Transcript How to Make Your ESL Courses Come Alive!

How to Make Your ESL Courses Come Alive!
Nawal Abbas and Marija Franetovic
June 13th, 2014
eCornucopia Conference: Teaching with Technology
Agenda
● Collaboration
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ESL Director & Course Developer and New Media
Specialist
● ADDIE Instructional Design Model
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Analysis
ESL students, content
Design
Language acquisition
Information processing theory/Gagne’s conditions
of learning
Creative expression through use of technology
Development and Implementation
Start small w/Module the previous yr
eLab Demo
Evaluation
● Next steps
Tips for Designing Courses and
Teaching 2nd Language Learners
Keep in mind the culture students come from…
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How exposed are they to computers? the Internet? Phone
Apps? Playing games?
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Is English taught in their school system as a primary or as a
secondary language?
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How ubiquitous is English within the home? The media?
Challenges
• Rough beginning
• First online course - What does online success look like?
• Confusion re self-paced vs paced
• Language barrier in addition to technology barrier
• Large international student population however small that
can take online courses
• Majority is from Saudi Arabia (Limitation - allowed only 2
online courses with prior approval for whole time in their
academic program)
• More enrollment projected if the ESL Program gets
approved as an independent ESL program
ESL0252 Advanced Intensive Reading:
Course Objectives
● Demonstrate the confidence and listening/speaking skills necessary
to participate successfully in spontaneous aural/oral exchanges
with native speakers of English in a variety of personal,
professional, and/or academic settings.
● Demonstrate reading comprehension of English texts intended for
developmental (or higher level) English and other academic
courses.
● Respond appropriately to written or spoken English by writing
paragraphs or short essays that communicate ideas clearly.
Language Acquisition
• Emergentism - language acquisition is a cognitive
process that emerges from the interaction of biological
pressures and the environment (MacWhinney, 1999)
• Different sensory channels
Cognitive Learning Theory
● Information processing theory (1950s)
● Sensory memory
● Short-term memory capacity (7 +/-2) (Miller, 1956)
● Long-term memory
● Outcomes
● Declarative knowledge
● Procedural knowledge
Information Processing Theory
Technology Tools
● Panopto Lecture Capture
● Blackboard
o Discussion Board
o Podcasting/Voice Board
o Quizzes
● eLab – evaluated for affordances: rhelevate,
TellMeMore, Mango Languages
● Collaboration tools
o Google Hangouts
o Skype-office hours
“rhelevate” eLab: Content
● Lessons - Comprehensive: English Comprehension,
Vocabulary, Grammar
● Vocabulary
● Library - Reading Comprehension
“rhelevate” eLab: Visual and Auditory Exercises
“rhelevate” eLab: Functionality
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http://www.rhelevate.com/
Anytime, anywhere
Adaptive release on lesson components
Assessment
o Multiple attempts until 85%
o Adaptive questions
o Practice Tests and Unit Exams
Module Design
1. Announcement
1. Gaining attention (reception)
2. Objectives
2. Informing learners of the objective (expectancy)
3. Presentation, eLab
3. Stimulating recall of prior learning (retrieval)
4. Presentation, Reading
4. Presenting the stimulus (selective perception)
5. Vocabulary and Comprehension questions, Oral Voice Board/Podcast, eLab
5. Providing learning guidance (semantic encoding)
6. Discussion Board, Oral - Voice Board/Podcast, eLab
6. Eliciting performance (responding)
7. Discussion Board, eLab
7. Providing feedback (reinforcement)
Quizzes, Assignments, eLab
8. Assessing performance (retrieval)
9.Discussion Board, Assignments
9. Enhancing retention and transfer (generalization)
Course Development and Delivery Timeline
Blended
Development
Delivery
ESL0252
Advanced
Intensive
Reading
Fall 2011 (Abbas) Spring and
Summer 2012
(Abbas)
Fall 2012(Abbas),
Fall 2013 (Rescoe),
Fall 2014 (Rescoe)
ESL0552
Advanced
Intensive
Writing
Spring 2013
(Abbas)
Fall 2013 (Finlay),
Spring 2014
(Rescoe),
Spring 2015
(Rescoe)
Summer 2013
(Abbas)
