1) The document discusses a didactic ergonomics approach to integrating information and communication technologies (ICT) into teaching and the evolving roles of teachers.
2) It presents a model for computer-assisted language learning (CALL) that examines pedagogical mediation, technological mediation, mediation by distance, and interactions between the teacher, learner, and tutor.
3) The model identifies two sub-systems - one teacher-centered involving course design and one learner-centered involving language learning. It explores how the teacher takes on both organizing and tutoring roles to mediate between these systems.
Learning and e learning: The Role of TheoryAzran Azmee
ย
This document discusses three major learning theories - associative, cognitive, and situative perspectives - and their implications for e-learning. The associative perspective views learning as building skills through repetition. The cognitive perspective sees learning as an active process of constructing understanding individually and socially. The situative perspective frames learning as developing skills through participation in social practices. Effective e-learning should incorporate elements of all three theories by providing structured learning activities, opportunities for reflection, and social learning through collaboration.
Higher Education substantively underplays the role of ontology in shaping student learning. In this speculative paper, we adapt perspectives from Margaret Archerโs realist social theory to develop a theory of student learning that is fully tailored to the context of higher education. We consider specific sets of concerns that students might bring with them to learning, and ways that these concerns might give rise to distinctive patterns of internal deliberation as students respond to given learning environments (socio-cultural structures). In this way we would expect to see variation in the agency that students display in learning, with internal deliberation (conceived more widely than reflexivity) mediating the effect of structure on agency. This paper seeks to pave the way for further empirical research and for educators to imagine teaching and learning in new ways. Presented at: Society for Research into Higher Education Annual Conference, December 2011.
This document discusses computer-supported collaborative learning (CSCL) and how it uses instructional methods that encourage students to work together on learning tasks, as opposed to traditional teacher-centered approaches. CSCL is enabled by technologies like blogs, wikis, and cloud-based document sharing, which allow for nonlinear knowledge sharing between students and teachers. Collaborative learning environments provide benefits like developing higher-order thinking skills, but also present challenges for instructors and students in adjusting to more student-centered and group-focused methods.
This document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and outlining the lecture. It then explores the educational and social psychological dimensions of collaborative learning. Specifically, it examines how social interaction affects individual and group learning outcomes. It also analyzes factors that influence group work, such as group formation, cohesion, roles and interdependence. Finally, it discusses challenges in group work like social loafing and provides strategies to enhance positive group processes and avoid free-riding.
Learning and e learning: The Role of TheoryAzran Azmee
ย
This document discusses three major learning theories - associative, cognitive, and situative perspectives - and their implications for e-learning. The associative perspective views learning as building skills through repetition. The cognitive perspective sees learning as an active process of constructing understanding individually and socially. The situative perspective frames learning as developing skills through participation in social practices. Effective e-learning should incorporate elements of all three theories by providing structured learning activities, opportunities for reflection, and social learning through collaboration.
Higher Education substantively underplays the role of ontology in shaping student learning. In this speculative paper, we adapt perspectives from Margaret Archerโs realist social theory to develop a theory of student learning that is fully tailored to the context of higher education. We consider specific sets of concerns that students might bring with them to learning, and ways that these concerns might give rise to distinctive patterns of internal deliberation as students respond to given learning environments (socio-cultural structures). In this way we would expect to see variation in the agency that students display in learning, with internal deliberation (conceived more widely than reflexivity) mediating the effect of structure on agency. This paper seeks to pave the way for further empirical research and for educators to imagine teaching and learning in new ways. Presented at: Society for Research into Higher Education Annual Conference, December 2011.
This document discusses computer-supported collaborative learning (CSCL) and how it uses instructional methods that encourage students to work together on learning tasks, as opposed to traditional teacher-centered approaches. CSCL is enabled by technologies like blogs, wikis, and cloud-based document sharing, which allow for nonlinear knowledge sharing between students and teachers. Collaborative learning environments provide benefits like developing higher-order thinking skills, but also present challenges for instructors and students in adjusting to more student-centered and group-focused methods.
This document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and outlining the lecture. It then explores the educational and social psychological dimensions of collaborative learning. Specifically, it examines how social interaction affects individual and group learning outcomes. It also analyzes factors that influence group work, such as group formation, cohesion, roles and interdependence. Finally, it discusses challenges in group work like social loafing and provides strategies to enhance positive group processes and avoid free-riding.
Asld2011 prieto dimitriadis_villagrรก-sobrinYishay Mor
ย
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrรก-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Collaborative learning involves students learning together through coordination and sharing understanding of a problem. It is improved by explaining thoughts to others, being aware of different viewpoints, and utilizing diverse expertise. Theoretical foundations include socio-constructivism, where social interactions influence cognition, and socio-cultural views emphasizing social and cultural contexts. Prerequisites for effective collaboration are equality, open discussion, and technology that enables smooth interaction. Collaboration can be supported through instructional scaffolding and computer tools that make thinking visible and foster discussion.
The document discusses an upcoming workshop on learning design and technology enhanced learning. The workshop will include [1] presentations on recent papers in the field, [2] collaborative concept mapping to identify key themes and questions, [3] discussion of the issues that emerged, and [4] integration of ideas across groups. The goal is to produce a statement on the intersection of learning and design that identifies central themes, the current state of research, and future directions.
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky AntoniadouThe Open University
ย
This document summarizes an in situ research approach using Cultural-Historical Activity Theory (CHAT) to examine teacher training. It discusses CHAT's theoretical background and key concepts like mediation, multivoicedness, historicity, contradictions, and expansive cycles. The research will analyze teacher trainees' learning process through their practicum activity using CHAT. Data collection and analytical methods are described to identify learning moments and the role of collaboration in skill development.
This document provides an overview of Cultural-Historical Activity Theory (CHAT) and its application to analyzing teacher training. It discusses CHAT's key concepts, including activity systems, contradictions, expansive cycles, and mediation by tools. The researcher plans to use CHAT to study how 7 student teachers in Spain develop skills through collaboration with peers during their practicum. Data sources will include discussions, presentations, and assignments. Action-relevant episodes will be identified and contradictions analyzed to understand how theoretical and practical knowledge are connected through social interaction.
Task based research and language pedagogymarfer828
ย
This document discusses task-based language pedagogy from psycholinguistic and socio-cultural perspectives. It defines tasks and how they differ from exercises. From a psycholinguistic view, tasks guide learners' information processing in a way that supports language acquisition. Theories discussed include the interaction hypothesis, cognitive approach, and models of communicative effectiveness. A socio-cultural perspective views tasks as cultural activities that can lead to learning when accomplished through interaction. Both perspectives provide insights that can inform effective task-based language instruction.
