Blended Learning: Contextualizing Your Class
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Presented in Saturday TechTalk between British Council and Indonesia Technology-Enhanced Language Learning (iTELL) on Saturday, 25 January 2022
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Online Socialization
This document discusses online socialization and promoting online learning communities. It begins by defining online socialization as the process of internalizing rules and values through virtual relationships. It then outlines the importance of online socialization for successful online learning. Key aspects of online learning communities discussed include teaching, social, cognitive, and transactional presences. The document also summarizes Salmon's five stage model for structured online activities and lists considerations for developing online socialization. Throughout, it provides examples of strategies to promote socialization before, during, and after online courses.
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Abstract
The benefits of Social Networking Sites (SNSs) for academic purposes have been extensively researched. In the studies of social capital and how through SNSs social capital can be formed and maintained, some studies have suggested that SNSs may build strong network and such network could benefit students in terms of educational attainment, achievement, and psychosocial factors (Ye, 2006; Ellison, Steinfield, & Lampe, 2007; Phua & Jin, 2011; Lin, Peng, Kim, Yeun Kim, & LaRose, 2012; Tamam, 2013) . However, the studies also found some barriers and implications of SNSs in the process of learning.
Most of the studies in social capital in SNSs were conducted in the context of formal education settings, in which SNSs were treated either as a part of certain courses, or relevant to students' formal education status. This study is going to be conducted in the context of informal discussion in English learning Facebook groups, with various types of members, both formal students and those who are interested in learning English. In particular, the study is going to employ the framework of social capital and actor-network theory in analyzing the discourse among the learners in order to find out the influencing factors and types of social capital that may be beneficial in learning English.
Keywords
Social Networking Sites, Social Capital, Actor-Network Theory, Computer-Mediated Discourse Analysis, Learning English
Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
Best practices in English teachers Facebook groups
Presented in GloCALL 2015, Daejeon, Korea, 12-14 November 2015
Abstract
Social Networking Sites (SNSs) has become a ubiquitous tool in human's life. It does not only serve personal purposes of socializing and communication, some studies have also explored the benefits and the downsides of using them for professional purposes in various lines of jobs. In the case of educators, there is generally a positive tone in regards to the use of SNSs, suggesting that they can be useful in developing and improving professional competences among pre-service and in-service teachers (Forte, Humphreys, & Park, 2012; Power, 2013; Bissessar, 2014; Manca & Ranieri, 2014; Soomro, Kale, & Zai, 2014; Sumuer, Esfer, & Yildirim, 2014).
This study is going to explore the network and relationship among actors in SNSs, particularly on identifying actors that are influential in the network and the types of relationship among actors, as well as how the strength of the network contributes on the social capital of the teachers in their profession. Using the framework of computer-mediated discourse analysis and social capital applied on conversations in Facebook groups of English teachers from Indonesia, the study is expected to shed light on the best practices of informal teacher development through SNSs.
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Bio
Neny Isharyanti is currently a lecturer at the English Education program of Faculty of Language and Literature, Satya Wacana Christian University, Salatiga, Indonesia. Her research interests include Computer-Mediated Discourse Analysis and sociolinguistics.
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Interviewing
This document discusses different types of interviews and considerations for conducting interviews. It describes structured, semi-structured, and unstructured interviews. Structured interviews are quick but provide less detailed information, while unstructured interviews provide more in-depth data but are more difficult to analyze. Semi-structured interviews combine aspects of both. Factors like the type of participants, location, timing, question phrasing, recording responses, obtaining consent, and analyzing the data are important to consider for effective interviews.
Observation
This document discusses observation as a research method. It defines observation as having three purposes: to learn, to describe, and to evaluate. There are two types of observation perspectives: descriptive observation, which describes tangible actions, and evaluative observation, which assesses against criteria. Researchers can be participant observers who participate fully or non-participant observers with minimal involvement. Data can be captured in real-time through field notes or with audio/video recording or screen capturing software. Tips are provided for writing detailed, descriptive field notes and developing an observation protocol to focus the observation.
Introduction to Discourse analysis
This document provides an overview of discourse analysis as a research method. It discusses what constitutes a discourse, including language-in-use and how form and function are related. Context is important to discourse analysis. The document also examines speech acts, discourse structure using examples, and differences between spoken and written discourse. It notes some complications that can arise in analyzing unstructured spoken interaction versus more structured settings.
Inferential Statistics
This document provides an overview of inferential statistics and statistical tests that can be used, including correlation tests, t-tests, and how to determine which tests are appropriate. It discusses the assumptions of parametric tests like Pearson's correlation and t-tests, and how to check assumptions graphically and using statistical tests. Specific procedures for conducting correlation analyses in Excel and SPSS are outlined, along with how to interpret and report the results.
Assessment in English for Specific Purposes
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Presentation Skills
This document provides tips for effective oral presentations. It discusses that effective presentations involve not just content mastery but also planning and delivery. Good presentations can reduce stress, boost self-esteem, and lead to job and career success. Key components of an effective presentation include an introduction to grab attention and outline the purpose and structure, a body to present the main topics and supporting ideas, and a conclusion to summarize and recommend. Proper preparation, use of visual aids, maintaining eye contact, and handling questions well are important for successful delivery. Getting feedback helps improve future presentations.
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- 2. a combination of onsite (i.e. face-to-face) with online experiences to produce effective, efficient, & flexible learning (Sein & Graham, 2013)
- 4. Objectives: why? • the reasons for adopting a blended approach • the limiting factors to the design
- 5. Reasons for blending • Because somebody/ regulation/ government told you so! • Improved learning/pedagogy • Increased access • Increased flexibility • Decreased (or more flexible) costs • Learners’ expectations
- 6. Reasons for blending • Other reasons: • Motivation • Autonomy • Collaboration • Market reach • Experiential learning
- 7. The Limiting Factors • What are the limiting factors of running a blended learning course in your context?
- 8. Resources: what? how? • Pedagogic Purposes • Modes of delivery • Timetabling • Administrators
- 9. Pedagogic Purposes • Pedagogic purpose? • Curriculum • Choice of mode
- 10. Delivery Mode • Which mode to use? • online vs. offline vs. hybrid? • Technology available
- 11. Timetabling • Timetabling? • Available time for each mode • Resources scheduling (teachers, learners, technicians, classrooms, equipment, etc.)
- 12. Administrators • Administrators? • Regulations • Beliefs
- 13. Actors: who? • Teachers • Learners • Technicians • [Parents]
- 14. Teachers, Students, Technicians, [Parents) • Beliefs • Confidence (teachers) • Motivation (students) • Commitments • Skills • TPACK (on pedagogy, content, and technology) (teachers) • Relationships/Interaction • Time
- 15. Questions to Guide the Design Process https://www.teachingenglish.org.uk/article/blended-learning- english-language-teaching-course-design-implementation (Tomlison & Whittaker, 2013)
- 16. Guides to Design a Blended Learning Course https://edtechbooks.org/k12blended (Graham, C.R., Borup, J., Short, C.R. & Archambault, L., 2019).
- 17. Questions?
- 19. References Graham, C.R., Borup, J., Short, C.R. & Archambault, L. (2019). K-12 Blended Teaching: A Guide to Personalized Learning and Online Integration (Vol. 1). Independent publisher. Whittaker, C. (2013). Introduction & Conclusion. In Tomlinson & Whittaker, Blended Learning in English Language Teaching: Course Design and Implementation. London, UK: British Council