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Transcript of Online Community for the Service of Language Learning Master Project Designed By Wuping Lu Learning,...
Online Community for the Service of Language Learning
Master Project Designed By
Wuping Lu
Learning, Design, and TechnologyStanford University School of Education
07/28/06
Agenda
Learning Problem Learning Theory Design Process Solution and Prototype Assessment/Evaluation Summary
Learning Problem The students of the Beginning
Conversational Chinese classes at Stanford lack opportunities to develop communicative competence, especially with native speakers, in a real social context in which the language is really used.
The English learners in China are experiencing the same learning problem.
Learning Theory
Language Learning
Communicative Language Teaching/Learning
Intercultural Competence
How People Learn
Learner centered Knowledge centered Assessment centered Community centered
Learning Theory - Communicative Language Teaching
Key Points
Emphasizes real-life situations and communication in context.
Makes use of communication to teach languages
Implications to Design
The Audio-Lingual Method (grammar, drills, repetition) should not be overemphasized, which is the case in current in-class learning
CLT can balance ALM Learning activities should
at least mirror real life
Learning Theory – Intercultural Competence
Key Points
Refers as the capacity to mediate multiple cultural identities and situations.
Focuses on interactions among people from different cultures
Implications to Design
Encourage dialogue
and communication among differing languacultures
Emphasize cultural issues in language learning.
Learning Theory – How People LearnLearner Centered
Key Points
Pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational setting.
Help students make connections between their previous knowledge and their current academic tasks
Implications to Design
Learners decide what, how, and when to learn based on their level, background, and prior knowledge with guidelines and suggestions from experts.
Learning Theory – How People LearnKnowledge Centered
Key Points
Help students become knowledgeable by learning in ways that lead to understanding and subsequent transfer.
help students develop an integrated understanding of disciplines - an overall picture rather than isolated parts.
Implications to Design
Skit writing, which mirrors real life situations, and conversation with native speakers can help students become knowledgeable by learning in ways that lead to integrated understanding and transfer
Learning Theory – How People LearnAssessment Centered
Key Points
Provide ongoing opportunities for feedback and revision
what is assessed must be congruent with one's learning goals.
Implications to Design
Encourage self-assessment and peer assessment
Emphasize the alignment between the assessment and the learning goals
Formative assessment as sources of on-going feedback to improve teaching and learning
Summative assessment to measure what students have learned at the end of some set of learning activities.
Learning Theory – How People LearnCommunity Centered
Key Points
Especially important are community norms for people learning from one another and continually attempting to improve
Connections to experts outside of school can have a positive influence on in-school learning.
Implications to Design Build a community to
connect learners who are experts of their own native language
Encourage learners to develop community rules and norms which foster learning
opportunities to interact receive feedback freedom to make
mistakes in order to learn.
Design Process The idea of this design originated the curriculum
designed by Angel and I for Beginning Conversational Chinese at Stanford: identified the learning problem in the winter quarter.
Further developed in Cliffod Nass' Computer and Interfaces class in winter quarter
Inspired by Roy Pea's The Online Community for the Service of Learning in the spring quarter.
Formed the initial design at the end of the spring quarter with extensive literature review and feedback from Deedee, Shelley, Susie, and LDT peers
Prototyped at the beginning of the summer. Refined iteratively with the feedback from
Deedee, Decker, Kihyun, and LDT peers and the data from ongoing user studies.
The Solution
An online community to connect distributed learners and develop their communicative competence in one another’s expert language, which is enabled by various Internet and web 2.0 technologies.
The Solution - Illustration
Alignment among Learning Activities, Theories, and ProblemsServices Features/Activities Learning Theories Learning Problem
Skit CenterTLLT E-Portfolio
Connect learners
Community centered
Provide learners opportunities to develop communicative competence, especially with native speakers, in a real social context in which the language is really used.
Skit Center
Write skit mirroring real lifeNegotiate the meanings, grammar rules, expressions, and cultural issuesCommunicate with people from different culture
Knowledge centeredCommunicative competenceIntercultural competenceTLLT
Communicate with people from different culture, it is real life. Serve as a model Help to understand Help to expressGive info about culture and life
Skit CenterTLLT
Learner decide what to learn Learner centered
Skit Center
Revise others' writing and be revised Compare with others' writing Assessment
centeredTLLT Correcting
E-Portfolio Feedback
Support Tools
How to UseAudio DictionaryLearning/Teacher Tips
Prototype Wiki site for Skit Center (online, platform provided by
JotSpot, I developed the user interface) “Talk to Learn and Learn to Talk” and Recording Tool:
Skype with PowerGramo (free download from the Internet, installed on learners’ computer)
Blogs for E-Portfolio to hold learners’ work and feedback (online, users decide which blog to use)
Supporting Tools Audio Dictionary (free download from the Internet,
installed on learners’ computer) User website (online on LDT server, I developed)
Suggested How to Use Learning tips Teacher tips
Quick User Guide
Go to the User Website (http://ldt.stanford.edu/~luwuping/tllt/) and read the user guide.
Download and install Skype (voice messaing), PowerGramo (recording tool), Kingsoft’s Powerword 2006 (audio dictionary) on your computer
Open an account at http://www.blogger.com/start/ to have your blog Register at http://chinaus.jot.com/ and post the contact info on the
member page Collaboratively contribute to the bilingual skits at
http://chinaus.jot.com/ Meanwhile, contact the other learners on the member page to find
your language learning partner After having found your learning partner, negotiate what, when, and
how to learn with your partner Talk to learn and learn to talk one another’s language via Skype. If
needed, use the bilingual skits and audio dictionary to scaffold and support your learning.
Record the conversation by using PowerGramo and post it on your blog for feedback
Also give your feedback to your partner on his or her blog.Enter
Learner Assessment
Services Activities Type of Assessment Assess What
Skit Center
Revising others' writingBeing revisedComparing with others' writing
Formative assessment (occur continuously)Self/Peer assessmentImprove teaching and learning
Use the language correctly and appropriately in a way which is culturally sound
TLLTCorrecting Being corrected
TLLTE-Portfolio
TEST
Summative assessment (occur at a key time) Peer/Teacher Assessment Measure what learners have learned at the end of some set of learning activities
Effectiveness Study
Study Methods Research Questions Purpose
User Study
Qualitative:ObservationsInterviewsQuestionnaire
Is the user guide clear?Do they use the tool as expected?Is it easy to use?Any feature particularly conducive to their learning?Are they engaged in the learning activities?Any difficulty?Any suggestion?
To improve the design iteratively
Program Evaluation
Experiment: Experiment & Control groupPre-test at the beginning of the quarterPost-test at the end of the quarterIndependent variables: participation (amount of entries and conversation time) and intervention.Dependent variables: performance gain (post-test minus pre-test)
Do the group using the tool achieve higher performance gain than the group not using the tool.Is the tool group subjects' participation positively correlated with their performance gain.
To evaluate the effectiveness of the product
Summary
The strength of this design is not attributable to the technology itself, but how to use the technology for the service of second language learning – integrating appropriate pedagogical approaches into the learning activities by wisely harnessing the affordance of the technology.
Strength
Theory-based design iteratively informed by learner feedback
Harness collective intelligence
Alignment among what to learn, how to learn, and how to assess
All technologies are free and easy use
learner-generated content to meet the learner’s needs and release the burden imposed on teachers/developers
Spread by words of mouth
Thanks
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