Technological development & the future of education: The next 20 yearsTryggvi Thayer
ย
This document discusses how technological developments may impact education over the next 20 years. It outlines plans for a new School of Education Plaza that will facilitate collaboration between educators. It then describes 5 emerging technology trends and how they could influence 21st century skills. Key elements of education that may be affected are student autonomy, transactional distance between instructors and learners, and learning environments. Three scenarios are presented varying these elements from low to high levels. The document concludes with a workshop on using scenarios as diagnostic and visioning tools to explore relationships between technology and education.
Lesson 17: Assessment in a constructivist technology-supported learningAngelica Mallari
ย
This document discusses assessment in a constructivist classroom supported by technology. It defines key terms like assessment, constructivist, technology, and learning. Authentic assessment is most appropriate for measuring skills in a constructivist setting. Constructivist teaching allows students to be active learners who can question material and explore topics. It also encourages collaborative work among students. Assessment should be ongoing to monitor the learning process and provide interventions. Overall, constructivism provides an alternative approach for obtaining knowledge through discovery and hands-on learning supported by tools and resources.
Reflection connects past and potential future learning experiences by examining the learning process. It occurs in cyclical phases of discovery, maintenance, and application. Promoting purposeful reflection among learners involves providing structured time for peer collaboration, where students can strategically solve problems and foster each other's reflection. When all group members participate appropriately, the collaborative reflective process is fulfilled.
The document discusses the principles of connectivism and its impact on instructional design and learning solutions. Some of the key principles discussed include that learning is the process of forming connections, knowledge resides in connections, and learning is adaptive and non-linear. It also discusses how connectivism requires rethinking instructional design to focus on contextualization, learner networks, and continuous learning. New learning solutions need to leverage web 2.0 tools to foster collaboration and connections between learners.
The document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and noting that it involves joint tasks where group members work together to build shared understanding through social interaction. It then examines the educational and social psychological dimensions of collaborative learning. Some key points made include:
- Social interaction is crucial for collaborative learning and involves things like negotiations, presenting new knowledge, and joint decision making.
- Both asynchronous and synchronous interactions in online collaborative learning have benefits and disadvantages when it comes to aspects like feedback, reflection time, and control of discussions.
- Group dynamics in collaborative learning involve factors like group formation processes, roles and statuses of individuals, and challenges like social loafing. Maintaining positive group processes is
Moodle: Formative Assessment, Shared Territories and Simple toolsTony Loughland
ย
The document discusses using Moodle logs as a formative assessment tool. It describes a case study where a Moodle was designed for a teacher education course with 109 students. Logs of student actions in Moodle were exported and analyzed to gain insights into student engagement and learning. Over 117,000 student actions were recorded. The analysis of Moodle logs provided evidence that could be used to improve the course design and provide early interventions for students struggling.
Teacher educators reflecting about their pedagogical integration of ICT pract...Ann Davidson
ย
In the present conjecture, many researchers have hypothesized that innovation with technology should lead to improved teaching approaches. Even though there is a lack of evidence and a lack of explanation to prove this hypothesis, in the field of education many have accepted the idea that technology will improve teaching and therefore, technology will make the learning experience better for students. Hence, the initial hypothesis has become a generally accepted premise.
Novice teachers, learners in context. A sociocultural approach.grintie
ย
Ginesta, A., & Mauri, T. (2011). Novice teachers, learners in context. A sociocultural approach. Comunication presented at ISCAR. Rome, 5-10 September.
This document reviews research on using technology to support collaborative learning in higher education. It focuses on studies that use internet-based technologies and analyze social interaction. The review provides six observations and recommendations regarding methodology, empirical evidence, and gaps in the research. It calls for more detailed descriptions of research methods and participants to aid replication. It also recommends focusing less on comparing technology-supported collaboration to face-to-face and more on what is uniquely enabled by technology, like group cognition and collaborative knowledge building.
This document discusses different types of learning and learning activities. It covers formal learning provided by experts, experiential learning defined by learners, mentor-guided personal learning, performance-based learning opening to other approaches, and self-learning for pleasure. Community-based learning is described as diverse, social, and dialogic. The document also discusses connectivism and the phases of learning activities from teacher-centered to sociocultural approaches. Learning activities should be guided by conceptual frameworks and involve actions and operations to successfully drive change.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
ย
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...The Open University
ย
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
Asld2011 prieto dimitriadis_villagrรก-sobrinYishay Mor
ย
Luis Pablo Prieto, Yannis Dimitriadis and Sara Villagrรก-Sobrin: Representing learning design and classroom orchestration through atomic patterns
http://www.ld-grid.org/workshops/ASLD11
Collaborative learning involves students learning together through coordination and sharing understanding of a problem. It is improved by explaining thoughts to others, being aware of different viewpoints, and utilizing diverse expertise. Theoretical foundations include socio-constructivism, where social interactions influence cognition, and socio-cultural views emphasizing social and cultural contexts. Prerequisites for effective collaboration are equality, open discussion, and technology that enables smooth interaction. Collaboration can be supported through instructional scaffolding and computer tools that make thinking visible and foster discussion.
The document discusses an upcoming workshop on learning design and technology enhanced learning. The workshop will include [1] presentations on recent papers in the field, [2] collaborative concept mapping to identify key themes and questions, [3] discussion of the issues that emerged, and [4] integration of ideas across groups. The goal is to produce a statement on the intersection of learning and design that identifies central themes, the current state of research, and future directions.
The document discusses the Direct Instruction Model of teaching. It notes that the Direct Instruction Model was proposed by Tom Good and has its theoretical origins in the Behavioral Systems family. The Direct Instruction Model involves direct, scripted teaching where the teacher explains concepts, students observe and practice, and mastery is expected. It has a high academic focus and places an emphasis on active student participation, a stress-free environment, high expectations, systematic instruction, and frequent assessment. Practice is at the core of the Direct Instruction Model.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky AntoniadouThe Open University
ย
This document summarizes an in situ research approach using Cultural-Historical Activity Theory (CHAT) to examine teacher training. It discusses CHAT's theoretical background and key concepts like mediation, multivoicedness, historicity, contradictions, and expansive cycles. The research will analyze teacher trainees' learning process through their practicum activity using CHAT. Data collection and analytical methods are described to identify learning moments and the role of collaboration in skill development.
