A short presentation on how to implement e-learning in the EFL classroom

1. UNIVERSITY OF CALDAS
MASTER IN ENGLISH LANGUAGE TEACHING
Yamith José Fandiño
teacheryamith@gmail.com
October, 2015

2. 21st-Century Skills

3. E-learning

4. E-learning: online teaching and training
(Dudeney & Hockly, 2007)
E-learning or distance learning
The term distance learning originally applied to traditional paper-based distance
courses delivered by mail. Nowadays distance learning includes learning via
technology such as the Internet, CD-ROMs and mobile technologies.
Learning that takes place using technology, such as the Internet; CD-ROMs and
portable devices like mobile phones or MP3 players.
Open learning: This is one aspect of distance learning and simply refers to how
much independence/autonomy the learner has.
Online learning: This is learning which takes place via the Internet.
Blended learning: This is a mixture of online and face-to-face course delivery.

5. E-learning: online teaching and training
(Dudeney & Hockly, 2007)
Virtual Learning Environment (VLE) / Learner Management System (LMS)
/ Virtual classroom
A web-based platform on which course content can be stored (Moodle,
Blackboard, WebCT)
- It is accessed by learners on the Internet.
- Provides content, such as documents, audio and video lectures, and
activities such as quizzes, questionnaires and tests.
- Uses communication tools like discussion forums or text and audio chat.
- Integrated blogs, wikis, podcasts, etc.
- Offers tracking facilities for the online tutor to check Ss’ access and work.
- Provides tools for assessment and grading, with records kept for each St.

6. E-learning: online teaching and training
(Dudeney & Hockly, 2007)
How to get started
with online learning
Teacher training and
online learning
Discussion lists and online groups
Start small.
Discuss the addition of
an online component to
face-to-face course.
Find out what level of
expertise and
experience learners
have.
Do a course online
yourself, as a learner.
Pay special attention to
the development of
group socialization
online.
Online courses and
professional development
groups for teachers.
Apart from the issue of
accreditation and
validation, online training
courses also need to
demonstrate current best
practice in the field of
online learning.
Join or set up an online
discussion group,
subscribe to blogs or
podcasts, or read online
journals or magazines.
A mailing list: the simplest form of email
communication, and is informative.
A discussion list: similar to a mailing list
but will allow for and encourage discussion
of topics and issues (TESL-I and
NETEACH-L).
A discussion group offers documents, files
and photos and perhaps facilities such as
text chat, a calendar and access to a
member database (Yahoo! Groups).
Communities of practice (CoPs): a lot of
discussion and interaction between
members but also shared responsibilities,
tasks and activities (Webheads group and
the Dogme group)

7. E-learning: online teaching and training
(Dudeney & Hockly, 2007)
Delivery mode Task design
and materials
Learners Teacher/Tutors Assessment
and evaluation
Is the course
purely online, or
does it include
blended
learning?
What elements
of the course
will take place
synchronously,
that is, in real
time, and what
elements
asynchronously,
that is, not in
real time?
Are different
activity or task
types provided?
Will materials be
tailor-made
content and
activities, or will
existing
resources on the
Internet be
used?
To what extent
are the learners
prepared for and
suitable for e-
learning?
Will the course
be individual
self-study, or will
learners work
through the
course
material at the
same time, in
small groups?
Are the tutors
experienced in
e-learning, as
well as computer
literate, or will
they need
training to deliver
the course?
To what extent
will tutors be
involved in
course design,
or will they
simply deliver
the course?
Will the course
be evaluated as
it is running
(known as
'formative
assessment') or
only at the end
('summative
assessment')?
How will learners‘
coursework be
assessed and
graded?

8. The CSIT teaching model - El modelo de CAIT
de aprendizaje (Martín, Beltrán & Pérez, 2003).

9. The CSIT teaching model - El modelo de CAIT
de aprendizaje (Martín, Beltrán & Pérez, 2003).

10. The CSIT teaching model - El modelo de CAIT
de aprendizaje (Martín, Beltrán & Pérez, 2003).

11. The CSIT teaching model - El modelo de
CAIT de aprendizaje (Martín, Beltrán &
Pérez, 2003).
The use of new technologies and the CSIT teaching model can result in two main
innovations in EFL classrooms:
New language learning and teaching perspectives
Kumaravadivelu (2006): the postmethod era introduces new language
pedagogies characterized by a broader focus, an emphasis on developing
teachers’ skills, and flexibility to meet students’ needs.
New roles of the language teacher and the language learner
Gallardo (2011): the educational environments situate the learner in the center
of the learning experience, which makes teachers lose their traditional role as a
knowledge transmitter to become an information consultant, a learning facilitator,
a virtual moderator and tutor, a continuous evaluator, and a technology mediator.

12. References
Dudeney, G., & Hockly, N. (2007). How to teach with technology. USA: Pearson Longman.
Fandiño, Y. (2011). CSIT teaching model and wikis: Innovating foreign language teaching and
learning. Paper presented at the 2nd International colloquia and 3rd National Symposium on
pedagogical innovation and research on ELT, Bogotá, Colombia.
Martín, J., Beltrán, J. y Pérez, L. (2003). Cómo aprender con Internet. Madrid: Foro pedagógico
de Internet.