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Using Moodle to Support Languages Across the Curriculum at Skidmore NEALLT : The Language Learning Space: Real and Virtual...
Overview <ul><li>LAC at Skidmore </li></ul><ul><li>The instructional challenge </li></ul><ul><li>Why moodle? </li></ul><ul...
LAC at Skidmore <ul><li>Format: </li></ul><ul><ul><li>Individualized curriculum </li></ul></ul><ul><li>Goals: </li></ul><u...
The Instructional Challenge <ul><li>Accommodate diversity of </li></ul><ul><ul><li>proficiency levels </li></ul></ul><ul><...
Why Moodle? <ul><li>Constructivist Approach: Tools to empower learners </li></ul><ul><ul><li>“ People actively construct n...
Student feedback <ul><li>Moodle promotes creativity and interactivity </li></ul><ul><li>Incorporate more current events </...
Pedagogical paradigm shift <ul><li>Education of the third millennium characterized as  “flexible, inclusive, collaborative...
Fundamental properties of the web & implications for learning: <ul><li>Two-way medium – users are producers and consumers ...
Digital learners <ul><li>Multiprocessors </li></ul><ul><li>Navigation = key to information literacy </li></ul><ul><li>Disc...
Distributed intelligence <ul><li>Interplay among individuals & groups, explicit & tacit knowledge. </li></ul><ul><li>Shift...
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NEALLT 2007 presentation

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Conference presentation on using a moodle site to support the Languages Across the Curriculum program (in French) at Skidmore College

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NEALLT 2007 presentation

  1. 1. Using Moodle to Support Languages Across the Curriculum at Skidmore NEALLT : The Language Learning Space: Real and Virtual Uses Cornell University March 31, 2007 Cindy Evans Skidmore College
  2. 2. Overview <ul><li>LAC at Skidmore </li></ul><ul><li>The instructional challenge </li></ul><ul><li>Why moodle? </li></ul><ul><li>Student feedback & ongoing development </li></ul>
  3. 3. LAC at Skidmore <ul><li>Format: </li></ul><ul><ul><li>Individualized curriculum </li></ul></ul><ul><li>Goals: </li></ul><ul><ul><li>Improve reading proficiency </li></ul></ul><ul><ul><li>Enhance vocabulary in target discipline </li></ul></ul><ul><ul><li>Provide ongoing L2 learning </li></ul></ul>
  4. 4. The Instructional Challenge <ul><li>Accommodate diversity of </li></ul><ul><ul><li>proficiency levels </li></ul></ul><ul><ul><li>content areas </li></ul></ul><ul><li>Encourage interaction among students </li></ul>
  5. 5. Why Moodle? <ul><li>Constructivist Approach: Tools to empower learners </li></ul><ul><ul><li>“ People actively construct new knowledge as they interact with their environment.” </li></ul></ul><ul><ul><li>“ Learning is particularly effective when constructing something for others to experience.” </li></ul></ul><ul><li>LAC moodle site </li></ul>
  6. 6. Student feedback <ul><li>Moodle promotes creativity and interactivity </li></ul><ul><li>Incorporate more current events </li></ul><ul><li>More interaction with peers’ content areas </li></ul>
  7. 7. Pedagogical paradigm shift <ul><li>Education of the third millennium characterized as “flexible, inclusive, collaborative, authentic, relevant, global, and effective.” </li></ul><ul><li>Emphasis on core meta-skills and knowledge vs. core content </li></ul><ul><li>Felix, U. E-learning in the third millennium: the need for combining social and cognitive constructivist approaches.” ReCALL 17 (1): 85-100, 2005 </li></ul>
  8. 8. Fundamental properties of the web & implications for learning: <ul><li>Two-way medium – users are producers and consumers </li></ul><ul><li>Honors notion of multiple intelligences </li></ul><ul><li>Leverages small efforts of the many with large efforts of the few </li></ul><ul><li>Brown, J.S. “Growing up digital: How the web changes work, education, and the ways people learn.” Change 10-20, March/April, 2000 </li></ul>
  9. 9. Digital learners <ul><li>Multiprocessors </li></ul><ul><li>Navigation = key to information literacy </li></ul><ul><li>Discovery-based learning – Bricolage </li></ul><ul><li>Bias toward action </li></ul>
  10. 10. Distributed intelligence <ul><li>Interplay among individuals & groups, explicit & tacit knowledge. </li></ul><ul><li>Shift in using technology from supporting individuals to supporting relationships between individuals </li></ul>

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