This document provides an overview of Cultural-Historical Activity Theory (CHAT) and its application to analyzing teacher training. It discusses CHAT's key concepts, including activity systems, contradictions, expansive cycles, and mediation by tools. The researcher plans to use CHAT to study how 7 student teachers in Spain develop skills through collaboration with peers during their practicum. Data sources will include discussions, presentations, and assignments. Action-relevant episodes will be identified and contradictions analyzed to understand how theoretical and practical knowledge are connected through social interaction.
Task based research and language pedagogymarfer828
ย
This document discusses task-based language pedagogy from psycholinguistic and socio-cultural perspectives. It defines tasks and how they differ from exercises. From a psycholinguistic view, tasks guide learners' information processing in a way that supports language acquisition. Theories discussed include the interaction hypothesis, cognitive approach, and models of communicative effectiveness. A socio-cultural perspective views tasks as cultural activities that can lead to learning when accomplished through interaction. Both perspectives provide insights that can inform effective task-based language instruction.
Technological development & the future of education: The next 20 yearsTryggvi Thayer
ย
This document discusses how technological developments may impact education over the next 20 years. It outlines plans for a new School of Education Plaza that will facilitate collaboration between educators. It then describes 5 emerging technology trends and how they could influence 21st century skills. Key elements of education that may be affected are student autonomy, transactional distance between instructors and learners, and learning environments. Three scenarios are presented varying these elements from low to high levels. The document concludes with a workshop on using scenarios as diagnostic and visioning tools to explore relationships between technology and education.
Lesson 17: Assessment in a constructivist technology-supported learningAngelica Mallari
ย
This document discusses assessment in a constructivist classroom supported by technology. It defines key terms like assessment, constructivist, technology, and learning. Authentic assessment is most appropriate for measuring skills in a constructivist setting. Constructivist teaching allows students to be active learners who can question material and explore topics. It also encourages collaborative work among students. Assessment should be ongoing to monitor the learning process and provide interventions. Overall, constructivism provides an alternative approach for obtaining knowledge through discovery and hands-on learning supported by tools and resources.
Reflection connects past and potential future learning experiences by examining the learning process. It occurs in cyclical phases of discovery, maintenance, and application. Promoting purposeful reflection among learners involves providing structured time for peer collaboration, where students can strategically solve problems and foster each other's reflection. When all group members participate appropriately, the collaborative reflective process is fulfilled.
The document discusses the principles of connectivism and its impact on instructional design and learning solutions. Some of the key principles discussed include that learning is the process of forming connections, knowledge resides in connections, and learning is adaptive and non-linear. It also discusses how connectivism requires rethinking instructional design to focus on contextualization, learner networks, and continuous learning. New learning solutions need to leverage web 2.0 tools to foster collaboration and connections between learners.
The document discusses social interaction and group dynamics in collaborative learning. It begins by defining collaborative learning and noting that it involves joint tasks where group members work together to build shared understanding through social interaction. It then examines the educational and social psychological dimensions of collaborative learning. Some key points made include:
- Social interaction is crucial for collaborative learning and involves things like negotiations, presenting new knowledge, and joint decision making.
- Both asynchronous and synchronous interactions in online collaborative learning have benefits and disadvantages when it comes to aspects like feedback, reflection time, and control of discussions.
- Group dynamics in collaborative learning involve factors like group formation processes, roles and statuses of individuals, and challenges like social loafing. Maintaining positive group processes is
Moodle: Formative Assessment, Shared Territories and Simple toolsTony Loughland
ย
The document discusses using Moodle logs as a formative assessment tool. It describes a case study where a Moodle was designed for a teacher education course with 109 students. Logs of student actions in Moodle were exported and analyzed to gain insights into student engagement and learning. Over 117,000 student actions were recorded. The analysis of Moodle logs provided evidence that could be used to improve the course design and provide early interventions for students struggling.
Teacher educators reflecting about their pedagogical integration of ICT pract...Ann Davidson
ย
In the present conjecture, many researchers have hypothesized that innovation with technology should lead to improved teaching approaches. Even though there is a lack of evidence and a lack of explanation to prove this hypothesis, in the field of education many have accepted the idea that technology will improve teaching and therefore, technology will make the learning experience better for students. Hence, the initial hypothesis has become a generally accepted premise.
Novice teachers, learners in context. A sociocultural approach.grintie
ย
Ginesta, A., & Mauri, T. (2011). Novice teachers, learners in context. A sociocultural approach. Comunication presented at ISCAR. Rome, 5-10 September.
This document reviews research on using technology to support collaborative learning in higher education. It focuses on studies that use internet-based technologies and analyze social interaction. The review provides six observations and recommendations regarding methodology, empirical evidence, and gaps in the research. It calls for more detailed descriptions of research methods and participants to aid replication. It also recommends focusing less on comparing technology-supported collaboration to face-to-face and more on what is uniquely enabled by technology, like group cognition and collaborative knowledge building.
This document discusses different types of learning and learning activities. It covers formal learning provided by experts, experiential learning defined by learners, mentor-guided personal learning, performance-based learning opening to other approaches, and self-learning for pleasure. Community-based learning is described as diverse, social, and dialogic. The document also discusses connectivism and the phases of learning activities from teacher-centered to sociocultural approaches. Learning activities should be guided by conceptual frameworks and involve actions and operations to successfully drive change.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
ย
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...The Open University
ย
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Muriel GrosboisThe Open University
ย
The document discusses a research project that examined the impact of computer-mediated communication (CMC) projects on the development of oral production in a second language for trainee teachers. The project involved French trainee teachers collaborating with English students on developing a multimedia resource. Pre- and post-tests assessed changes in the trainee teachers' oral skills based on linguistic and pragmatic criteria. Results suggested the project contributed to increased quantity and quality of oral production in the second language.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Jozef ColpaertThe Open University
ย
1. The document discusses the design of a CALL (computer-assisted language learning) course in teacher training with a focus on design research.
2. The author's goal is to turn students into creative, reflective, self-evaluating teachers by integrating research into the course and having students contribute to knowledge and literature reviews, gather data, and validate hypotheses.
