non-native users of English in the so-called Outer Circle and Expanding Circles outnumber the native speakers of English in the Inner Circle. ... As long as regional group accents do not jeopardize mutual intelligibility, World Englishes should be accepted as part and parcel of EIL. However, in our experiences of communication in cyberspace, learners' English reveals some difficulties, often leading to inadvertent misunderstanding. For this reason, in this omnibus course, we would like the students to learn the phonetic features, syntactic features, socio-cultural differences, and para-linguistic features which might cause some misunderstanding among native speakers and Asian interlocutors.” </li></ul>http://www.waseda.jp/dcc/jcc/we2/index.html
  7. 7. By the end of the course, students will be able to: <ul><li>learn about World Englishes and how this concept relates to them as EFL learners </li></ul><ul><li>Learn about the goals of English language teaching in international/regional contexts and </li></ul><ul><li>Establish a common ground to evaluate the local English language teaching and learning environment </li></ul><ul><li>use the target language to interact and communicate with other students </li></ul><ul><li>engage in synchronous and asynchronous communications </li></ul><ul><li>and enhance students’ oral presentation and interpersonal skills </li></ul>
  8. 8. Outline of the Course <ul><li>This course consisted of live sessions and on-demand lectures. Live sessions were conducted using videoconferencing system during the course period. </li></ul><ul><li>Each participating university provided on-demand lectures, and students were expected to view all lectures during the course period. </li></ul><ul><li>Live sessions and on-demand lectures, including course materials, Q&A and discussions on the BBS and quizzes were conducted in English. </li></ul>http://www.waseda.jp/dcc/jcc/we2/index.html
  9. 9. http://www.waseda.jp/dcc/jcc/we2/index.html
  10. 10. http://oic.wls.jp/eng/cgi-bin/bbs_login.cgx
  11. 11. Sample Screenshot of a lecture http://oic.wls.jp/eng/cgi-bin/bbs_login.cgx
  12. 12. Screenshot of the BBS
  13. 13. Waseda University students (Japan) Fudan University students (China) Wenzao College Ss (Taiwan) Namseoul University Ss (Korea) Hannam University Ss (Korea) Live Session
  14. 14. Culminating Activity http://www.waseda.jp/dcc/jcc/we2/index.html
  15. 15. Managing the Course <ul><li>Redefining learner autonomy </li></ul><ul><li>Providing sufficient learner support using class blog and yahoogroup </li></ul><ul><li>In-class lectures to discuss online lectures on video (OIC) </li></ul><ul><li>Preparing comprehension questions to guide students </li></ul><ul><li>Giving writing task questions to help students generate and maintain discussion topics on the BBS </li></ul><ul><li>Giving task-based photostory projects to be presented during the live-sessions </li></ul><ul><li>Maintaining a high level of motivation </li></ul>
  16. 16. Tools and Content ≠Learning <ul><li>Teachers need to: </li></ul><ul><li>Put the pieces together, and present them as one unified learning framework </li></ul><ul><li>Help Ss make sense of the learning materials i.e. detailed syllabus, clearly defined learning goals, pointers for review, etc. </li></ul><ul><li>Assign creative tasks where Ss can apply what they have learned in class </li></ul>
  17. 17. Putting the pieces together http://multienglishes.blogspot.com/ http://groups.yahoo.com/group/wenzao/ Yahoogroup
  18. 18. Making sense of learning http://multienglishes.blogspot.com/2006_09_01_archive.html
  19. 19. Bonding to learn http://www.bubbleshare.com/album/64423.194af54d7ce/overview#2087045
  20. 20. Linking the tools http://multienglishes.blogspot.com/2006_09_01_archive.html
  21. 21. Relating topic with Ss’s frame of reference http://multienglishes.blogspot.com/2006_09_01_archive.html
  22. 22. Making sense of learning http://multienglishes.blogspot.com/2006_09_01_archive.html
  23. 23. Guide questions to generate online discussion http://multienglishes.blogspot.com/2006_10_01_archive.html
  24. 24. Photostory Projects: Cultural Links http://multienglishes.blogspot.com/2006_11_01_archive.html
  25. 25. Pointers Students get to choose the main focus of their presentation from the list of guide questions provided. http://multienglishes.blogspot.com/2006_11_01_archive.html
  26. 26. Sharing Lecture Notes: Slideshare http://multienglishes.blogspot.com/2006_12_01_archive.html http://multienglishes.blogspot.com/2007_01_01_archive.html
  27. 27. Assessing your individual/group efforts in class <ul><li>Did you follow the requirements in doing the tasks? </li></ul><ul><li>Did you submit your assignments on time? </li></ul><ul><li>Did you read the required readings, watched online video lectures way before the assignment deadline? </li></ul><ul><li>Did you watch the online video lectures before each video conference? (10/12, 10/19, 11/16) </li></ul><ul><li>Did you participate in the discussions during the video conference by asking questions and/or sharing a point of view? </li></ul><ul><li>What is the level of your motivation in participating in this course? </li></ul><ul><li>Attendance- How many times did you miss the class? </li></ul><ul><li>How many times did you fail to submit your assignments? </li></ul><ul><li>How many times did you turn in (submit) late assignments? </li></ul><ul><li>How would you rate the level of effort that you exerted in doing the required tasks in this course? </li></ul>
  28. 28. Evidence of learning <ul><li>Writing sentence outlines </li></ul><ul><li>Writing feedback on each video online conference. </li></ul><ul><li>Enhanced meta-cognitive skills through reflection </li></ul><ul><li>Enhanced asynchronous communication skills </li></ul><ul><li>Those who participated during the online video enhanced their oral skills </li></ul><ul><li>Audio/video presentations enhanced oral skills, collaborative skills, and creativity </li></ul>

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