“rhelevate” eLab: Implementation
● 30 seats distributed across 3 courses
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Seats switched out after completion
● Reading Comprehension
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Beginning: Ch 1 and 2
Intermediate: Ch 3 and 4
Advanced: Ch 5 and 6
rhelevate.com
-Student Login
-Student lessons
-Vocab
-Reading Comprehension
-Administrative login
-Reports
-Student Progress
Evaluation
• Student evaluations
• Formative Evaluation (Mid-Semester)
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Fall 2012(Abbas)
Fall 2013 (Rescoe)
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Fall 2012(Abbas)
Fall 2013 (Rescoe)
• Summative Evaluations (End-of-Semester)
• Course Developer/Instructor Reflections
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More authentic project-based learning
Increased creative expression through technology
Further develop Events of Instr. – 1, 3 and 9
Create rubrics for projects
Enhance online presence and engagement strategies
Tools to Further Evaluate for Affordances
● Video clips: Movie Maker,
iMovie, Quicktime Player,
YouTube
● GIS
● WhatsApp
● EyeJot
● VoiceThread
● Teebo
● GoAnimate
● Quizlet/experiment with Bb
Quiz
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Singsnap
Vocaroo
Makebeliefscomix
YouTube alterers - Vialogues
ESL Video
Lingt
Textivate
Speechpeek or Chirbit
Screenleap - screen sharing
Forvo - pronunciation site
Future Assignment: “Visit My Town...”
Students to create and present online an overview of the town and
country that they come from.
The objectives for the assignment are to practice oral and visual
communication with GIS and video technology.
The benefit would be to use content and creative/technology skills that
students are already comfortable with in order to build upon familiar
knowledge.
References
Driscoll, M. (2005). Psychology of Learning for Instruction. (3rd Ed.). New York, NY: Pearson
Education.
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth,
TX: HBJ College Publishers.
Hovland, Kevin. (2014) Global Learning: Defining, Desiging, Demonstrating. AAC&U Publication.
Retreived at http://www.aacu.org/globallearning/documents/global_learning_2014.pdf
Jensen, E. (). What is Brain-Based Learning? Retreived on 6/11/14 from http://feaweb.org/brainbased-learning-strategies
MacWhinney, B. ed. (1999). The Emergence of Language. Lawrence Erlbaum Associates. ISBN 08058-3010-3. OCLC 44958022.
Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for
processing information. Psychological Review, 63, 81-97. Retreived on 6/5/14 at
http://www.musanim.com/miller1956
O’Mally, J. M. & Chamot A. (1990). Learning Strategies in Second Language Acquisition. New York,
NY: Cambridge University Press.
Stanley, G. (2013). Language Learning with Technology: Ideas for integrating technology in the
classroom. New York, NY: Cambridge University Press.
Image Credits
• http://www.redorbit.com/news/science/1112904065/brain-mustcooperate-to-learn-new-words-072313/
• http://www.asiapundits.com/wpcontent/uploads/2012/03/bad_english_teacher.jpg
• http://www.kirstytv.com/wp-content/uploads/2013/04/Brain-Cells.021.jpg
• http://www.buzzle.com/articles/information-processing-model.html
• http://innovativelearning.com/educational_psychology/cognitivism/index.h
tm
• http://arcmit01.uncw.edu/baileye/graphicGagne9.png
• http://ujz.me/wp-content/uploads/2014/04/Brain-Scientist-CreativitySpirit-Yearning-1920x1080.jpg
• http://www.rhelevate.com/
• https://pronunciationpro.com/blog/2013/08/30/speech-pathologist-eslteacher-tandem-approach-classroom
Questions?
Thank You!
[email protected] | [email protected]
Module Design Template
1.
1. Gaining attention (reception)
2.
2. Informing learners of the objective (expectancy)
3.
3. Stimulating recall of prior learning (retrieval)
4.
4. Presenting the stimulus (selective perception)
5.
5. Providing learning guidance (semantic encoding)
6.
6. Eliciting performance (responding)
7.
7. Providing feedback (reinforcement)
8.
8. Assessing performance (retrieval)
9.
9. Enhancing retention and transfer (generalization)
Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional
Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.
Franetovic M & Abbas N. (2014). How to Make Your Online ESL Courses Come Alive! e-Cornucopia 2014 - Teaching with Technology Conference. Oakland University, Rochester, MI.