3. Key concepts discussed include using technology as a support system, educational engineering as a research method, distributed learning as a design model, and eliciting personal goals as design concepts.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Denyse Toffoli and ...The Open University
ย
This study examined the coherence between pre-service language teachers' stated beliefs about language teaching and their actual productions of websites for language learning. The researchers analyzed student essays, websites, and questionnaires from 17 students in a CALL course. They found that while students' approaches to teaching with CALL aligned with their stated beliefs, the beliefs seemed more influenced by the students' own experiences as language learners rather than by their teacher training. The researchers suggest improving instruction by better integrating knowledge from pedagogy courses into the CALL elements and exposing students to more in-depth CALL examples.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Euline Cutrim SchmidThe Open University
ย
The document discusses a study that used video-stimulated reflective dialogues to examine the professional development of English as a foreign language teachers integrating interactive whiteboard technology into their teaching. The study was informed by a socio-cognitive approach to computer-assisted language learning. Seven teachers participated in longitudinal case studies involving classroom observations, interviews, and video-stimulated reflective dialogues. The dialogues helped teachers reflect on and evaluate their pedagogical development and beliefs. The study provides insights into the competencies teachers need to effectively use new technologies and the role of video reflection in teacher professional learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Carolin FuchsThe Open University
ย
This document summarizes an empirical study on using wikis and blogs for cross-institutional task design in language teacher education. The study analyzed student interactions on wikis and Google Wave. It found that while students collaborated effectively, they did not fully utilize the technologies as intended. Students preferred informal communication like Skype calls over the public nature of the collaborative tools. The document discusses challenges in analyzing interactions that can be edited after the fact and implications for future research.
EUROCALL Teacher Education SIG Workshop_2010 Presentation Rick KernThe Open University
ย
Textualization realigns events in terms of space and time, allowing them to be viewed repeatedly and accessed by multiple audiences, dissociating meaning from original intentions. Once textualized, language use can be recontexualized through reframing and reanalysis, giving rise to new meanings. The textualization of computer-mediated communication can contribute to developing critical semiotic awareness by allowing interactions to be revisited and analyzed outside their original context.
Harvard University was established in 1636 in Cambridge, Massachusetts. As one of the oldest institutions of higher education in the United States, Harvard is home to over 20,000 students who take part in academic and extracurricular activities. Some notable alumni of Harvard include Barack Obama, Bill Gates, Oprah Winfrey, and Mark Zuckerberg, demonstrating the prestigious and global impact of a Harvard education.
The document discusses the components and challenges of intelligent tutoring systems (ITS). It describes the key components of ITS as including expert models, learner models, diagnosis models, tutor models, and pedagogical models. It notes that ITS aim to minimize the gap between expert and learner knowledge, but face difficulties in modeling complex human learning and individual differences. Adaptivity is also difficult as student models cannot fully capture the richness of the learning process.
The document discusses the knowledge base needed for English as a foreign language (EFL) teacher education programs. It examines various frameworks that describe the types of knowledge teachers need, including content knowledge, pedagogical knowledge, and knowledge of learners. The knowledge base of EFL teachers specifically requires language proficiency, cultural understanding, and second language acquisition expertise. The document also analyzes models of teacher learning and reviews studies on the Colombian EFL teacher knowledge base, calling for a more contextualized approach that incorporates local knowledge.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
ย
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
Sabina Allybokus - Teacher Professionalism in a group of Mauritian state seco...eduresearch
ย
The document discusses teacher professionalism in Mauritius. It begins with introducing the study, theoretical framework, and methodology. The findings section describes teachers' understanding and enactment of professionalism. Initially, many teachers saw it in a "restricted" sense, focused on classroom objectives. However, some demonstrated an "extended" view that was more learner-oriented, long-term focused, and aimed to address systemic issues. The conclusion emphasizes that teacher professionalism is key for school success but responsibilities are shared between teachers and the Ministry.
Constructivism is an active learning theory that maintains learning occurs when learners actively construct knowledge by working to solve realistic problems. Key aspects include: learning is social and active; learners construct their own understanding; new knowledge builds on prior knowledge. Constructivism sees the learner as responsible for knowledge construction through experience and reflection. It emphasizes problem-solving and critical thinking to synthesize information for real-world application. Technology supports constructivist principles by providing authentic problems and opportunities for knowledge building. Major scholars developed models emphasizing experiential learning, problem-based learning, cognitive apprenticeships, and scaffolding support. Research shows constructivist teaching correlates with increased technology use and improved student outcomes like problem-solving abilities.
Nordforsk - meso-pedagogy and tools.pptThomas Ryberg
ย
The document discusses problem-based learning (PBL) as a meso-pedagogy and the Collaborative E-learning Design (CoED) method as a tool to empower teachers in designing technology-enhanced learning. PBL sits between macro-level policies and micro-level classroom practices, providing structure while allowing flexibility. CoED is a participatory design process involving experts, users and facilitators to rapidly prototype early e-learning designs based on negotiated teaching and learning values. The methodology, principles and phases of CoED are outlined.
This document discusses several learning theories and paradigms that guide educational technology: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable stimulus-response relationships and uses techniques like programmed instruction. Cognitivism examines internal mental processes and draws from theories like information processing. Constructivism emphasizes that learners construct knowledge through authentic experiences and social interactions. The document also notes that different theories may be more appropriate depending on learners' prior knowledge and the complexity of the task. While technology can deliver instruction, the instructional methods are more important than the media itself in determining learning effectiveness.
The document proposes an adaptive e-learning system based on learner's learning styles diversity. It discusses motivations for such a system given individual differences in learning styles. The research methodology involves studying learning styles models like MBTI, developing a model with adaptation features, and conducting a case study to analyze learner preferences. The proposed system would adapt course presentation and materials to match a learner's personality type as identified by the MBTI model.
The document discusses several theoretical foundations of instructional technology and learning environments. It describes behaviorism, which focuses on observable behaviors and environmental stimuli/responses. It also outlines Gagne's instructional theory, including the nine events of instruction. Additionally, it discusses constructivism where learners build knowledge from experiences. Finally, it examines different learning environments including traditional, technology-enhanced, online, and the importance of creating an environment that meets student needs.
The document proposes a new teaching and learning model called Collaborative Integrative Learning (CIL) that draws elements from existing models to develop skills needed for accounting professionals. CIL combines Communities of Inquiry (CoI), Instrucional Learning Design Framework (ILDF), and Wisdom Communities (Wiscom) to provide an active, collaborative learning experience centered on specific learning objectives. By integrating social, cognitive, and teaching presences from CoI; collaborative learning strategies from ILDF; and Wiscom's cycle of inquiry, CIL aims to collectively create knowledge and solve problems through mentoring and reflection within a learning community. The model was piloted in an online accounting course and showed initial promising results in developing
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
The document discusses challenges in transferring teaching practices from the real world to virtual worlds like Second Life. It analyzes workshops held in Second Life to develop a taxonomy of good teaching practices. Key dimensions of control of the environment versus pedagogical approach are identified. Four scenarios emerge from mapping these dimensions. The taxonomy seeks to be a design tool to address recurring problem spaces and articulate design patterns for teaching in virtual worlds.
