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BaW2007 Blended Learning
1. Aiden dela Cruz-Yeh Rita Zeinstejer
Wenzao Ursuline College of Languages Asociacion Rosarina de Cultura Inglesa
Kaohsiung, Taiwan Argentina
Blended Learning
Activities:
Making Them Work for You
and Your Students
Becoming a Webhead 2007 EVO Seminar
2. World Englishes and
Miscommunications II -
International Collaborative
Project
Aiden dela Cruz-Yeh
Wenzao Ursuline College of Languages
Kaohsiung, Taiwan
4. Blended Learning Contexts
⢠Traditional f2f class
⢠Technologically-equipped classroom
⢠Students and teachers: the human factors that
make this blended learning environment work
5. Sponsors
⢠Waseda University On-Demand Internet
Course (OIC) and Cross-Cultural Distance
Language Learning (CCDL)- Digital
Campus Consortium
⢠Project Head: Prof. Michiko Nakano
http://www.cit.nus.edu.sg/dli2003/Biography/ProfMichikoNakano.pdf
7. The goals of the course
âEnglish has been used as a common tool of
communication in Asia. It has been reported that non-
native users of English in the so-called Outer Circle and
Expanding Circles outnumber the native speakers of
English in the Inner Circle. ... As long as regional group
accents do not jeopardize mutual intelligibility, World
Englishes should be accepted as part and parcel of
EIL. However, in our experiences of communication in
cyberspace, learners' English reveals some difficulties,
often leading to inadvertent misunderstanding. For this
reason, in this omnibus course, we would like the
students to learn the phonetic features, syntactic
features, socio-cultural differences, and para-linguistic
features which might cause some misunderstanding
among native speakers and Asian interlocutors.â
http://www.waseda.jp/dcc/jcc/we2/index.html
8. By the end of the course, students
will be able to:
⢠learn about World Englishes and how this concept
relates to them as EFL learners
⢠Learn about the goals of English language teaching in
international/regional contexts and
⢠Establish a common ground to evaluate the local English
language teaching and learning environment
⢠use the target language to interact and communicate
with other students
⢠engage in synchronous and asynchronous
communications
⢠and enhance studentsâ oral presentation and
interpersonal skills
9. Outline of the Course
⢠This course consisted of live sessions and on-demand
lectures. Live sessions were conducted using
videoconferencing system during the course period.
⢠Each participating university provided on-demand
lectures, and students were expected to view all lectures
during the 2-month course period.
⢠Live sessions and on-demand lectures, including course
materials, Q&A and discussions on the BBS and quizzes
were conducted in English.
http://www.waseda.jp/dcc/jcc/we2/index.html
22. Managing the Course
⢠Redefining learner autonomy
⢠Providing sufficient learner support using class blog and
yahoogroup
⢠In-class lectures to discuss online lectures on video
(OIC)
⢠Preparing comprehension questions to guide students
⢠Giving writing task questions to help students generate
and maintain discussion topics on the BBS
⢠Giving task-based photostory projects to be presented
during the live-sessions
⢠Maintaining a high level of motivation
23. Tools and Content â Learning
Teachers need to:
⢠Put the pieces together, and present them
as one unified learning framework
⢠Help Ss make sense of the learning
materials i.e. detailed syllabus, clearly
defined learning goals, pointers for review,
etc.
⢠Assign creative tasks where Ss can apply
what they have learned in class
24. Putting the pieces together
http://multienglishes.blogspot.com/
http://groups.yahoo.com/group/wenzao/
25. Making sense of learning
http://multienglishes.blogspot.com/2006_09_01_archive.html
32. Pointers
Students get to choose the main focus of their presentation from the
list of guide questions provided.
http://multienglishes.blogspot.com/2006_11_01_archive.html
34. Assessing your individual/group
efforts in class
1. Did you follow the requirements in doing the tasks?
2. Did you submit your assignments on time?
3. Did you read the required readings, watched online video lectures
way before the assignment deadline?
4. Did you watch the online video lectures before each video
conference? (10/12, 10/19, 11/16)
5. Did you participate in the discussions during the video conference
by asking questions and/or sharing a point of view?
6. What is the level of your motivation in participating in this course?
7. Attendance- How many times did you miss the class?
8. How many times did you fail to submit your assignments?
9. How many times did you turn in (submit) late assignments?
10. How would you rate the level of effort that you exerted in doing the
required tasks in this course?
35. Evidence of learning
1. Writing sentence outlines
2. Writing feedback on each video online
conference.
3. Enhanced meta-cognitive skills through
reflection
4. Enhanced asynchronous communication skills
5. Those who participated during the online video
enhanced their oral skills
6. Audio/video presentations enhanced oral skills,
collaborative skills, and creativity