Technology and Pedagogy: Getting them Married in Teacher Education

Rong Yuan & Kueilan Chen Defense Language Institute Chinese LEARN 2010

Blended Mode of Instruction

• dL in language teaching and learning • Effectiveness of technology integration (Menaker, 2009) • Online/Mixed mode vs. f2f (Means et al, 2009) • New technologies for CMC

Three stages of CALL

Stage Technology Language teaching Paradigm View of language Structural CALL 1970s-1980s Main frame Grammar translation Audio-lingual Structural Communicative CALL Integrative CALL 21st Century 1980s-1990s PCs Multimedia & Internet Communicative language teaching Content-based Cognitive Social-Cognitive Principal use of computers Drill and practice Principal objective accuracy Communicative exercise Fluency Authentic discourse Agency

State of the Art: Language Teaching/Learning

Transmission Transaction Transformation Goal Instructional activities Role of teacher To know Exercise Knower To do To create Tasks, projects, authentic texts Facilitator Student-selected materials Advisor Theoretical base Mastery learning (Bloom, 1968) Experiential learning (Dewey, 1938) Humanistic learning (Rogers, 1968)

State of the Art: dL Technology

Where We Are: Teacher Education

State of the art of dL technology State of the art of pedagogy Teacher education

Teacher Education: Instructional Design Principles

• Integrative approach • Experiential learning • Transformational learning • Social constructivism

Core Knowledge

Pedagogical knowledge technological knowledge pedagogical technological knowledge

GLOSS (4218, 620)

Three Forms of Cognitive Load

Form Description Example ( Intrinsic Manage ) Extraneous ( Minimize ) Germane ( Maximize )

The number of elements working memory must hold while processing. Relates to complexity of the content. Irrelevant mental work imposed on working memory that detracts from learning. Relevant mental work that serves the learning goal.

Memorizing vocabulary imposes less intrinsic load than responding in a role play. Text explaining a visual appears in a separate location from the visual. Leads to split attention.

A relevant practice exercise helps build related skills

Cognitive Load Variables

Variable Content Complexity Learner Expertise Instructional Environment Description Impact Refers to the intrinsic load imposed by training materials. Higher complexity means greater cognitive load The more prior knowledge the learner has related to the content, the less complex will be that content and the less cognitive load will be experienced Refers to the use of modes, methods, and architectures in a given delivery medium. Learners with less expertise require different instructional methods than learners with more expertise For novice learners, instructional environments should minimize extraneous cognitive load

Tailor GLOSS LOs in LL

• F2F: http://gloss.dliflc.edu/products/gloss/cm_soc038/cm_soc038_act6.html

– HW Assignments (screenshots: link, images, TN) – Speaking/Listening practice class, Brainstorming, etc.) – A basis for a lesson plan for instruction • As a basis for refresher courses • As an area study guide • As supplemental material for distant education courses • …..

How Can GLOSS Lessons Be

F2F, Hybrid, and Virtual Classrooms Core Materials

(i.e. basis for refresh courses, lesson plan for classes)

Supplementary Materials

(4+2, distance course)

Assessment Tools

(placement test)

GLOSS Lessons Short Quizzes Review/Homework

(screenshot: links, web page, project)

Self-Study/Area Study Special Assistant

(speaking/listening/FLO skills/others)

Sample Activities

• How memory works (CS3) • Pygmalion effect (Flash Cs4) • Deep vs. Surface learning (WMV) • GLOSS lesson planning A: http://gloss.dliflc.edu/products/gloss/cm_soc038/default.html

(CD)

B: http://gloss.dliflc.edu/products/gloss/cm_geo402/cm_geo402_act5.html

(CD)

Text + Video + Audio

References

• • • • • • Bransford, J. D, Brown, A. L., & Cocking, R. R. (2000).

How people learn: Brain, mind, experience, and school

. Washington, DC: National Academy Press.

Clark, R., Nguyen F. & Sweller, J. (2006).

Efficiency in Learning.

Pfeiffer San Francisco: Means, B., Toyama,Y., Murphy, R., Bakia, M., & Jones, K. (2009).

learning studies Evaluation of evidence-based practices in online learning: A meta-analysis and review of online

. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development: Policy and Program Studies Service. Menaker, E. (2009

). Distributed learning (dL) in foreign language education: Principles, best practices, and approaches to evaluation

. Army Research Institute. Washington, DC.

Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.), (2001).

Knowing what students know: The science and design of educational assessment.

Washington, DC: National Academy.

Woolfolk, A. (2007).

Educational psychology

. (10th Edition) Boston: Pearson.