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This presentation will address the particular challenges of supporting the on-line teaching of foreign language in a Blackboard environment. Four different institutions will discuss how they have leveraged Horizon Wimba and other technologies to support the students and faculty both inside and outside the classroom.
Panel: Case Studies in Online Language Learning with Horizon Wimbaekunnen
This presentation will address the particular challenges of supporting the on-line teaching of foreign language in a Blackboard environment. Four different institutions will discuss how they have leveraged Horizon Wimba and other technologies to support the students and faculty both inside and outside the classroom.
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
Youtube: Workhorse in ALI 254 -usc faculty forum - Eric H. Roth
YouTube: Workhorse in ALI 254 was used in my USC Faculty Forum panel discussion on January 25, 2013. The USC Center for Scholarly Technology hosted the event titled: "Creative Classroom Strategies: Tools from Language Instruction".
http://cst.usc.edu/events/event.html/event/900663/
While the other presenters demonstrated how to effectively deploy more cutting edge, 2013 tools, my presentation focused on an accessible, flexible, and familiar social media tool.
Mandarin Chinese Teaching Workshop at HKU, Apr. 10, 2011Joanna Huang
The implementation of project-based learning, task-based language teaching and technology infusion in teaching Chinese using Mandarin (Putonghua) as medium of instruction
Teaching and Learning Support Activities at Osaka UniversityHaruo Takemura
This presentation describes activities of Teaching and Learning Support Center, Osaka University. These includes faculty development, pre-faculty development, IT systems for education etc.
Haitham Alaini discusses solutions for education in Yemen. Including how to overcome the issues that children face and possible starting points for rethinking Yemen's educational system.
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
Youtube: Workhorse in ALI 254 -usc faculty forum - Eric H. Roth
YouTube: Workhorse in ALI 254 was used in my USC Faculty Forum panel discussion on January 25, 2013. The USC Center for Scholarly Technology hosted the event titled: "Creative Classroom Strategies: Tools from Language Instruction".
http://cst.usc.edu/events/event.html/event/900663/
While the other presenters demonstrated how to effectively deploy more cutting edge, 2013 tools, my presentation focused on an accessible, flexible, and familiar social media tool.
Mandarin Chinese Teaching Workshop at HKU, Apr. 10, 2011Joanna Huang
The implementation of project-based learning, task-based language teaching and technology infusion in teaching Chinese using Mandarin (Putonghua) as medium of instruction
Teaching and Learning Support Activities at Osaka UniversityHaruo Takemura
This presentation describes activities of Teaching and Learning Support Center, Osaka University. These includes faculty development, pre-faculty development, IT systems for education etc.
Haitham Alaini discusses solutions for education in Yemen. Including how to overcome the issues that children face and possible starting points for rethinking Yemen's educational system.
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This is the PPT for our BC webinar on 17th November 2017 for our ELTons award winning course for university students based on the UN's Sustainable Development Goals, Develop EAP. You can view the full webinar and PPT with hyperlinks here https://englishagenda.britishcouncil.org/continuing-professional-development/cpd-materials-writers/building-sustainability-eap-course
Collaborative Online MS in TEFL Programs. Innovative Models-Dynamic Delivery.guest47b2f27
This session discusses innovative collaborative online M.S. in TEFL models created when organizations come together to capitalize on their offerings. The result is high quality programs that share state of the art delivery methods as well as the latest in technology use in pursuit of a common goal.
Eil implications for policy and pedagogycjeremysykes
English as an International Language: Implications for Policy and Pedagogy address the issue of how we need to change our overall thinking as English Instructors in a world where more Non-native speakers use English between themselves than native speakers do.
Talk presented at the 2013 Foreign Language Instructional technology Conference in Nicosia, Cyprus, in December 2013; Deborah Healey and Sophie Ioannou-Georgiou
Presentation about gamification for English language teaching by Deborah Healey and Kai Liu from Oregon Teachers of English to Speakers of Other Languages (ORTESOL) Conference, Oct 12, 2013. Includes links to the companion website.
