Ilash.1

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Ilash.1

  1. 1. Blended learning: integrating the web to language teaching and learning.
  2. 2. <ul><li>“ The more an institution or industry relies on information as its core product, the greater and more complete the change will be” </li></ul><ul><li>Shirky Here comes everybody </li></ul>
  3. 3. Did you know?
  4. 4. What has happened? <ul><li>Information </li></ul><ul><ul><li>Available – OPEN & FREE </li></ul></ul><ul><ul><li>Exponential – New creation & publishing tools </li></ul></ul><ul><ul><li>lifespan </li></ul></ul><ul><li>Communication & Interaction – </li></ul><ul><ul><li>Easier </li></ul></ul><ul><ul><li>New communication & interaction tools </li></ul></ul><ul><ul><ul><li>Global and open </li></ul></ul></ul>
  5. 5. PRESSURE in Higher education <ul><ul><li>Content </li></ul></ul><ul><ul><li>Interaction </li></ul></ul><ul><ul><li>Accreditation </li></ul></ul><ul><ul><ul><ul><ul><li>(Siemens & Tittenberger) </li></ul></ul></ul></ul></ul>
  6. 6. PRESSURE for Teachers & Learners <ul><li>Need to develop new skills and attitudes: </li></ul><ul><ul><li>To be up-to-date – SEEK & FILTER relevant information </li></ul></ul><ul><ul><li>Take an active role in the learning process </li></ul></ul><ul><ul><li>“ learn to learn” – Autonomous </li></ul></ul><ul><ul><li>“ LONG LIFE LEARNER” </li></ul></ul>
  7. 7. GOALS <ul><li>“ Once teaching stops, further learning has to be autonomous. Autonomous learning can be promoted if ‘learning to learn ’ is regarded as an integral part of language learning, so that learners become increasingly aware of the way they learn, the options open to them and the options that best suit them . (…) They can then be brought increasingly to make choices in respect of objectives, materials and working methods in the light of their own needs, motivations, characteristics and resources” </li></ul><ul><li>From: (CEFRL) Common European Framework of Reference for Languages in http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pdf </li></ul>
  8. 8. <ul><li>“ It is a curiosity of technology that it creates new characteristics in old institutions” (Shirky, C. 2008) </li></ul>
  9. 9. CHALLENGES for education <ul><li>Develop new teaching approaches that will encourage and nurture the development of the necessary skills and attitudes for teachers and learners to face the new information era with some guarantees. </li></ul>
  10. 10. 1. Blended Learning Definitions
  11. 11. Blended learning definitions <ul><li>The three most commonly mentioned definitions are: </li></ul><ul><li>Combining instructional modalities (or delivery media: lectures, conferences, audio…) </li></ul><ul><li>Combining instructional methods (teacher centered – direct instruction, lecture…/ student centered- cooperative learning, blogs…) </li></ul><ul><li>Combining online and offline instruction </li></ul>
  12. 12. Blended learning definitions <ul><li>Augmented : technology is used to extend physical classroom. </li></ul><ul><li>Blended : Course is part online (Elluminate, blogs, forums…) part f-2-f. </li></ul><ul><li>Online : usually offered through closed platforms (Blackboard, Moodle) but also as a combination of blogs, podcast and group based activities </li></ul><ul><ul><ul><ul><ul><li>(Siemens) </li></ul></ul></ul></ul></ul>
  13. 13. Blended learning definitions <ul><li>“ it’s NOT and instructional model based on a General Learning Theory BUT the application of an ecclectic and practical way of thinking.” (Bartolomé) </li></ul>
  14. 14. Blended learning definitions <ul><li>Combination of formal delivery instruction and informal learning environments both online and offline . </li></ul>
  15. 15. Benefits from Blended instruction: <ul><li>For students : </li></ul><ul><ul><li>Active learning autonomy </li></ul></ul><ul><ul><li>Flexibility in using time and resources </li></ul></ul><ul><ul><li>Encourage interactions among learners. </li></ul></ul><ul><ul><li>New environments to practice </li></ul></ul><ul><ul><li>Better results than only f-2-f or online learning </li></ul></ul><ul><ul><li>life learning skills </li></ul></ul><ul><li>Sources: http://www.ifets.info/journals/12_3/26.pdf & </li></ul><ul><li>The US Department of Education: Evaluation of Evidence-Based Practices in Online Learning. A Meta-Analysis and Review of Online Learning Studies (2009) </li></ul>
  16. 16. Beneffits from blended instruction: <ul><li>Faculty : </li></ul><ul><ul><li>More time to spend with students both individually and in smaller groups. </li></ul></ul><ul><ul><li>Improve quality of interactions with students </li></ul></ul><ul><ul><li>Allows them to introduce and experiment with technology based instruction and move away from traditional classroom at their own pace. </li></ul></ul><ul><li>Institutions : </li></ul><ul><ul><li>Flexibility in scheduling courses </li></ul></ul><ul><ul><li>Economically viable </li></ul></ul><ul><ul><li>Improved use of limited resources (expl. Classrooms) </li></ul></ul>
