Presentation given at the TESL Ontario 2013 Conference in Toronto. This was an interactive presentation with attendees using their mobile devices to access the material.
Implementing and Facilitating Technology-Based Community Resource CentresNathan Hall
This is a session that I gave on creating a collaborative resource centre that English language learners can access anywhere at any time. I gave this at the BC TEAL Lower Mainland 2013 Regional Conference in Vancouver, BC.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
Joint construction Donnarumma & Shrestha 2011, EATAW conference, IrelandPrithvi Shrestha
It is a presentation that I gave at the European Association for Teaching Academic Writing (EATAW) at the University of Limerick, Ireland (29 June - 1 Jult 2011).
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Presentation given at the TESL Ontario 2013 Conference in Toronto. This was an interactive presentation with attendees using their mobile devices to access the material.
Implementing and Facilitating Technology-Based Community Resource CentresNathan Hall
This is a session that I gave on creating a collaborative resource centre that English language learners can access anywhere at any time. I gave this at the BC TEAL Lower Mainland 2013 Regional Conference in Vancouver, BC.
Technology is in all walks of our lives and young people are often defined as the web-generation. It has now become a challenge to embed technology into the modern teaching and learning of foreign language classrooms and harness students’ enthusiasm in ICT.
Research has indicated that technology benefits those who use it as a pedagogical vehicle of productive tasks. (Michael Evans, 2009)
My project embraces this challenge and enhances students’ learning by using digital tools to develop student independence. It encourages them to become creators of their own learning by setting out their own website to present a topic of their choice related to a cultural aspect of Italy. They need to research and present the topic using the project guidelines. They are encouraged to engage with all four language skills to communicate and are invited to share their work with others to benefit from feedback and learn from each other.
This task based project allows students to cover a number of topics specifically tailored to their ability and interest. Moreover, it works well alongside the aims and the learning outcomes of the module. The “real life” situation, proposed in the project, motivates students to use the language for a purpose and promotes other skills such as: team work, peer learning, time management, organisation and digital communication. These skills bode well for the students as they are the basic requirements that employers look for when recruiting.
The scope of the project has a multicultural and multidisciplinary application. It can be adopted and adapted by any subject area and be considered as an alternative interactive form of assessment which by its nature would be important to the student employability.
Joint construction Donnarumma & Shrestha 2011, EATAW conference, IrelandPrithvi Shrestha
It is a presentation that I gave at the European Association for Teaching Academic Writing (EATAW) at the University of Limerick, Ireland (29 June - 1 Jult 2011).
The Modern Language Centre at King’s College London offers an ongoing internal Professional Development (CPD) Training Programme for its language teachers across different languages and addressing different career stages. The Programme comprises pedagogical training focused on exposing teachers to new approaches and methodologies in SLA, as well as training on intercultural competence and specific professional skills. The MLC staff is broadly multi-skilled and equipped to face the challenges and opportunities deriving from working and adjusting to a highly differentiate and international student population, presenting specific needs and frameworks.
The Training Programme is organized in different overarching themes, including: working with international students and differentiating pedagogical practice; setting courses and class activities around authentic cultural resources; feedback and assessment. Among those, ‘the international classroom’ has been the focus of a consistent training path, through various departmental events. The international classroom project aims to raise awareness and pedagogical expertise in approaching and teaching a multicultural student body and acting as a cultural mediator.
As well as raising the professional profile and expertise of individual teachers, the ongoing Training Programme aims to create an inclusive and collaborative staff community. A number of workshops offered are indeed staff-led, in order to foster sharing of good practice, peersupport among professionals and enhance reflectivity. Others events involve experts from other departments and external speakers. The variety of learning opportunities contributes to shape a strong professional community where individual members feel positively challenged and empowered. The Training Programme is also a key departmental strategy to comply with the requirements of the Teaching Excellence Framework (TEF), offering MLC teachers an opportunity for further professional accreditation.
This power point was created by the Office of Special Programs in partnership with RESA (West Virginia Board of Education) based staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL) to specifically address the quality of the interactions that have been found through research to most directly move individual learners from where they are to where they need to be.
