GRAZ USTRIA NOVEMBER 2016€¦ · Synchronous Learning Collaborating Guten Tag! Wie gehts? Jim...
Transcript of GRAZ USTRIA NOVEMBER 2016€¦ · Synchronous Learning Collaborating Guten Tag! Wie gehts? Jim...
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GRAZ, AUSTRIA
NOVEMBER 2016
Teaching Languages Online: Asynchronous and Synchronous
Learning and Collaboration
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Teaching Languages
Online: Asynchronous and
Synchronous Learning
Collaborating
Guten Tag!
Wie gehts?
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Jim Murphy
• 29 years in education
• President of CASLT, Canada
• specialist in online learning (FSL)
• father
• musician
• carpenter
• fitness fanatic
• #techno addict
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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…
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The bottom line is
developing sound
pedagogical practices;
what works,
what does not work.
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• 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…
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• 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…
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CASLT
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Supporting
L2 in Canada
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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.
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http://www.centralnewfoundland.com/i
mages/gallery/ICEBERG-4---(Credit-
Rick-Stanley).jpg
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Online
Language
Learning
Tools and
Strategies
Content
Organization Synchronous vs
Asynchronous
Active vs Passive
Learner
Engagement
Assessment
Challenges
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As
educators,
we have a
lot to
juggle…
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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
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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
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…maybe
too
many…
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There are
many
challenges.
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https://studeeloung
e.files.wordpress.co
m/2013/02/tradition
al-classroom.jpg
…in
moving
from this…
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http://cdn2.hubspot.net/hub
/80068/file-25292460-
png/byod11.png?t=142677
7457599
…to this…
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…or this?
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…or to
this…
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…so, why
online
learning…
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Students
can
access
programs.
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…and
teachers…
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…mainly
due to
geography
…
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…very
remote
geography
…
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…very
remote
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…and
small rural
schools…
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…where
students
can
participate
in courses
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…that they
cannot
access in
their schools
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But is it
only for
rural
education?
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http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
Sir John Daniel
called it the three
variable- based
triangle.
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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
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http://www.col.org/SiteCollectionDocuments/Daniel_0411AAOUShanghai.pdf
Cost
Coordination
Connectivity
Accessibility
Infrastructure
Quality control
Quality instructors
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Cost
Coordination
Connectivity
Accessibility
Infrastructure
Quality control
Quality instructors
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Quick
Geography
Session
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It is about student
access.
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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
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Let’s go
back to the
beginning…
http://www.wiredacademic.com/wp-content/uploads/2012/04/distance_learning_infographic_large.jpg
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Well…
maybe not
that far!
http://www.wiredacademic.com/wp-content/uploads/2012/04/distance_learning_infographic_large.jpg
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Quick
facts
https://mauriceabarry.wordpress.com/2013/03/03/distance-education-in-nl-part-10-cdli-implementation-supporting-our-learners-2001-2005/
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…to
now…
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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
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Core
French
Four Second Language Courses
French 1200, 2200, 3200, 3201
Current enrolment of 160 students
3 full-time teachers
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Time to
reflect,
discuss,
debrief…
http://www.kaganonline.com/
Questions?
Commentary?
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Online
Language
Learning
Tools
Content
Organization Synchronous vs
Asynchronous
Active vs Passive
Learner
Engagment
Strategies
Assessment
Challenges
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Tools
Synchronous
Asynchronous
Semi-synchronous
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Synchronous
Live Classroom
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Asynchronous
LMS
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Semi-
synchronous and
asynchronous
tools.
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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
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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?
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https://s-media-cache-
ak0.pinimg.com/564x/42/41/ef
/4241efb88b0539c4db1e2007
a748b40f.jpg
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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?
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Online
Language
Learning
Tools
Content
Organization Synchronous vs
Asynchronous
Active vs Passive
Learner
Engagement
Strategies
Assessment
Challenges
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Cost
Coordination
Connectivity
Accessibility
Infrastructure
Quality control
Quality instructors
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It all starts with knowing your learners,
their needs.
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Then, it all about
content.
http://www.caslt.org/images/Ass
essment%20toolkit/AAT-ESL-A-
Cover.png
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http://www.tonyba
tes.ca/wp-
content/uploads/
ADDIE-
infographic.jpg
And the design
process
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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
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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
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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
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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?
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Online
learning
Tools and
strategies
Content
Organization Synchronous vs
Asynchronous
Active vs Passive
Learner
Engagement
Strategies
Assessment
Challenges
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Strategies
What works?
What does not work?
Are there pitfalls?
Does it alter teaching practice?
Is it for all students?
Are there unforeseen
impacts?
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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
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Virtual
Language
Learning Design and
Preparation
Delivery
Student
Engagement
Assessment
Oui,
Ja,
Yes,
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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)
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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.
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Many opportunities for daily routines and conversations?
How is this action-oriented?
How do I release responsibility?
Scaffold?
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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
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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,
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Using images and
video for teaching
language
Better suited for:
Synchronous?
Asynchronous?
Semi-synchronous?
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Using images and
video for teaching
languages online.
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Providing the language
models and the practice
time!
http://www.ascd.org/ASC
D/images/publications/bo
oks/fisher2008_fig1.1.gif
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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
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USING REAL DOCUMENTS FROM REAL SOURCES…
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LES MANCHETTES
Teaching literacy skills.
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Using student
interests.
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Student
access to
activities…
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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
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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?
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Online
Language
Learning
Tools and
Strategies
Content
Organization Synchronous vs
Asynchronous
Active vs Passive
Learner
Engagement
Strategies
Assessment
Challenges
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Languages
learning online Assessment challenges
- Accuracy
- Dependability
- Credibility
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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
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Languages
learning online
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Languages
learning online
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Sample
Assessment –
Can do…
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Assessing oral
production.
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Self
evaluations
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Task and
Action-oriented
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Social in
nature and
purposeful?
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Modeling and
scaffolding.
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Student
Portfolios
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Scoring
Written
Assessment
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Collaborative
Assessment
through
Google.
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Collaborative
Assessment
through
Google.
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Collaborative
Assessment
through
Google.
http://1.bp.blogspot.com/-
FLai19p41mQ/VL88vz1o2vI/AAAAAAAAr9I/vG21Nfwb83k/s1600/1.png
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Classroom
Mobile
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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?
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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
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“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
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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.
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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
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For a copy of
this
presentation
https://goo.gl/i8WeFf