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
ย
Teaching methods can be categorised into two broad categories namely teacher โ centered approach
and a responsive, collaborative learner โ centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
The document discusses computer-supported collaborative learning (CSCL) environments. It defines CSCL as involving interactions between peers that lead to shared understanding and knowledge construction. The document notes benefits of CSCL include improved academic achievement and skills. However, CSCL requires consideration of social and psychological factors to ensure productive interactions. Collaboration scripts can structure interactions by assigning roles. The document outlines the author's focus on environments that support effective interactions and how technologies can be adopted. It proposes studying a master's program and designing a new CSCL environment to understand these issues.
The technology implementation team is responsible for installing and maintaining technology equipment and software in the school computer lab and media libraries. They provide ongoing training to classroom teachers on integrating technology into lessons. It is important for the team to discuss the "hidden curriculum", which refers to the unwritten social rules and behaviors implicitly taught. The team aims to model constructivist teaching methods using technology to improve student learning for teachers.
1. The document discusses an online community for teachers to improve their professional competencies through reflection. It describes conceptual and technological tools used in the community to foster reflection, including an online environment, project work diaries, and teacher portfolios.
2. An analysis of writings in the community showed that early on, teachers asked more open-ended questions and discussed experiences, while later writings included more theory and modeling of educational design.
3. Flexible environment, different writing modalities, guidance tools, community dialogue and reflection space were found to help teachers develop more theoretical models of educational design over time.
Similar to EUROCALL Teacher Education SIG Workshop 2010 Presentation Jean-Claude Bertin (20)
How to Setup Default Value for a Field in Odoo 17Celine George
ย
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
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(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin ๐๐ค๐ค๐ฅฐ
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
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EUROCALL Teacher Education SIG Workshop 2010 Presentation Jean-Claude Bertin
1. Teacher Education SIG Workshop 2010 Jean-Claude Bertin UMR 6228 IDEES โCIRTAI (Universitรฉ du Havre) A didactic ergonomics approach to ICT integration and the evolving roles of the teacher
6. Constructing the didactic ergonomics CALL model SLA theories Teaching methodologies Language theories Cultural & language objectives Direct interactions with language/culture Direct interactions with teacher Teacher interface Learner interface System regulation
This presentation ๏ consider the specificity of ICT integration into language teaching from a theoretical perspective and see how the traditional roles of language teachers have to evolve as a result of pedagogic innovation. The main stance of my presentation derives from a recent publication with my colleagues JPNC and PG. Although this book does not explicitly focus on teacher education and training, the approach we take helps me outline the main lines of changes involved in CALL and especially distance language learning.
I will start by a few introductory remarks from the social sciences and education. (Clic) 1. When technologies are introduced in an educational context, Annoot (2007) notices that the traditional model of teaching is relatively rarely questioned ๏ innovation seems to proceed more significantly from the attention given to the new publics attracted by distance learning. (Clic) 2. The initial impact of technology sees to appear at process level (language learning in our case) as the computer technology marks a break in the traditional units of time and space (especially through distance learning and asynchronous learning). (Clic) 3. Distance opens institutions (and universities most significantly) to new publics (Clic) Annoot ๏ it would be wrong to think that the evolving roles of teachers are only due to the ICT integration into the classroom. The new publics, the new actors involved in the computer-mediated pedagogic situation modify the teacherโs place in the system as well as in the pedagogic relationship. Public educational policies and the generalization of technology in our societies, as well as the emergence of new actors on the educational scene (including the growing focus on learners and learner autonomy) introduce new forms of control of teacher activity.
This approach is based on what I have called โdidactic ergonomicsโ, ๏ naturally start with a presentation of the concept and of the resulting model of computer-mediated Language Learning. I will then consider how the global model offers different points of entry into complexity ๏ by considering the various types of mediation and interactions involving the teacher I will try to point out the variety of roles and the related competences and skills that teachers can be expected to develop. I will proceed in two different complementary steps: A focus on mediation and the various dimensions involved in computer-mediated and distance language learning; A focus on the systemic aspects of the situation and especially the main sub-systems that be outlined involving the teacher as well as the new emerging actors in the pedagogic situation As a result of this deconstruction, I will say a few words on the identification of specific roles, especially those of teacher and tutor In my conclusion ๏ suggest a few perspectives for teacher training and education.
In order to make my point clear ๏ start with a few basic reminders which form the basis of my epistemological stance. Approach I have suggested in the publication I mentioned ๏ systemic Basically a system is oriented around a central PROCESS (in our case language learning) Process involves several actors playing different or complementary parts, as the case may be ๏ they forms the components of the system, or the poles around which the model that describes it is organized. To understand the way the system works ๏ necessary first to identify the nature of each of these components (= initial analytical perspective) A system is then defined by a number of interactions between these actors. The reason why these interactions develop is the implementation of the process. A further feature of a system : appearance of retroactions: The nature of each component is modified by the existence of their interactions 5. but the way we define the process itself also results in such modifications in the nature and roles of the actors. ๏ In other words, a systemic approach is necessarily dynamic in nature. For example, if I agree on the definition of the learning process based on such keywords as ยซย learner-centredย ยป, ยซย learner autonomyย ยป, ยซย learner interactionย ยป, or ยซย taskย ยป ๏ then clear consequences on the roles of each actor : I will not deal here with the history of language teaching methodologies, but this is what is at stake here. The choice of methodology contributes to define the roles of the actors. However, the introduction of a new pole such as technology, for example, may contribute to alter the perception of the process itself (see for example the return to some sort of neo-behaviourism to be seen in a number of CALL materials)โฆ
Second basis of my approach : Edgar Morinโs ยซย complex thoughtย ยป Based on systemic perspective and on the idea that different systems may interact. Morin points to the fact that human knowledge is becoming more and more specialized in each distinct field. (Clic) Problem: each individual field tends to lose sight of the fact that the world is one (a global system) ๏ therefore each field necessarily interacts with the others. Too much specialization leads to impoverishing common knowledge. ๏ The researcher should accept to consider the complexity thus created rather than simplify things to make them more easily understandable. (Clic) Last important element of Morinโs perspective: if the world is complex (i.e. made up a large variety of components and interactions // complicated) ๏ we also have to acknowledge the fact that we cannot develop an exhaustive knowledge of it. ๏ accept the principle of uncertainty and integrate it in our theoretical descriptions. Practical consequences : my approach is necessarily interdisciplinary ๏ interactions between disciplines and how these interactions can help us reduce uncertainty by merging or confronting perspectives, + help us develop a more comprehensive representation of our object. (Clic) the systemic perspective underlying the approach makes it necessary to consider the GLOBAL situation FIRST, then to deconstruct it in order to see how the various interactions define a number of roles and competences ๏ in this sense, my epistemological position is emergentist in nature.
