Applying action research to a learning methodology model. for ESL students. Pedagogy, Learning space and technology are covered.

1. Active Learning Pedagogy: Applying active
research to a learning methodology for ESL
students
by
Willard G. Van De Bogart
Language Institute, Bangkok University
Chulalongkorn University Language Institute
International Research Seminar 2016
In Celebration of Chulalongkorn University
Language Institute’s 39th Anniversary
“Action Research in ELT for Quality
Instruction”
July 15, 2016
I
D
E
A

2. The Pre and Post Digital Classroom
2009 top - 2015 bottom = 6 year difference
2009
2015

3. Learning Methodology Framework

4. Apply a Teaching Methodology using active research
Enable
Encourage
Enhance
Enlarge
Extend
Embed

5. What is Pedagogy?
Pedagogy is the art (and science) of teaching immersively
.

6. Teacher’s Pedagogy Sketch for learning assignment
Active research: Observe students at stage 1, 2 and 3.

7. Active Learning Cycle

8. Design the Learning Space

9. Circular learning clusters

10. Prepare your learning space

11. Arrange your students to fit your pedagogy
What is going on in front of you?
Who is doing what?
What is happening?
Does this differ from the plan
and if so how?
How are we recording this?
What strategies/supports can
we use to ensure recording
occurs and is sustained
throughout the process?
When will we take time to
reflect on our actions and note
what we are observing?

12. Observe student behavior for active research
Give students a guide

13. • Personalized to the ways I learn best
• Flexible so that I can try different ways to learn
• Interactive and engaging so that I participate in the learning
• Relevant to the life I’d like to lead
• Organized around my own progress against goals I understand
• Constantly informed by different ways of demonstrating and
measuring my progress
• Collaborative with teachers and peers, unlimited by proximity
• Agile and supportive when I need extra help
• Challenging but achievable, with opportunities to become expert in
an area of interest
• Available to me as much as it is to every other student
What is it that students want?

14. Active Research Papers
LINE Chat and Smart Classroom
Papers on technology used with students: Learning Technologies
June – 2015
Exploring Students’ Intention to Use
LINE for Academic Purposes Based on
Technology Acceptance Model
Willard Van De Bogart and Saovapa
Wichadee
Bangkok University, Thailand
Students perceived effectiveness of educational technologies

15. A New Classroom experience - LPM
The Process: To explore
Learning process objectives
1. Explore the content
2. Model the content
3. Express the content
For the teacher

16. Process Learning Assessment
For the student

17. Changes in Action Research
2013 – 2016
Still - Motion

18. Changes in Action Research: Digital Decision Making
Allow the student to follow your research strategy in real time

19. Data Analytics for Beginners
Process: The strategy of learning with technology
1. Find the subject
2. Display the subject
3. Add music to the subject
4. Tell a story with the subject

20. Data Visualization – Teaching students how to see
Data visualization is essentially story-telling with the goal of revealing the
outcome as quickly and efficiently as possible..
SAY - Clearly define a message or set
of messages to communicate.
UNIFY - Create identifiable groups of
common styles and chart types for similar
content.
CONDENSE - Combine data and
information in a way to fully
communicate messages in the least
amount of space.
CHECK - Verify the integrity of the
visualization ensuring that the truth is
portrayed without misleading the
audience.
EXPRESS - Use the most appropriate
visual components for the data and message
to be articulated.
SIMPLIFY - Remove unnecessary content
and ensure clean presentation.

21. Visualizing Big Data: Bar Charts for Words
http://www.wired.com/2008/06/pb-visualizing/
The biggest challenge of the Petabyte Age won't be storing all that data, it'll be
figuring out how to make sense of it.
Martin Wattenberg, a mathematician and computer scientist at IBM's Watson
Research Center in Cambridge, Massachusetts

22. Finally: Engage the teacher and the student
Each student learns a different way
Each teacher needs to choose a way
Every evaluation has merit