Project-Based Learning (PBL), Content-based Instruction (CBI), and CALL: A fr...Saint Michael's College
Christine Bauer-Ramazani will introduce Project-Based Learning as an approach in education that lends itself well to increased focus on content in English language teaching and learning while leveraging technology to accomplish the goals. Examples will be given.
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.
Practicing and Assessing Democratic Pedagogy #demopedJeanne Bohannon
This presentation was delivered as part of the CHSS Dean's Lecture Series, Kennesaw State University, February 25, 2016. It describes a history of democratic learning and a case study tht assessed students' attitudes towards democratic, digital writing assignments in a first year composition classroom. Tweet at #demoped
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
Exploring learner experiences in open cross-institutional and cross-boundary professional development courses in higher education,
a Phd project work-in-progress
Chrissi Nerantzi, Manchester Metropolitan University, United Kingdom, @chrissinerantzi
Project-Based Learning (PBL), Content-based Instruction (CBI), and CALL: A fr...Saint Michael's College
Christine Bauer-Ramazani will introduce Project-Based Learning as an approach in education that lends itself well to increased focus on content in English language teaching and learning while leveraging technology to accomplish the goals. Examples will be given.
Today’s students live their lives through technology and are using a vast range of online tools and devices to access learning materials on the go. With this in mind, The Language Centre at Queen’s has created a number of microsites using free tools available online, to support students enrolled on IWLP Level 1 language classes.
As language learning is an accumulative process, the aim of our approach is not only to support, but also encourage interaction with our language course content in between weekly classes. Our students can now listen to audio files, watch animated videos and practice reading aloud short phrases to get more familiar with the language and to reinforce what is learned in class each week. As technology lends itself very well to personalised and independent learning outside the classroom, students now work at their own pace to revise course content, making our weekly language classes more relevant, engaging and accessible to all.
Taking advantage of a range of free online tools embedded in one site, we are now able to support language learning in a more widely accessible and user friendly way than ever before. In this parallel session, we would like to share our development experiences and demonstrate just how easy it is for others to accomplish something similar, using free tools available online to everyone.
Practicing and Assessing Democratic Pedagogy #demopedJeanne Bohannon
This presentation was delivered as part of the CHSS Dean's Lecture Series, Kennesaw State University, February 25, 2016. It describes a history of democratic learning and a case study tht assessed students' attitudes towards democratic, digital writing assignments in a first year composition classroom. Tweet at #demoped
Universal Design for Learning and ICT tools to make teaching & learning acces...Evelyn Cloosen
Universal Design for Learning (UDL) and ICT tools to make teaching & learning accessible for all students.
Presented by SIHO at "Inclusive Higher Education: National and International Perspectives Conference" from 22 to 23 September 2014 at the University of Leipzig.
Exploring learner experiences in open cross-institutional and cross-boundary professional development courses in higher education,
a Phd project work-in-progress
Chrissi Nerantzi, Manchester Metropolitan University, United Kingdom, @chrissinerantzi
Paul Gruhn Faculty-Research-Day Student-Poster Program EvalutionPaul Gruhn
On March 24, 2017, I submit this poster at the University of Bridgeport, Faculty Research Day poster presentations. This is a summary of a program evaluation project I completed in Dr. Linda Paslov's EDLD 808 Program Evaluation Course.
EDLD808 Program Evaluation Final Project Final Paper - Online EducationPaul Gruhn
This the complete research for program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
EDLD808 Program Evaluation Final Project - Online EducationPaul Gruhn
This presentation is a summary of a program evaluation project I performed on the CSC230 Database for Web Applications course, which I teach online, to Community College Students.