Introduction: the didactic ergonomics perspective that I have developed is an attempt to model the CALL situation in order to understand how its various component parts interact and to improve its pedagogic efficiency. ๏ based on ergonomics = how a process can be instrumented and how the users can make be as efficient as possible. The model I have developed and refined thanks to an interdisciplinary approach is organized around 5 poles. The first three poles correspond to traditional representations of the learning situation (Houssaye 1988, Legendre 1988, Carrรฉ 1997) ๏ language โ learner โ teacher. Have been widely discussed. The reason why these three poles start interacting ๏ their relationship with the central language learning process. For this presentation, let me simply say that the process is defined in relation to the Task-Based approach (the learning cycle described by Narcy-Combes 2005, 2010): an articulation between a macro task orienting learner activity and interactions with the language and micro-tasks aiming at solving specific communication problems arising from the macro-task ๏ A tentative combination of socioconstructivist and cognitivist theories of language learning. The specific case of Computer-mediated language learning makes it necessary to introduce a fourth component in the model: the technology pole. As for the former components, the nature of this pole has to be clearly identifiedโฆ a new level of complexity as this pole is too often referred to in generic terms (โtechnologyโ, โcomputerโ, โICTโโฆ) that in fact cover a wide array of realities (computer, generic and specific software, hardware, networks and the Internetโฆ), and associated characteristics (multimedia, interactivityโฆ). Further complexity is introduced by the fact that materials (or environments) may be designed with specific representations in mind by their designers/teachersโฆ while the actual users (the learners) develop their own practices that may be driven by significantly different representations [JโY REVIENS PLUS LOIN] A final question related to the technology pole may be: what do we do, what should be do with technology for language learning purposes? My work with colleagues from other disciplines (especially psycho-sociology and education sciences) has led me to add a fifth component in the model: the context , which makes every single situation specific . Definition of context is wide: from micro level (the actual learning situation) to a macro level constituted of national and European language and education policies. An intermediate level ๏ the institution for which the learning environment is designed. When thinking about teacher education, it is important to bear in mind that the context both places constraints and opportunities on the teacher AND is liable to change as a result of the teacherโs will to initiate pedagogical innovation. Interactions are not necessarily limited to computer-mediated technological mediation! Direct interactions can also take place between the learner and the language (outside the formal language learning situation) and between learner and teacher (who may be physically present in the computer lab or during face-to-face sessions in the case of blended learning situations for example). To reflect real life situations, the model can be complemented by a number of other components that partly reflect the 5 original poles in the virtual reality of the screen ( a mirror image of the model) Peers A tutor (whose presence in the literature is widely acknowledgedโฆ while his role and โpersonalityโ are not always clearly distinguished from those of the teacher The tutorโs task can be facilitated by technological monitoring devices. The degree of information on learner activity provided by such devices contributes to define the actual role that the tutor can fulfil. The information provided by such devices may be used by teachers as well as by learner to adapt behaviours, activities and tasks so as to regulate the whole system. As teacher and learner clearly form two different users of the learning space, this must provide two types of interface matching the individual roles and needs of these users. What the model also contributes to identify is the distinction between the materials , the computer-mediated learning space and the global learning environment . The notion of environment (what the French refer to as โdispositifโ) requires coherence (epistemological and pedagogic coherence). coherence between the institutional context and the cultural and language objectives of the course; coherence between the theoretical stance underpinning every single pole of the model as well as the process itself. (ex. difficult to imagine a behaviourist vision of the teacherโs role to co-exist with a cognitivist vision of learning !). This means that all implicit representations have to be made explicit when designing a language learning environment . In this sense the apparently central position of technology must not be understood as a technocentric vision of CALL (aim = integrating technology) but as a clear indication of its mediating function. ๏ The interest of using this model for my approach of teacher education is that its systemic component can help construct the โteacherโ pole in two different ways: The initial definition of his didactic role helps clarify the specific position of the teacher in a given context ; The identification of the network of interactions in which the teacher is involved and the resulting retroactions point to the evolutions that are made necessary for the whole environment to work efficiently. Using a model is the means by which we can reduce (if not totally solve) the problem of constructs : overcoming the epistemological barrier formed by existing representations (of language, of learning processes, of technologies, etc.). - Each set of interactions indicates what should be questioned - It does not however provide ready-made answers as we do not necessarily have a clear notion of the actual NATURE of these interactions. ๏ This is why I believe that research is a necessary part of decision-making in the field of language policies and language teaching methodologies.
(clic) 1. ยซย an individualโs knowledge is described as a personal construction mediated by teachers or peers. Distance [and technology] will not affect the individualโs construction of knowledge, but may make mediation and social interaction more complexย ยป (Narcy-Combes 2010) Whatever the form of language teaching, then, what remains constant is the first level of mediation which I call โpedagogic mediationโ (clic) 2. Pedagogic mediation : Three types of mediation involved (together with the related competences): Selection of tasks: macro tasks especially can be characterized in two ways : authenticity : should reflect โreal-life activitiesโ (Ellis) should destabilize in some way the learnerโs cognitive and language representations (cognitive conflict) Selection of input (language mediation): related to choice of metalanguage, choice of documents and sources to perform the task, type of language used in direct/computer-mediated exchanges,โฆ). Follow-up : related to monitoring, error/problem diagnosis, type of feedback (in terms of contents, activities, metacognitionโฆ). (clic) 3. Pedagogic mediation in the model Competences involved in pedagogic mediation have largely been discussed and constitute the main body of traditional teacher training syllabi . The virtual learning space represented in grey ๏ where the teacherโs role becomes โhiddenโ or โmediatedโ by the technology. (clic) 4. Second level of mediation ๏ instrumentation of the language learning situation = โTechnological mediationโ This raises question of the role given to technology : is it usedโฆ as a result of external pressure? (technocentric perspective? institutional pressure? Existing learning space or environment (ex. Platform already present to be used by new teachers)? As a result of didactic intention? (teacher or institution-driven?) In all cases, decision-makers (teachers and/or management) should devote necessary time to matching pedagogic objectives with the pedagogic potential of the various forms of technology. Technology may indeed be seen both as a filter on pedagogy (it cannot totally replace man nor former technologies) and as an incentive to pedagogic innovation (the computer technology can be a source of teacher creativity). This means the teacher has to develop some degree of computer literacy (to be able to devise appropriate uses, to move from technological innovation to pedagogic innovation). Devising innovative uses of technology includes : Reflecting on the type of technology to be used (computer, networks, ready-made or customs-made materialsโฆ) Reflecting on the modes of teaching: face-to-face situations, distance or blended learning Reflecting on the function of the materials (complement to traditional courses or complete multimedia and/or distance courses). ๏ teacherโs computer literacy is to be considered in direct relation to didactic competence. (clic) 5. A third level of mediation appears in the case of distance learning : mediation by distance Originally though as a extra โlayerโ of mediationโฆ our interdisciplinary approach ๏ consider it as what Lapassade (1971) and Petit (1991) called an โanalyserโ (clic) citation sur รฉcran In our case: physical distance opens up onto further dimensions such as time distance (synchronous/asynchronous learning), social or again psychological distance. To compensate for these different dimensions, the teacher in charge of the learning environment has to make explicit as many elements in the learning situation that normally remain implicit. This need for explicitness = a source of evolution in the teacherโs roles.
