GRAZ, AUSTRIA

NOVEMBER 2016

Teaching Languages Online: Asynchronous and Synchronous

Learning and Collaboration

Teaching Languages

Online: Asynchronous and

Synchronous Learning

Collaborating

Guten Tag!

Wie gehts?

Jim Murphy

• 29 years in education

• President of CASLT, Canada

• specialist in online learning (FSL)

• father

• musician

• carpenter

• fitness fanatic

• #techno addict

Contribute towards quality

enhancement in the language

classroom through the application of

action research approaches. This will

be achieved by tapping into existing

networks with a view to creating new

learning communities, which can be

replicated across ECML member

states.

Project

GOAL…

The bottom line is

developing sound

pedagogical practices;

what works,

what does not work.

• Guidelines for action research and for

networking strategies towards quality

enhancement in language teaching;

• A practical guide to action research for

teachers and teacher educators based on

experiences from the ECML countries;

• Piloted models of trialed course units: format

for training units to improve classroom

practice through linking quality strategies to

practical action research approaches

(brochure including checklist and reflection);

• A set of success stories in several languages;

• Online platform with a bank of resources,

including key documentation, and didactic

materials.

OUTPUTS…

• Teachers researching and

sharing their best practices.

• Collaborative spaces and

opportunities to co-create, co-

edit, share and disseminate.

• Enhancing quality in the

classrooms

• Learning Communities

OUTPUTS…

CASLT

Supporting

L2 in Canada

Let’s examine…

• My experiences teaching in online

environments.

• Essential tools and strategies for creating

engaging and interactive online learning

environments.

• Content - Synchronous vs asynchronous

/Active vs passive content.

• Student Engagement

• Collaboration

• Evaluation and self-assessment.

http://www.centralnewfoundland.com/i

mages/gallery/ICEBERG-4---(Credit-

Rick-Stanley).jpg

Online

Language

Learning

Tools and

Strategies

Content

Organization Synchronous vs

Asynchronous

Active vs Passive

Learner

Engagement

Assessment

Challenges

As

educators,

we have a

lot to

juggle…

I have to attend

to many

learning styles

and avail of

many teaching

strategies

https://www.coe.int/t/dg4/linguistic/Source/CS

C605_Research_Guide_English.pdf

http://oxbridgetefl.com/community/w

p-content/uploads/2015/04/Untitled.jpg

http://www.edu.gov.mb.ca/k12/tec

h/lict/overview/images/gradual.gif

http://img.scoop.it/K_JBi0TVLlWr3y7p0LjGXTl72

eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9

http://barbarabray.net/wp-

content/uploads/2011/01/bloomsrevisedtaxomony.jpg

A vast

selection

of tools…

https://articulate-

heroes.s3.amazonaws.com/u

ploads/article/featured_image

/2265/Top-Nine-

Considerations-for-Choosing-

the-Right-E-learning-

Authoring-Tool-.jpg

…maybe

too

many…

There are

many

challenges.

https://studeeloung

e.files.wordpress.co

m/2013/02/tradition

al-classroom.jpg

…in

moving

from this…

http://cdn2.hubspot.net/hub

/80068/file-25292460-

png/byod11.png?t=142677

7457599

…to this…

…or this?

…or to

this…

…so, why

online

learning…

Students

can

access

programs.

…and

teachers…

…mainly

due to

geography

…

…very

remote

geography

…

…very

remote

…and

small rural

schools…

…where

students

can

participate

in courses

…that they

cannot

access in

their schools

But is it

only for

rural

education?

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Sir John Daniel

called it the three

variable- based

triangle.

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Sir John Daniel

called it the three

variable- based

triangle.

Cost

Coordination

Connectivity

Accessibility

Infrastructure

Quality control

Quality instructors

http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf

Cost

Coordination

Connectivity

Accessibility

Infrastructure

Quality control

Quality instructors

Cost

Coordination

Connectivity

Accessibility

Infrastructure

Quality control

Quality instructors

Quick

Geography

Session

It is about student

access.

