NE Regional Community Collge ESL Conference

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presentation at October 21st conference

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NE Regional Community Collge ESL Conference

  1. 1. Best Practices using Technology for Writing Instruction and Beyond <ul><li>2 nd Annual New England Regional Community College ESL Conference </li></ul><ul><li>Christina M. Cavage </li></ul><ul><li>October 21, 2011 </li></ul>
  2. 2. Best Practices and Technology in the ESL Classroom <ul><li>Agenda: </li></ul><ul><ul><li>Technological tools </li></ul></ul><ul><ul><li>How can you seamlessly infuse these tools into curricula? </li></ul></ul><ul><ul><li>Blended Learning Advantages </li></ul></ul><ul><ul><li>What role can blended learning play in supporting writing and other topics? </li></ul></ul><ul><ul><li>How can ESL programs connect students to these resources? </li></ul></ul>
  3. 3. Why Use Technology? <ul><ul><li>Follow a constructivism-connectivism approach to learning ( learning is a social process . . . ) </li></ul></ul><ul><ul><li>Promote a community of learners </li></ul></ul><ul><ul><li>Promote autonomy </li></ul></ul><ul><ul><li>Learners have greater access to materials </li></ul></ul><ul><ul><li>Appeal to their digital nativeness </li></ul></ul>
  4. 4. Technological Tools <ul><li>Podcasts </li></ul><ul><li>WIKIs </li></ul><ul><ul><li>a place to define new terms, to peer review essays, to create a collaborative project, as a resource center, a discussion board ACCCESLWiki </li></ul></ul><ul><li>BLOGs </li></ul><ul><ul><li>A great resource for reflective writing; students can respond to a prompt and respond to others, can help build vocabulary Judith's Blog </li></ul></ul><ul><li>Course management systems, ie. Blackboard, or commercially developed LMS, ie. Mylab. </li></ul>
  5. 5. Using Web Tools <ul><li>Bloom’s Taxonomy and Web 2.0: </li></ul><ul><li>Higher Order </li></ul><ul><li>Remembering: networking, searching </li></ul><ul><li>Understanding: blogging, commenting </li></ul><ul><li>Applying: uploading, sharing, editing </li></ul><ul><li>Analyzing: linking, editing </li></ul><ul><li>Evaluating: blogging, reflecting, collaborating </li></ul><ul><li>Creating: wikis, editing </li></ul>Creating Evaluating Analyzing Applying Understanding Remembering
  6. 6. Incorporating Tech Tools <ul><li>Whatever the tool . . . </li></ul><ul><ul><li>Blended Learning is the key to creating access to course content outside of the classroom, as well as engaging learners at higher frequency rates and thus, making greater learner gains. </li></ul></ul><ul><ul><li>What exactly is blended learning? </li></ul></ul>
  7. 7. Blended Learning <ul><li>According to Thorne (2003), “Blended learning blends online learning with more traditional methods of learning and development” (2). </li></ul><ul><li>However, beyond that, blended learning needs to support and reinforce the content delivered in the face to face environment. </li></ul>
  8. 8. Advantages of a Blended Learning Environment <ul><ul><li>Students interact with content more frequently when content is presented and supported in a web-based environment (supported by Dept of Ed 2009 research) </li></ul></ul>
  9. 9. Advantages of Blended Learning <ul><li>Students have access to content anytime, anyplace . . . so that student who works till 3 am, can log on after work </li></ul>
  10. 10. Advantages of Blending Learning <ul><li>Students take more control over their own learning; i.e.. they develop greater learner autonomy </li></ul><ul><li>As supported, “Blended Learning in an ESL Class: A Case Study”, Maja Grgurovic, CALICO Vol. 29, No 1, September 2011 </li></ul>
  11. 11. Advantages . . . <ul><li>Students interact with content more frequently . . . (we know if we increase frequency of interaction, greater learner gains will be made) </li></ul><ul><li>Students are able to work on their own schedule . . . </li></ul><ul><li>Students take more control over their own learning—greater autonomy </li></ul>
  12. 12. Blended Learning Environments <ul><li>Three levels of blended learning environments </li></ul><ul><ul><li>Electronic workbook </li></ul></ul><ul><ul><li>Reinforcement of course content ( teacher can manipulate slightly, but not add content ) </li></ul></ul><ul><ul><li>Course management system that fully supports course content and can be manipulated by teacher, i.e.. teacher can add and delete content </li></ul></ul>
  13. 13. Writing and The Blended Learning Environment <ul><li>Can facilitate “pre-writing” activities </li></ul>
  14. 14. Writing and Blended Learning <ul><li>BL environments can help students build vocabulary </li></ul>
  15. 15. Writing and Blended Learning <ul><li>Allows teachers to customize writing topic </li></ul>
  16. 16. Writing and Blended Learning <ul><li>Supports revision and allows students to submit several drafts </li></ul>
  17. 17. Writing and Blended Learning <ul><li>Allows teachers and students to check for plagiarism </li></ul>
  18. 18. Writing and Blended Learning <ul><li>Keeps a draft history for learners and instructors . . . great evidence for mastery of student learning outcomes </li></ul><ul><li>FOGI Examples </li></ul>
  19. 19. Writing and Blended Learning <ul><li>Instructors can clearly see students progress. Reports can be generated for conferencing, or for accreditation reporting </li></ul>
  20. 20. Connecting Students to Resources <ul><li>Use a learning management system </li></ul><ul><ul><li>ie. MyNorthStar Lab </li></ul></ul><ul><li>Build online homework activities into course </li></ul><ul><li>Train students (and teachers!) in how to use the resources </li></ul>
  21. 21. Blended Learning <ul><li>Using a blended learning environment . . . </li></ul><ul><ul><li>allows the learners to have greater access to course content </li></ul></ul><ul><ul><li>allows the learners to interact with content in an engaging, stimulating way </li></ul></ul><ul><ul><li>allows learners to interact with course content at high frequency rates </li></ul></ul><ul><ul><li>allows the learners to self-direct their learning; leading to greater learner gains </li></ul></ul>
  22. 22. Blended Learning <ul><li>Using a blended learning environment . . . </li></ul><ul><ul><li>allows ESL professionals to augment their teaching </li></ul></ul><ul><ul><li>allows ESL professionals to customize their course content to meet needs of their course/program (through the re-ordering to creating and deleting questions) </li></ul></ul><ul><ul><li>saves time for ESL professionals in searching for additional course support materials </li></ul></ul><ul><ul><li>provides ESL professionals with a “portfolio” of student work, evidence for mastery of student learning outcomes </li></ul></ul>
  23. 23. Blended Learning <ul><li>Questions?? </li></ul><ul><li>Christina M. Cavage </li></ul><ul><ul><li>[email_address] </li></ul></ul>
  24. 24. References <ul><li>Grgurovic, M. (2011). Blended Learning in an ESL Class: A Case Study. CALICO Journal , 29, 100-117. </li></ul><ul><li>Scida, E. E., Saury, E.R (2006). Hybrid courses and their impact on student and classroom performance: A case study at the University of Virginia. CALICO Journal , 23, 517-531. </li></ul><ul><li>Thorne, K. (2003) Blended Learning : How to integrate online and traditional learning . London: Kogan Page. </li></ul>

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