These various dimensions of mediation can help us deconstruct the model into several subsystems, each of which points to specific roles of the teacher. Subsystem 1 ๏ teacher-oriented. Corresponds to the upper part of the model : Process around which subsystem revolves ๏ organization of learning materials (tasks) and pedagogic / technological mediation within the learning space and environment (clic) Several types of competence required at different levels: course, task, materials and environment design This entails ๏ capacity to use programming and/or authoring tools ๏ the virtual learning space should ideally include an ergonomic teacher interface (i.e. adapted to his/her level of technical competence AND to the pedagogic depth* of the materials to be developed) * I call pedagogic depth the degree of elaboration of the resulting materials ๏ correspond to the degree to which authoring tools make it possible to take advantage of the specific features of the computer technology. The question raised at the design phase is two-fold : Identifying what the computer can/cannot do Opting between merely transferring existing materials to thoroughly revisiting activities and documents to take into account the pedagogic potential of the computer This means ๏ developing enough computer literacy (regularly updated) to feed his/her creativity. (see former slide) Another way of tackling this problem, which has been widely discussed in the literature ๏ developing team work ๏ in which case the teacher should also be a team organizer (if does not master enough technical skills, he remains the didactician who defines the pedagogic lines along which the materials will be developed). (clic) Technological mediation also means collecting enough information to be able to monitor learner activity and progress + to organize feedback (3rd component identified in pedagogic mediation) as well as regulation of the whole system.
Subsystem 2: learner-centred ๏ corresponds to all interactions involved in language learning activities. Expected competences ๏ depend on the nature of the teacherโs presence in this situation Physical presence of the teacher mediated / hidden by the screen ๏ teacher present felt through pre-planned pedagogic sequence / choice of activities (Bertin 1998) Physical presence possible in case of blended learning or CMC situations ๏ ex.: face-to-face meetings, lectures posted online (clic) What makes the distinction between the teacher-centred and the learner-centred sub-systems especially important is the absence of direct connection in time between them These two subsystems correspond to two different moments of the teaching situation : teacher-centred system ๏ focuses on organization & planning ๏ but the teaching act is as yet latent, virtual ๏ embodied in materials and the provision of the traditional or technological tools forming the structure of the learning environment Learner-centred system ๏ only enacted when the learner interacts with the materials within the learning environment. This may not necessarily in a synchronous relationship with task and materials preparation. Not only a question of synchronicity : distance learning may also introduce significant cultural differences due to the geographical distance involved. In other words the acts of teaching and learning are no longer to be considered in a linear perspective, but as different moments and places as wellโฆ Two main effects on the identification of teaching roles ๏ planning materials implies a capacity to infer on potential pedagogic situations ๏ no longer possible to โimproviseโ when responding to unplanned situations. = illustration of the โanalyzerโ effect of distance (clic) The distinction between the two โmomentsโ of teaching and learning generates another distinction between the roles of teacher and tutor The main distinction at this point between teacher and tutor ๏ their position in the learning situation : Teacher may appear to be the organizer of the whole learning environment (including the computer-mediated learning space) ๏ the writer and the stage director of the pedagogic play ๏ before, during and after the actual learning time. Tutor ๏ appears only when learning takes place Distinction yet not so easy, and will be examined later in more detail ๏ difference between teaching moment (intention-driven) and learning time (= practice) creates need for information and regulation ๏ (next slide)
If the first two sub-systems correspond to two different moments / acts, they also reflect two different perspectives : Teacherโs perspective ๏ pedagogy-driven + possibly theory-driven if research or experimental dimension present in the design of the learning environment. ๏ Influenced by the teacherโs personal representations of the computer (varies largely in the community according to the level of technical mastery) ๏ necessary to develop reflection on how technology may coincide with didactic intention. Learnerโs perspective : actual practice largely depends onโฆ ๏ Individual representations of language learning ( ๏ influence of former experience) ๏ Individual representations of the technology ( ๏ personal use of the computer largely independent of language learning representations โ games, internet browsing,โฆ) (clic) Result of this difference in perspectives: real practice does not necessarily coincide with didactic intention !! (Fischer 2006) For the whole system (learning environment) to be effective, ๏ need to measure this gap to define systemโs efficiency ๏ Information needed on how the didactic potential of the environment implemented in actual use ๏ monitoring device Degree of elaboration of this monitoring device defines the nature of follow-up made possible by teacher/tutor. It also defines to a large extent the capacity of the whole system to evolve (reminder : one of the essential features of a system ๏ its dynamic nature (clic) What is at stake here is two-fold : The capacity of the monitoring device to generate information on learner activity The capacity of the teacher to process this information (not so easy with large groups !) ๏ implies another question: the capacity of the computer to help the teacher/tutor process large quantities of information and make them usable (clic) usable for what ? ๏ 2 different objectives can be set for teacher/tutor follow-up At an individual level ๏ trace learner activity for evaluation purposes or to provide appropriate feedback and support to individual learners At systemic level ๏ help teacher/designer spot potential defects with the system and modify it accordingly (regulation function). What is not yet clear at his point ๏ the extent to which the technology can provide support to the teacher/tutor (automatic data processing, intelligent tutorsโฆ)