Distance

Learning and

online

language

instruction.

http://www.wiredacademic.com/wp-content/uploads/2012/04/distance_learning_infographic_large.jpg

http://tinyurl.com/nwmaspa

Geographical

and school

population

challenges

Let’s go

back to the

beginning…

http://www.wiredacademic.com/wp-content/uploads/2012/04/distance_learning_infographic_large.jpg

Well…

maybe not

that far!

http://www.wiredacademic.com/wp-content/uploads/2012/04/distance_learning_infographic_large.jpg

Quick

facts

https://mauriceabarry.wordpress.com/2013/03/03/distance-education-in-nl-part-10-cdli-implementation-supporting-our-learners-2001-2005/

…to

now…

Who are

we?

46 staff

19 office locations

Division of the Department of Education

42 senior high school courses, including math, sciences, skilled

trades, technology, social studies, fine arts, english, FSL and FFL

110 schools

1000 students

1750 – 1800 registrations annually

Core

French

Four Second Language Courses

French 1200, 2200, 3200, 3201

Current enrolment of 160 students

3 full-time teachers

Time to

reflect,

discuss,

debrief…

http://www.kaganonline.com/

Questions?

Commentary?

Online

Language

Learning

Tools

Content

Organization Synchronous vs

Asynchronous

Active vs Passive

Learner

Engagment

Strategies

Assessment

Challenges

Tools

Synchronous

Asynchronous

Semi-synchronous

Synchronous

Live Classroom

Asynchronous

LMS

Semi-

synchronous and

asynchronous

tools.

But the most important tool

remains the teacher. Even

though the approaches are

very student-centered, it is

still the teacher who makes

the decisions around what

content is active during class

time and what content is

more passive.

http://us4glg0b0q-

flywheel.netdna-ssl.com/wp-

content/uploads/2015/09/stu

dent_centered_dancing.jpg

What content should be

active during live class

time and what content is

more passive and can be

delivered outside of live

class time?

How much time do you

spend “explaining”? Are

there other ways to

communicate this?

https://s-media-cache-

ak0.pinimg.com/564x/42/41/ef

/4241efb88b0539c4db1e2007

a748b40f.jpg

Time to

reflect,

discuss,

debrief…

http://www.kaganonline.com/

Talk about active content

and learning versus passive

content and learning.

1. What are your

suggestions?

2. How would you

organize your LIVE

online time? Your

OFFLINE?

Online

Language

Learning

Tools

Content

Organization Synchronous vs

Asynchronous

Active vs Passive

Learner

Engagement

Strategies

Assessment

Challenges

Cost

Coordination

Connectivity

Accessibility

Infrastructure

Quality control

Quality instructors

It all starts with knowing your learners,

their needs.

Then, it all about

content.

http://www.caslt.org/images/Ass

essment%20toolkit/AAT-ESL-A-

Cover.png

http://www.tonyba

tes.ca/wp-

content/uploads/

ADDIE-

infographic.jpg

And the design

process

And the design process

– Successive

Approximation Model

http://content.alleninteractions.com/hs-fs/hub/55048/file-602597552-png/SAM-1.png?t=1470338323524&width=981

SAM

Then, it is all about content.

What content works best in

synchronous, asynchronous and

semi-synchronous learning?

Skill Synchronous Asynchronous Semi-

synchronous

Spoken

Interaction

Spoken

Production

Listening

Reading

Writing

Sociocultural

Be a critical instructional designer.

Constantly evaluate delivery and

content. Evaluate, redesign and

redeliver.

http://3.bp.blogspot.com/-

5pDAq03dlTA/UE0NJyKFEPI/

AAAAAAAAACQ/9bGhF9DwY

NI/s1600/SWM-revision.jpg

Time to

reflect,

discuss,

debrief…

http://www.kaganonline.com/

Take the time to reflect on your

own classroom or professional

learning situation.

Are you designing your

curriculum and lessons to

maximize your use of “LIVE”

instruction? What would you

change?

Online

learning

Tools and

strategies

Content

Organization Synchronous vs

Asynchronous

Active vs Passive

Learner

Engagement

Strategies

Assessment

Challenges

Strategies

What works?

What does not work?

Are there pitfalls?

Does it alter teaching practice?

Is it for all students?

Are there unforeseen

impacts?