EDLD813 Paul Gruhn - My Research AutobiographyPaul Gruhn
In my my EDLD813 Learning Theory course, we were required to present an autobiography. Who you are, what you believe shapes how you do research. Which theoretical framework you choose to build your research upon, comes out of knowing who you are.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Democratizing the Discussion Board: Establishing a Community of Learners to G...D2L Barry
Democratizing the Discussion Board: Establishing a Community of Learners to Grant Students Voice and Choice, Jessamay Pesek and Kris Nei – Bemidji State University. Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Educational Technology 2 presentation a brief outlie of the lesson under the course EDTECH 2 this will serve as simple guide for students who are taking this course.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Charting a Collaborative Course Online: Learning in the Community (with Carolyn Kristjansson)
1. Charting
a Collaborative Course Online:
Learning in the Community
CAROLYN KRISTÁNSSON & NATHAN HALL
TRINITY WESTERN UNIVERSITY
TESL CANADA CONFERENCE, REGINA, SK
MAY 9-10, 2014
2. Perspectives on Teacher Education
Traditional
➤ Teacher learning as individual
cognitive endeavor
➤ Teacher-learner responsible for
acquiring & applying what is taught
(Burns & Richards, 2009)
Sociocultural
➤ Learning as situated social practice
(Lave & Wenger, 1991)
➤ Second Language Teacher
Education (SLTE) – conceptualizing
SLTE as emerging community of
practice
➤ Learning is mediated through
participation (Freeman, 2009; Singh
& Richards, 2009)
3. Question:
➤ What might this look like in a SLTE course mediated by
online technologies and informed by online
collaborative learning theory?
4. Online Collaborative Learning (OCL)
➤ OCL Theory:
“OLC refers to educational applications that emphasize
collaborative discourse and knowledge building mediated by
the Internet: learners work together online to identify and
advance issues of understanding, and to apply their new
understanding and analytical terms and tools to solving
[addressing] problems, constructing plans or developing
[multi-perspectival] explanations for phenomena. OCL
emphasizes processes that lead to both conceptual
understanding and knowledge products.” (Harasim 2012, p.
88)
5. OCL & Community
➤ The community-centred lens allows us to include the critical social
component of learning in our online learning designs. Here we find
Vygotsky’s (2000) popular notions of “social cognition” relevant…
Lipman’s (1991) “community of inquiry,” and Etienne Wenger’s (2002)
ideas of “community of practice”…. Wilson (1997) has described the
characteristics of participants in online communities as having a
shared sense of belonging, trust, expectation of learning, and
commitment to participate in and contribute to the community
(Anderson, 2008, p. 51).
6. OCL & Interactivity
➤ Interaction – or its derivative term interactivity – serves a
variety of functions in the educational transaction…
interactivity is fundamental to creating the learning
communities espoused by Lipman (1991), Wenger (2002),
and other influential educational theorists who focus on the
critical role of community in learning. …Finally, the value of
another person’s perspective, usually gained through
interaction, is a key learning component in constructivist
learning theories (Shank, 1993), and in inducing mindfulness
in learners (Visser, 2000). (Anderson, 2008, p. 55)
7. OCL & Knowledge in Community
➤ OCL Theory:
➤ Learning activity
➤ Informed by discipline norms & discourse process that
emphasizes conceptual learning and knowledge building.
➤ Ss have a relationship to the knowledge community mediated
by teacher/mentor who represents the community
➤ Learning & Knowledge Building
➤ viewed as meaningful to society and not driven only by
personal interest or to fulfill class assignment
8. OCL & Process
➤ Distinction: Cooperative vs Collaborative
➤ OCL: Collaborative Process & Product
9. OCL Technology
➤ Distinction:
➤ Technology as online learning tool(s)
➤ Technology as online learning environment
➤ OL environment: shared space for discourse &
interaction = heart of OCL
➤ TWU MATESOL CMS - wiki
10. TWU OL MATESOL Program
➤ Program Structure:
➤ Virtuous Cycle of Knowledge Creation
(Tichy & Cardwell, 2002)
➤ Modular Approach
➤ Didactic (“Offering” x 1)
➤ Collaborative (“TPOV” x 3)
“This is a collaborative paper in which the group presents a clear,
workable, negotiable position on what has been learned and
researched. It includes a dimension that only the students can
bring to the process and a central point or thesis and a set of
reasons or arguments for that position. The TPOV is reviewed by
all students…"
11. TWU OL MATESOL - Orientation
Product
Process
Praxis
Transmission
Transaction
Transformation
Cummins, 2007, p.45
13. Curriculum Course
➤ Lead Instructor
➤ Determines module focus, readings, “offering” content, and TPOV project (in dialogue
w/ collaborating instructor to extent possible)
➤ Provides feedback on draft TPOV
➤ Provides feedback & grade on module reflective reports and course paper
➤ Collaborating Instructor (a.k.a. “collaboratti”)
➤ Provides Ss with feedback on summaries of key readings,
monitors/prompts/facilitates group interaction, responds to student questions
➤ In this course – tech expert!