As a result of preceding slides ๏ need to come back on the identification of the respective roles of teacher and tutor Existing literature on language learning shows little if any distinction between teacher and tutor. Most often, the authors use either terms in the same context for example : Lamy & Hampel (2007, 61) : paragraph on teacherโs roles and skills begins by referring to.. โthe tutorโ ; Narcy-Combes (2010, 130) mentions that โ teachers can be course designers, materials designers, tutors, interlocutors, etc.โ This is immediately followed by a description of TUTORSโ roles and skills. Authors in education sciences are more explicit about this difference by focusing more explicitly on their status in the environment and the need for specific training (Annoot 2007). (clic) My position here will be to identify them mainly through a) position in the system b) the roles implied by this position (independent of the person who performs these roles) To consider that the interactions between the five components of the system retroacts on the nature of each one. (clic) TEACHER Focus of SS1 and SS3 ๏ most important competences related to the 4 levels of mediation planning and design ๏ Course design ๏ Task design ๏ Materials design ๏ Learning environment design and management ๏ tutoring skills As studies point to the need to develop blended rather than purely distance learning environments ๏ teacherโs roles also include face-to-face situations (or the direct interactions outside the computer-mediated learning space โ see global model) and the associated skills identified in traditional learning. (clic) This means teacher in CALL environments is required to develop โnew literaciesโ (Lamy and Hampel 2007,43). ( The notion of literacy has served to conceptualize this understanding (by the users) of the tools in their environment ) These literacies can be identified as the area of competence defined by the interactions between the different components of the model (clic) (schรฉma 1) - Lamy & Hampel 2007 consider this to be the area โ where the technological means are a consideration underpinning the construction of all research questions, i.e. the influence of the โhowโ (means/medium) on the โwhatโ (product event, outcome)โ. (clic) (schรฉma 2) I could easily use their representation of the new literacies, by noting that โparticipantsโ include learner, peers, teacher and tutor and by adding that context also plays a part in defining literacies sinceโฆ the teacher should be able to adapt the four levels of design I have mentioned (task, materials and environment) to the specific context in which he works; The teacher should also play an active part in initiating change in the context itself (clic) TUTOR Appears in learner-centred & regulation sub-systems ๏ clearly focusing on pedagogic mediation and appearing specifically during โlearning actโ (Bertin & Narcy-Combes 2007). A โmiddlemanโ position. Not supposed to โteachโ but to support. With Narcy-Combes (2007) we defined tutoring as a compound activity including providing pedagogic help, advising on learning aids, processing follow-up data to provide feedback and scaffolding. ๏ specific skills for online tutoring have been listed by several authors (White 2003, Lamy & Hampel 2007,โฆ) for example. (clic) They can roughly be ranged according to such categories as : Technical skills (provide assistance) Guidance (choice of materials and organization of learning, metacognitive support) Social skills (animation) Disciplinary competence (for acceptance and recognition by learners) Adaptability (different situations, different learners,โฆ) More generally, ๏ difficult to give specific lists of skills to be developed by teacher and/or tutor ๏ we can infer on them by identifying the various interfaces of interaction between the actors/poles of the system We would need to have a more precise representation of the NATURE of these interactions ( ๏ still room for research here). But difficult to get reliable data.. Difficulty for researchers to be accepted as an โexternal eyeโ in existing learning environments (a threat ?) When data exists, most often based on limited populations ๏ statistical validity questionable.
What I have tried to show ๏ how teacher training depends upon identification of roles and skills (clic) What stands out ๏ the increased complexity of the roles involved in Computer-mediated language learning situations because of the number of components and interactions; (clic) Roles may be also more or less blurred according to context (modes of teaching โ face-to-face in multimedia lab, distance or blended learning environments -; human and financial resources available; etc.) ๏ necessary evolving roles from one situation to another ๏ implications in terms of teacher education (clic) To design training courses for online tutoring ๏ we would need to get a clear idea of required skills and competences. This is made difficult by the (wide) gap existing between didactic intention underpinning courses, materials and environments and actual practice (how learners actually interact with these elements). (clic) Another question is raised : who performs these roles? Are the teacher and the tutor one and the same person or are they separate human beings? Surveys of existing practice show the variety of situations in this respect According to the relative weight given to each role, the tutoring function may be performed either by a peer (priority given to social and psychological considerations), by an adult or by the teacher himself. ๏ Sharing roles ? (must we consider there must be ONE tutor that an perform the different roles or several specialized tutors ? ๏ Can technology share these roles with teacher/tutor ? (intelligent tutors?) ๏ These questions are to be considered as part of the more global context (institution + state of research in the field) (clic) To conclude ๏ would like to stress two main considerations that determine the type of teacher training: (clic) a dynamic and flexible perspective for teacher training Evolving nature of technology ๏ makes it necessary to develop of dynamic perspective: the way technology questions didactic thinking is constantly renewed. ๏ necessary to make representations constantly evolve Technological mediation, and especially distance as an analyzer ๏ require teachers to develop flexibility โ Managing their multiple roles within online environments and coping with learner demands for individualized feedback requires flexibility and may initially go against their posture as a teacher โ (Lamy & Hampel, 2007: 62) ๏ develop evolving representations of themselves as professionals = reflexive perspective ๏ another dimension of flexibility ๏ since any learning environment is by necessity highly contextualized ๏ no way to offer generalizations that can be applied as such by teachers : these must develop capacity to analyze how one situation may be transferred to another (which elements are transferable, which are not). Analyze context interactions with the rest of the system. This reflexive perspective can only derive from a vision of the teacher as researcher ๏ capacity to analyse his own practice in relation to the evolving nature of the other components of the system. Patrick Gravรฉ and myself (2010, 216-17) therefore advocate an โaction-research training programmeโ as a means to promote this reflexive competence. (clic) A long-term perspective for teacher education All these considerations point to the difficulty to identify a clear set of competences on which a teacher training syllabus could be grounded. โ training is a formal and institutionalized process of preparation towards the achievement of pre-specified outcomes and the development of skills for predictable situationsโฆโ (Richards & Nunan, 1990) ๏ clearly not the case here. (clic) What is necessary is more flexible and long-term perspective = what Richards & Nunan called โteacher educationโ : โteacher education is more flexible in its formats and is seen as a life-long pursuit in order to be able to cope with new and unpredictable situations which require both a reformulation of beliefs and conceptions and the modification of established patternsโ .