Strategies

http://www.ascd.org/ASC

D/images/publications/bo

oks/fisher2008_fig1.1.gif

The Action-Oriented Approach The action-oriented approach to

language acquisition views communication as a social activity

designed to accomplish specific tasks. The Common European

Framework of Reference for Languages (CEFR) advocates going

beyond the communicative approach to emphasize active

language use that develops five language skills – spoken

production, spoken interaction, listening, reading, and writing

which includes the skills required for writing to interact. It

recognizes students as active participants in the learning process.

http://www.edugains.ca/reso

urcesFSL/PDF/AGuideToRef

lectivePractice/Module3_Acti

onOrientedApproach_Englis

h.pdf

Virtual

Language

Learning Design and

Preparation

Delivery

Student

Engagement

Assessment

Oui,

Ja,

Yes,

The action-oriented approach to language

acquisition views communication as a social

activity designed to accomplish specific tasks.

The Common European Framework of

Reference for Languages (CEFR) advocates

going beyond the communicative approach to

emphasize active language use that develops

five language skills – spoken production,

spoken interaction, listening, reading, and

writing which includes the skills required for

writing to interact. It recognizes students as

active participants in the learning process.

(CEFR)

Communication is a purposeful social

activity, and in this context, language learners

are considered social agents or actors

(acteurs sociaux) who have tasks to

accomplish “in a given set of circumstances, in

a specific environment, and within a particular

field of action” (CEFR, p. 9).

Action-oriented tasks are purposeful

acts set in a context that students

could face in everyday life in a variety

of situations.

Many opportunities for daily routines and conversations?

How is this action-oriented?

How do I release responsibility?

Scaffold?

Modèles:

Moi, j’ai voyagé à…

Moi, j’ai visité…

Moi, je suis allé(e) au…

Moi, j’ai participé à…

Moi, je suis descendu(e) à

Corner Brook.

Moi, j’ai fait...mes devoirs…

Moi, j’ai passé du temps

avec… mes amis, ma soeur…

Moi, j’ai regardé la télé…

Moi, j’ai étudié pour un test

de…

Moi, j’ai joué:

au ballon volant…

au basket

à la balle molle

au soccer

Hier soir, qu’est-ce que tu as fait?

Moi, j’ai… Moi, je suis…

Avec un partenaire:

Nomme trois choses que tu as faites pendant le

weekend.

Utilise les expressions:

Puis…

Ensuite…

Enfin…

http://static.spoonful.com/si

tes/default/files/styles/squa

re_420x420/public/printabl

es/0706_onthegopack-

2.jpg.jpg?itok=wi_YbOSV

http://www.ascd.org/ASC

D/images/publications/bo

oks/fisher2008_fig1.1.gif

Models

I think that I will

I think that I will go…

After, I am going to…

Then, I will go to…

This weekend. What are you going to do?

This weekend, I am going to go camping. I am going to

the national park with my family. I am going to go

swimming and hiking.

Many opportunities for daily routines and

conversations?

How is this action-oriented?

How do I release responsibility?

How do I scaffold?

First,

Then,

After,

On Sunday,

On Saturday,

And then,

Using images and

video for teaching

language

Better suited for:

Synchronous?

Asynchronous?

Semi-synchronous?

Using images and

video for teaching

languages online.

Providing the language

models and the practice

time!

http://www.ascd.org/ASC

D/images/publications/bo

oks/fisher2008_fig1.1.gif

Plenty of models…

Il est difficile

C'est difficile

Il est essentiel

C'est essentiel

Il est facile

C'est facile

Il est important

C'est important

Il est impossible

C'est impossible

Il est indispensable

C'est indispensable

Il est inutile

C'est inutile

Il est naturel

C'est naturel

Il est nécessaire

C'est nécessaire

Il est normal

C'est normal

Il est possible

C'est possible

Il est temps

C'est temps

- de bien manger

- de pratiquer les sports à tous les jours

- de devenir actif

- de ne rien faire

- d’être/rester en bonne forme

- de se faire des amis

- de développer de bonnes habitudes pour la

vie adulte

- d’être heureux/ heureuse

- de réduire le stress

- de bien dormir

- de contrôler le poids

- contrôler le stress

- de tomber malade (le diabète Type II,

l’obésité…)

- d’être paresseux / paresseuse

- d’avoir une vie sédentaire

- suivre le guide alimentaire

- d’éviter les sucres

- de consommer de la bonne nourriture

- de limiter les aliments riches en sucres.

- de manger de la vraie nourriture

USING REAL DOCUMENTS FROM REAL SOURCES…

LES MANCHETTES

Teaching literacy skills.

Using student

interests.

Student

access to

activities…

Core French

Online Do students like it?

Are they engaged?