➤ Provides feedback on draft TPOV each module
➤ Provides feedback on proposal & outline of course paper
14. Curriculum Course: Overview
➤ Content Focus
➤ Understand POLEs & related theoretical frameworks
➤ Apply knowledge in analysis of existing curriculum
➤ Apply knowledge in creation of curriculum
➤ Service Learning Projects
➤ After-school curriculum for refugee youth
➤ ProD curriculum for EFL teachers at beginner level English
proficiency
15. ProD EFL Curriculum Project
➤ M1: POLE in context
➤ Adopt assigned perspective (3 Ps)
➤ Reflect on (imagine) view of LE in assigned context from this perspective
➤ Reflect on pros and cons of designing curriculum from this perspective
➤ M2: Student Needs in Context
➤ Needs analysis from various perspectives
➤ Their view of situational & Ss’ language & non-language needs
➤ Type of needs analysis that might get at Ss’ view of the same
➤ Tentative decisions of which needs to address or not
16. ProD EFL Curriculum Project
➤ M3: Introduce Project Parameters (recent iteration)
➤ Curriculum: 3-week ProD course for primary school ELTs
➤ Scope: Language in 3 areas
➤ Classroom Talk (i.e., teacher talk—language skills needed to conduct and manage
an English class),
➤ Lunchroom Talk (i.e., small talk/casual conversation with colleagues—language
skills needed to interact informally on a social level with fellow teachers), and what
we are calling
➤ Conference Talk (i.e., formal professional talk—language skills needed to interact in
formal professional settings with visiting professionals/scholars/dignitaries).
➤ Scope: Technology
➤ Skills to safely and effectively use technology for educational purposes (e.g., mobile
phones, computers, tablets, the Internet).
17. ProD EFL Curriculum Project
➤ Foreword
➤ Table of Contents
➤ Introduction
➤ Selected External
Standards
➤ General Scope & Sequence
➤ Language Focus Overview
21. Challenges?
➤ In general
➤ Amount of work involved / time
➤ Different personalities / needs
➤ Different understanding of what needed to be done
➤ Creating for others but no firsthand knowledge of students or
teachers involved
➤ Understanding the limitations, especially cultural
➤ Design Perspective
➤ How to distribute the curricular components across groups while
maintaining coherence
➤ Right balance of support (e.g. starter ideas, templates, timeline)
➤ Time
22. Rewards?
➤ Writing for a purpose, not just an assignment
➤ Working together and navigating how to work with others
➤ Generating ideas and developing skills that can be directly
applied to own classrooms (in-service teachers)
➤ Group knowledge
➤ Sense of confidence in how to approach curriculum work
➤ Sense of accomplishment—incredibly rewarding
23. Adding it up
➤ The course
➤ how we have charted and navigated our online collaborative course
➤ Learning by participation in the community
➤ the SLTE community
➤ the MATESOL OL learning community
➤ the ELT community of practice
➤ EFL ProD project: legitimate peripheral participation (Lave & Wenger, 1991)
➤ Learning to think as professionals and colleagues of EFL teachers working within
challenging real world constraints
➤ Leading to growing ongoing participation in the ELT community
24. Insights
➤ Charting an online
collaborative course?
➤ Learning in the community
(Community of Practice)?
➤ See the handout
26. References
➤ Anderson, R. (2008). Towards a theory of online learning. In The theory
and Practice of online learning (pp. 45-74). Edmonton: AU Press.
Retrieved from: http://www.aupress.
ca/books/120146/ebook/99Z_Anderson_2008-
Theory_and_Practice_of_Online_Learning.pdf
➤ Lave, J., & Wenger, E. (1991). Situated earning: Legitimate peripheral
participation, Cambridge: Cambridge University Press
➤ Harasim, Linda. (2012). Learning theory and online technologies. New
York: Routledge.