This document discusses online language learning enhanced through educational technology. It describes Rita Zuba Prokopetz's work teaching English as a Second Language online and in blended formats at Red River College and the University of Winnipeg. The document outlines various components of online language learning including listening, speaking, writing, and reading notes and activities. It also discusses advantages and experiences of online learning as well as reflective activities and assessment of student progress.

1. Online Language Learning
Enhanced via Educational Technology
1
Images courtesy of ClipArt
TESL Canada 2015
Lake Louise, AB
October 29-31, 2015
Rita Zuba Prokopetz
Email: rprokopetz@rrc.ca
Twitter: @GandRLanguages
Skype: rita.prokopetz
Red River College – Winnipeg, Manitoba:
-Language Training Centre - English as a Second Language (ESL) - Blended
-Teacher Education - Certificate in Adult Education (CAE) - Online
University of Winnipeg: Internationally Educated Teachers (IET) - Online

2. Online Language Learning
“The learner is in charge of what gets learned” *Bill Pelz
2
Listening
Notes/charts
Speaking
Audio files
Writing
Notes/charts
Reading
Notes/charts
Images courtesy of ClipArt
Discussion
Journal of Asynchronous Learning Networks, 8(3),* Pelz (2004)

3. 3
Images courtesy of ClipArt
Appliances
Artifacts (Artefacts)
Discussion
Educational Transactions
Learning Events
Examples*
Questions/Comments
Tentative Agenda
http://blendedlearning4eslstudents2015.weebly.com/
Homepage / Introduction / Components: knowledge
From sharing knowledge / to observing learning – reflection on my role as an educator (RZP 2015)

4. 4
Advantages
Disadvantages
Experiences*
Myths
Perceptions
Questions/Comments
Technology: book, mobile, desktop, etc.
Discussion
* http://blendedlearning4eslstudents2015.weebly.com/
“Blurred lines: effective teaching and pedagogically sound instructional design” Pelz (2004)
http://blendedlearning4eslstudents2015.weebly.com/application.html/
Components: application/

5. Choice of Appliances to Achieve Desired Outcomes
5
Mobile eDevice?
Desktop?
“without sufficient motivation, even individuals with the most remarkable abilities cannot
accomplish long-term goals.” (*Dornyei (2001).
*Dornyei, Z. (2001). Motivational Strategies in the Language Classroom.
Mobile Paper-based?

6. 6
Choice of Artifacts (Artefacts) to Show Evidence of Learning

7. 7
Learning Events to
Enhance Language Learning
http://www.slideshare.net/RDCZP/rubrics-e-mentoring
*Moore, M. (2007, 2013). The Theory of Transactional Distance.
Dialogue
Learner Autonomy
Course Structure
*Moore (1983)

8. 8
Educational Transactions to Show Evidence of Learning
Final Task: summarize a short report on critical thinking (p.93)
Link: http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796
Real tasks to enable my students to “regard the material they were taught as worth learning” (Dornyei, p.63).

9. 9
Reflecting on the Learning Process
Competency/Tasks Knowledge Experience Confidence
Interacting w/Others
Sharing Information
Getting Things Done
Reproducing Info.
Learner’s comments: I feel I have/I do not have enough knowledge, experience and confidence to
complete the assigned CLB7 writing tasks*
Sample tasks* from previous terms: Applying for post-secondary education
Interacting with others: Write a two-three-paragraph email to a colleague and express satisfaction
Sharing information: Write a two-three paragraph email to a friend with information
Getting things done: Fill out an application for post-secondary education
Reproducing information: Take notes during a short presentation and write a one-paragraph summary
Choose a number for each category (knowledge, experience, confidence)
1= very low level of knowledge, experience or confidence;
4 = high level of knowledge, experience, or confidence
Learner’s reflection: what I did…………………………………..……..
How I did it ……………………………………………………………………….
What I will do differently next time ………………………………….. (short paragraph)
http://blendedlearning4eslstudents2015.weebly.com/application.html/
Components: application/

10. 10
Measuring Learning Progress
Sample task of current group: Tour of the library on October 15, followed by group project
Interacting with others: Write a two-three-paragraph email to a colleague, express satisfaction
at the successful completion of the library tour, explain why it was successful, and mention
the positive impact the experience will have/has had on you. (*7-10 times performing at the level)
Language Component 1, 2, 3, 4 Instructor Comments
Modal: politeness, respect,
appreciation
Vocabulary: expressions and
common phrases
Grammar/sentence structure:
parts of speech, SVO/V/CW
Paragraph: structure, formatting,
conventions
Paragraph: topic sentence,
supporting details, conclusion
Mechanics: capitalization,
punctuation, spelling
1= needs help; 2 = satisfactory; 3 = *achieves level; 4 = exceeds level;
Final CLB based on performance 75% of the time (~7 tasks out of 10)