Do they perform as

well as in face-to-face

instruction?

http://www.edu.gov.mb.ca/k12/tech/lict/overview/images/gradual.gif

Time to

reflect,

discuss,

debrief…

http://www.kaganonline.com/

How is your language teaching:

• Action-oriented?

• Social in nature and purposeful?

• Open-ended?

• An active process?

• Ability to scaffold?

• Release responsibility?

• Measurable outcomes?

• Students can track progress?

• Technology rich?

Online

Language

Learning

Tools and

Strategies

Content

Organization Synchronous vs

Asynchronous

Active vs Passive

Learner

Engagement

Strategies

Assessment

Challenges

Languages

learning online Assessment challenges

- Accuracy

- Dependability

- Credibility

Languages

learning online “Despite its popularity, online

learning is not without its

challenges. As instructors are

finding their way in the online

environment and paying more

attention to good course

design and delivery, they are

discovering that traditional

forms of assessment of

student work-such as test and

quizzes-that serve them well

in the face- to-face classroom

may not work quite as well

online” (Palloff and Pratt,

2009).

Found:

http://www.slideshare.

net/margaretntrent/onl

ine-assessment-

presentation-

44751365 - Slide 4

Languages

learning online

Languages

learning online

Sample

Assessment –

Can do…

Assessing oral

production.

Self

evaluations

Task and

Action-oriented

Social in

nature and

purposeful?

Modeling and

scaffolding.

Student

Portfolios

Scoring

Written

Assessment

Collaborative

Assessment

through

Google.

Collaborative

Assessment

through

Google.

Collaborative

Assessment

through

Google.

http://1.bp.blogspot.com/-

FLai19p41mQ/VL88vz1o2vI/AAAAAAAAr9I/vG21Nfwb83k/s1600/1.png

Google

Classroom

Mobile

http://www.ecml.at/ECML-Programme/Programme2012-2015/ICT-

REVandmoreDOTS/ICT/tabid/1906/language/en-GB/Default.aspx

How can we better

collaborate and share

together?

http://www.ecml.at/ECML-Programme/Programme2012-2015/ICT-

REVandmoreDOTS/ICT/tabid/1906/language/en-GB/Default.aspx

How can we

share? Google Slides Sample

https://goo.gl/82yRQn

Google Docs Sample

https://goo.gl/1yGSJW

“By three methods we may

learn wisdom: first, by

reflection which is noblest;

second, by imitation, which

is the easiest; and third, by

experience, which is the

bitterest.” – Confucius

Links Description

http://www.edugains.ca/resourcesFSL/P

DF/AGuideToReflectivePractice/Module3

_ActionOrientedApproach_English.pdf

Action-Oriented Approach to Language

Teaching and Learning

https://www.coe.int/t/dg4/linguistic/Sourc

e/CSC605_Research_Guide_English.pdf

From Communicative to Action-

Oriented: A RESEARCH PATHWAY Dr.

Enrica Piccardo

http://www.edutopia.org/blog/spot-

scaffolding-students-rebecca-alber

On-the-Spot Scaffolding for Students

https://www.coe.int/t/dg4/linguistic/Sourc

e/Framework_EN.pdf

Common European Framework of

Reference for Languages

http://www.downes.ca/presentation/388

Connectivism, MOOCs and Innovation

http://www.commentcamarche.net/faq/340

69-decouvrir-et-utiliser-google-drive

Découvrir Google Drive (French)

http://www.tandfonline.com/doi/full/10.1

080/09588220802613831?scroll=top&nee

dAccess=true

This paper reviews and critiques an

existing skills framework for online

language teaching. It is a little dated but

an interesting read all the same.

Links Description

http://www.techsmith.com/snagit.html Screen Capture/Video Capture

http://www.techsmith.com Camtasia, Snagit, Jing

http://goo.gl/pySakU 40 ways to use Google Apps for Education

https://www.google.com/edu/ Get Google for your school

https://www.google.com/edu/products/pro

ductivity-

tools/classroom/?utm_referrer=https%3A

%2F%2Fwww.google.ca%2F

Google Classroom

https://www.google.com/work/apps/educa

tion/

GAFE

http://www.blackboard.com/online-

collaborative-learning/blackboard-

collaborate.aspx

Blackboard Collaborate

https://www.d2l.com/ Desire to Learn

For a copy of

this

presentation

https://goo.gl/i8WeFf