  17. 17. BUT… <ul><li>“ Online instruction can give better results only if pedagogy prevails over technology”. </li></ul>
  18. 18. CHALLENGES for education <ul><li>Enable a REAL shift from teacher-centered to student-centered approach fostered by the implementation of web-based technology: Web 2.0 </li></ul>
  19. 19. CONSTRUCTIVISM CONNECTIVISM WEB 2.0
  20. 20. ROLE of the LEARNER User as the centre . Centre of the learning experience. Active . Autonomous Centre of the learning experience . Active . Web 2.0 Connectivism Constructivism
  21. 21. KNOWLEDGE Open source: Linux, Sharism – (philosophy) OCW (open courseware) Tags – filter and meaning <ul><li>DISTRIBUTED (not located in any given place). </li></ul><ul><li>Is NETWORKED (WHO you know) </li></ul><ul><li>Grows (like a plant). </li></ul><ul><li>OPEN </li></ul><ul><li>DIVERSE </li></ul><ul><li>NOT propositional BUT a set of connections formed by actions and experience. </li></ul><ul><li>Meaningful for the learner </li></ul><ul><li>“ Capacity to know is more critical than what is currently known” </li></ul><ul><li>Is CONSTRUCTED through SOCIAL interaction and NEGOTIATED meaning. </li></ul><ul><li>Previous knowledge as foundation for new learning. </li></ul><ul><li>Is BUILT. </li></ul><ul><li>OPEN </li></ul><ul><li>CONTEXT (determines adequacy of concepts, models…) </li></ul><ul><li>Meaningful for the learner </li></ul>Web 2.0 Connectivism Constructivism
  22. 22. LEARNING Web 2.0 Connectivism Constructivism <ul><li>Tools that enable: </li></ul><ul><li>Conversation </li></ul><ul><li>Meaning negotiation </li></ul><ul><li>Collaboration </li></ul><ul><li>Connectiviness </li></ul><ul><li>Sense making </li></ul><ul><li>Information delivery </li></ul><ul><li>Information retrieval </li></ul><ul><li>Share information </li></ul><ul><li>Is social . </li></ul><ul><li>Rest in DIVERSITY of opinions </li></ul><ul><li>Based in CONNECTIONS </li></ul><ul><li>Amplified </li></ul><ul><li>Aimed TO currency (up-to-date knowledge) </li></ul><ul><li>Is Decision making </li></ul><ul><li>Informal Learning </li></ul><ul><li>Emphasizes the “know WHERE” </li></ul><ul><li>Is social </li></ul><ul><li>PROCESS to build meaningful representations. </li></ul><ul><li>Operates in the ZDP (Zone of Proximal Development – Vigotsky) </li></ul><ul><li>Emphasizes the HOW over the what . </li></ul><ul><li>Learning goals are not set in advance – not prespecified </li></ul>
  23. 23. Or in the students words… <ul><li>Web 2.0 helps me be and stay connected with my classmates and teachers (…). With Facebook I am able to talk to my classmates outside of class about concepts taught in class. </li></ul><ul><li>From: http://bgatin.wordpress.com/2009/10/06/connectivism/ & </li></ul><ul><li>http://www.slideshare.net/kclauson/web-20mediated-blended-learning-separating-fact-from-fiction </li></ul>
  24. 24. Some conclusion: <ul><li>“ The nature of Web 2.0 tools make it more likely (…) [that] learners can also find ways of enhancing their learning, too. (…) The nature of the learning environments that most people inhabit – four physical walls (…) – and the enormous possibilities that Web 2.0 tools offer to both teachers and learners, make it inevitable that learning blends will be a feature of the language learning and more general educational landscape in the coming years. [this] will also inevitably have an impact on pedagogical processes (…) and potentially (…) on the ways that humans learn and learn languages in particular. </li></ul><ul><li>From: http://www.swinburne.edu.au/hosting/ijets/journal/V7N2/pdf/Article2-Motteram&Sharma.pdf </li></ul>
  25. 25. Are we ready ? <ul><li>A spirit of experimentation </li></ul><ul><li>Willingness to engage learners in the creation of learning resources ( co-creation of content ) </li></ul><ul><li>Willingness to “ let go ” of control and content presentation approaches to teaching </li></ul><ul><li>Tolerance of failure </li></ul><ul><li>Collaboration between peers </li></ul><ul><li>Change perception of what is our profession </li></ul>
  26. 26. <ul><li>The presentation is available at: </li></ul><ul><li>http://www.slideshare.net/bibianajou/ilash </li></ul>
  27. 27. Other links <ul><li>Shirky, C. (2008) Here comes everybody </li></ul><ul><li>Siemens, G. Tittenberger, P. (2009) Handook for emerging technologies . </li></ul><ul><li>Siemens, G. http://it.coe.uga.edu/itforum/paper92/paper92.html </li></ul><ul><li>Vigotsky, L. (1995) Pensamiento y Lenguaje. Paidós. Barcelona. </li></ul><ul><li>US Department of Education: Evaluation of Evidence-Based Practices in Online Learning. A Meta-Analysis and Review of Online Learning Studies </li></ul><ul><li>CCK09 Moodle forum post: http:// ltc.umanitoba.ca/moodle/mod/forum/discuss.php?d =2266 </li></ul>

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