11. 11
References – some of the work cited
• Bailey, K. (1999) Washback in Language Testing – TOEFL Monograph Series. Princeton, NJ: Educational Testing Service. (p.9)
• Barret, H.C. (2005). The reflect initiative – Researching eletronic portfolios: Learning, engament, collaboration. Through technology. Retrieved October 11, 2015 from
http://google.electronicportfolios.com/reflect/whitepaper.pdf
• Bloom, B.S. (1956). Taxonomy of Educational Objectives. Boston, MA. Allyn and Bacon, - Pearson Education.
• Bridges, E.M. (1992). Problem-based learning for administrators. Eugene, OR: ERIC Clearninghouse on Educational Management – U. of Oregon.
• Brown, H.D. (2001). Teaching by principles - An interactive approach to language pedagogy. New York, NY.: Pearson Education Company.
• Centre for Canadian Language Benchmarks (2012). Canadian Language Benchmarks: English as a second Language for adults (rev.ed.). Ottawa: Author. Retrieved
September 26, 2015 http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
• Centre for Canadian Language Benchmarks (2015). Theoretical framework for the Canadian Language Benchmarks and Niveaux de compétence linguistique
canadiens. Retrieved September 26, 2015 http://www.language.ca/documents/Theoretical_Framework_e-version.pdf
• Cleveland-Innes, M.F., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and
Distance Learning (IRRODL), (13)4. Retrieved October 08, 2015 from http://www.irrodl.org/index.php/irrodl/article/view/1234/2333
• Cleveland-Innes, M.F., & Garrison, D.R. (2010). An introduction to distance education – understanding teaching and learning in a new era. Routledge. Retrieved from
http://samples.sainsburysebooks.co.uk/9781135172640_sample_844150.pdf
• Dornyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge Language Teaching Library.
• Levine, S.Joseph et al (2005). Making Distance Education Work: Understanding Learning and Learners at a Distance. LearnerAssociates.net LLC
• Keegan, D. (1990). Foundations of Distance Education. New York: Routledge.
• Maslow, A. H. (1967). "A Theory of Metamotivation : The Biological Rooting of the Value-Life". Journal of Humanistic Psychology 7 (2): 93–
26. doi:10.1177/002216786700700201.
• Moore, M. (2006). Theory and Theorists. European Distance Education Network (EDEN) – Moore’s Theory of Transactinal Distance – PowerPoint presentation –
Retrieved July https://drive.google.com/file/d/0B7OEsM1rNnU1c0lOY3djMUxLTFk/view?usp=sharing
• Moore, M. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education , 44 (9), 661-679.
• Ormrod, J. E. (2009). Essentials of Educational Psychology (Second edition ed.). Columbus, Ohio, U.S.A.: Pearson.
• Moore, M. (2013). The Theory of Transactional Distance. In M. Moore, G. Anderson, Handbook of Distance Education (Third edition ed., pp. 66-85). Routledge.
• Pelz, B. (2004). (My) Three principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 8(3).
• Pettis, J. (2014). Portfolio-Based Language Assessment (PBLA): Guide for teachers and programs. Ottawa: Citizenship and Immigration Canada. Retrieved October 10,
2015 http://www.listn.info/site/wp-content/uploads/PBLA_Guide_2014.pdf
• Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado, U.S.A.: Mid-Continent
Research for Education and Learning .
• Ragan, L.C. (1999). Good teaching is good teaching: An emerging set of guiding principles and practices for the design and development of distance education.
Cause/Effect Journal, 22(1). https://net.educause.edu/ir/library/html/cem/cem99/cem9915.html Retrieved August 14, 2015
• Siemens, G. (2006). Knowing knowledge. Vancouver, BC, Canada: Lulu Press
• Siemens, G. & Tittenberger, P. (2009) (http://ltc.umanitoba.ca/blogs/cetl/)
• Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education, 4th edition. Upper Saddle River,
NJ: Pearson Education, Inc.

12. Online Language Learning
Enhanced via Educational Technology
12
Images courtesy of ClipArt
Questions? Comments?
Feedback welcome!
TESL Canada 2015 Conference
Lake Louise, AB - October 29-31, 2015
Rita Zuba Prokopetz
Email: rprokopetz@rrc.ca
Twitter: @GandRLanguages
Skype: rita.prokopetzThank
you!
“I consider myself an organizer of learning experiences. I used to share knowledge
with my learners until I discovered the joy of observing learning.” RZP - Oct. 20, 2015