CALL-IS/LTSIG Conference Tech Standards session Oct 12, 2013healeyd
Presentation by Deborah Healey, Phil Hubbard, Sophie Ioannou-Georgiou, and Paige Ware (with help from Elizabeth Hanson-Smith) given as part of the online conference, Using Technology in Teaching: Principles in Practice Oct 12, 2013
IATEFL LTSIG and TESOL CALL-IS jointly sponsored the sessions
1. Paths to Faculty
Development in the High
Yemen
The English
Language Higher Education Development Project- February 2008
Institute
Abdullah Al Ghorbany
Byrne Brewerton
Deborah Healey
Donna Shaw
Elisabeth Wilson
Higher Education Development Project-
Higher Education Development Project
2. OSU-Yemen Higher Education
Development Project
The English
Language
Funded by World Bank and Ministry
Institute of Higher Education
February 2008 through June 2008
Four public universities: Sana’a,
Aden, Dhamar, Taiz
Higher Education Development Project
3. Project Goals
Build local faculty-training capacity
The English
Language
Institute
Strengthen the English Language Centers
and Educational Development Centers
Sana’a University
Aden University
Taiz University
Thamar University
Higher Education Development Project
5. OSU Team
15 people:
The English
Language
English Language Institute – 7
Institute traveled to Yemen; 5 home-based
Oregon State University/others – 3
traveled to Yemen
Higher Education Development Project
6. Project Structure
The English Academic skills development
Language
Institute workshops in:
Teaching and Research
English Language Learning
Computer/IT Skills
Two weeks of OSU workshops +
one week of mentored workshops
at each university
Higher Education Development Project
7. Considerations in
Planning
The English Very short timeframe – less than 5
Language
Institute months
No time for participants to develop
workshops themselves
Uncertain Internet access
Offline and online options
Uncertain number and quality of
trainers
Need to be directive with materials
Higher Education Development Project
8. Teaching & Research
The English
Language
Teaching Large Classes
Institute
Learning Objectives
Assessment
Critical Thinking
Collaborative Learning
(Up to 9 workshops)
Higher Education Development Project
11. English Language
The English
Language
Oral Presentation Skills
Institute Vocabulary Self-study
Professional Reading
Techniques
(6 workshops)
Higher Education Development Project
14. Computer/IT Skills
The English
Language
PowerPoint for Professional
Institute
Presentations
Effective Web Searching
Word Processing for Authors
IT Tools for Collaboration and
Research
(4 to 5 workshops)
Higher Education Development Project
17. Trainer Profile
The English University tenured faculty members
Language
Institute
University non-tenured faculty
members
University administrators
Higher Education Development Project
18. Trainers Received:
Flash drives with workshop materials
The English
Language
Certificates
Institute
Membership in OSU-HEDP listserv
Centers Received:
Teaching/methodology books pertinent
to workshop topics
Digital video camera
MP3 player/voice recorder
Higher Education Development Project
19. Trainee Profile
The English Interested faculty members
Language
Institute
English language students
Community members
Higher Education Development Project
20. Target – Training of
Trainers
Training of Target Achieved
The English
Language
Trainers
Institute
Teaching/Research 30 178
Skills
English Language 30 171
Information 15 91
Technology
Higher Education Development Project
21. Target - Trainees
Trainees Target Achieved
The English
Language
Institute Teaching/Research 100 - 450 507
Skills
English Language 100 - 450 478
Information 100 - 450 269
Technology
Higher Education Development Project
22. Results – Kirkpatrick
Model for Assessment
Reaction of attendees to workshops
The English 74% excellent
Language
Institute 24% good
Learning demonstrated by Trainers
almost all followed OSU model
Behavior (post project use of knowledge)
71% will use 51% to 90% of information
9% will use more than 90% of information
Higher Education Development Project
23. Challenges
The English
Timeline shifts
Language
Institute
Administrators
Trainer motivation
Technology/Facilities
Environment
Language
Money/reimbursement
Political situation/changes
Higher Education Development Project
24. Lessons Learned
The English Needs analysis is crucial and must be
Language
Institute flexible
Project goals must be clear to all
Reiterate project goals when talking
with administrators
Education change begins by modeling
student participation in learning
Administrator-buy in is critical
Higher Education Development Project
25. Personal Lessons Learned
The English Flexibility
Language
Institute Cultural sensitivity
Tolerance of comfort level
challenges
Working as a team
Being ready for anything
Higher Education Development Project
26. What’s happening now . . .
The English
Language
Institute
Higher Education Development Project
27. Comments and
Questions
The English http://oregonstate.edu/dept/eli/osu-hedp/
Language
Institute
Do you have any
questions for us?
Higher Education Development Project
28. Contact Information:
Abdullah Al Ghorbany ,
The English amagh2001@yahoo.com
Language
Institute Byrne Brewerton,
Byrne.Brewerton@oregonstate.edu
Deborah Healey,
dhealey@uoregon.edu
Donna Shaw,
Donna.Shaw@oregonstate.edu
Elisabeth Wilson,
Lis.Wilson@oregonstate.edu
Higher Education Development Project
Editor's Notes
Intros – 1 minute
30 seconds
1 minute; ELC and EDC at universities; focus on improving skills of university faculty rather than of students
2 minutes
30 seconds. Could add that 3 ELI people had worked in Yemen in the mid-1980s on an earlier ELI project there.
1 minute. The website includes workshop material (you’ll see the URL again at the end). Mentored training = hallmark. It let us see actual teaching styles so we could recommend certain trainers for more training and use as trainers
1.5 minutes
1 minute. We chose these as a result of a needs analysis and because the grant called for faculty to be better able to deal with assessment.
Flash by – a trainer doing a workshop
Flash by – our faculty doing a workshop
1 minute. These topics were called for in the grant –especially reading - and the needs analysis reflected concerns about these areas. English teachers wanted to know how to teach students; we focused on how to teach faculty members.
Flash by – group work
Flash by – mixed groups
1 minute. Needs analysis pointed us in this direction, as well as work with other teacher groups
Flash by. Our nicest site.
Flash by. Typical computer lab.
1 minute. Occasional issues with hierarchy due to the inclusion of adjunct faculty members. We held our ground to encourage inclusivity.
30 seconds. Part of the grant. We asked that teachers have access to the books, camera, and voice recorder in the Center.
1 minute. Sometimes trainers’ students. Administrative understanding of expectations and buy-in had a lot to do with the number of trainees available and whether they were faculty members or students.
30 seconds. Exceeded goals by a factor of 5 or more.
1 minute. Exceeded goals except in IT; lack of infrastructure was a problem, especially in Thamar.
1 minute. We had hoped to do follow-up visits, which would let us actually measure how much of what we had given the trainers was being used in workshops. They have not yet happened.
2-3 minutes. This is at the heart of the presentation, in some ways.
2 minutes. The challenges encouraged learning a variety of lessons.
2 minutes. Most of those who traveled to Yemen were experienced at living overseas. The uncertainties in the project itself – timing, funding, availability of resources – challenged everyone.
2-3 minutes.
As long as we have left…
Leave up at the end while we’re answering questions.