Transcript Facilitation in CALL

Facilitation in CMDL
Włodzimierz Sobkowiak
School of English, AMU
Leonardo da Vinci Project
Final Meeting, 28 June 2001
Is it an issue?
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Internet search for facilitation + teaching + language
yields 24,900 hits
Different senses: business meeting, speech therapy,
formal instruction facilitating natural acquisition
“The bent of technology based language learning puts
the teacher in a new role: that of a facilitator” (Neufeld &
Ravindran 1995)
“ The online model consists of three key elements: [...]
the facilitator, the curriculum, and the technology”
(Bedore3 2000)
“ The students and facilitator can be scattered around the
globe” (Bedore3 2000)
No definition in:
Anderson,L.W. 1995. International encyclopedia of
teaching and teacher education. Oxford:
Pergamon Press.
Brown,D. 1994. Principles of language learning and
teaching [3rd ed.] Englewood Cliffs,N.J.: PrenticeHall, Inc.
Ellis,R. 1994. The study of second language
acquisition. Oxford: OUP.
Richards,J., J.Platt & H.Weber. 1985. Longman
dictionary of applied linguistics. London:
Longman.
Definition:
Facilitation of learning is about: (Winberg 1997)
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focusing on what learners want to learn
going beyond the conventional teaching roles
raising learners’ critical awareness
being flexible
Facilitators... (Brookefield 1986: 123 - 4)
...assist [learners] to attain a state of self-actualisation or to
become fully functioning persons...suggest alternatives,
point up contradictions, draw attention to relationships of
dependence, or prompt painful critical scrutinies of
assumptions, value frameworks, or behaviours.
[to tutor-related facilitation] [to memento]
Facilitation in CMDL
Computer-Mediated Distance Learning
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Context-related
Tutor-related
Course-related
(Peer-related)
Facilitation: context-related
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conduct needs analysis
create demand/need/motivation/trust
ensure flexibility of access (time- and place-wise)
ensure affordability of access (money-wise)
set up entry requirements and exit objectives
ensure technical support
(based on Harasim et al. 1995 & ADEC 1999)
Facilitation: tutor-related
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stimulate learner activity and cooperation
offer attentive tutor feedback (small group size)
establish norms of participation (e.g. netiquette
standards)
act as facilitator [back to definition]
(based on Harasim et al. 1995 & ADEC 1999)
Facilitation: course-related
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provide a variety of methods, techniques, media
and resources
provide structure (of course and interaction)
enhance openness to areas beyond the course
allow flexibility of use and learner customisation
build in artificial intelligence (e.g. in error
feedback)
make navigation easy (guide, menu, search)
polish the technology (both hard and soft)
proof-read, proof-read, proof-read
(based on Harasim et al. 1995 & ADEC 1999)
Course-related facilitation
in LdV MDEC
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strengths
weaknesses
Course-related facilitation
in LdV MDEC: strengths
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variety of resources, tasks, delivery methods,
testing techniques, modes of interaction
both knowledge-based and problem-based
learning
coherent and well-organised structure (lecture,
BB, chat, calendar, etc.)
intuitive navigation (menus, icons, logical flow)
good audio recordings
Course-related facilitation
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in LdV MDEC: weaknesses
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primum non nocere: orthographic, grammatical
and factual errors (sloppy proof-reading)
some courses completely encapsulated
missing elements of structure: entry and exit
material (e.g. info, diagnosis, certificate)
little flexibility or customisation (e.g. no search
facilities, strict linearity)
rudimentary input check and error feedback
software glitches
[to conclusion]
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* “The
trouble with most of us is that we would rather be ruined by praise
than saved by criticism” (Norman V. Peale. 1996)
Software glitches
>>Nie ma software’u bez bledow, trzeba jednak
miec wyczucie kiedy mozna go „puscic” do
klienta<< (<andrew> in on-line LdV discussion on
May 25th 2001)
There’s no software without bugs, but one must
feel when it’s fit to be released to the client
Conclusion
Facilitation  (over)simplification
because facilitation is ... [back to definition]
Memento
We've got three offices next to one another, and our main
means of communication is e-mail and Instant Messages
even though we could just speak to each other or bellow to
each other in adjacent rooms. We prefer text as our main
means of communication because.... well, not sure, really. I
guess it allows us to multi-task, so to say, and we can deal
with messages when we feel like it, rather than being
interrupted in whatever we're doing at the time.
Eric Baber, [email protected]
(on a discussion list)
Questions? Comments?
Thank you
[email protected]
http://elex.amu.edu.pl/~sobkow
Bibliography
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ADEC. 1999. American Distance Education Consortium Guiding
Principles for Distance Learning and Teaching. http://www.adec.edu/
admin/papers/distanceteaching_principles.html.
Bedore,G., M. & G. Jr. 1998. Online education: the future is now.
Phoenix,AZ: Socrates Distance Learning Technologies Group.
Brookefield,S.D. 1986 . Understanding and Facilitating Adult
Learning. Milton Keynes: Open University Press.
Clarke,A. 2001. Assessing the quality of open and distance learning. :
NIACE.
Harasim,L. et al. 1995. Learning networks: a field guide to teaching
and learning online. Cambridge,MA: MIT Press.
Neufeld,J. & R.Ravindran. 1995. "Implications of education
technology for individualised language learning". http://www.tp.ac.
sg/content/lcd/lcdstuff/ papers/r&jstets.htm
Peale,N.V. 1996. The power of positive thinking. Ballantine Books.
Seneca College. Determining the suitability of distance learning
courses. http://cnt.senecac.on.ca/article4.html
Willis,B. 1993. Distance education: a practical guide. Englewood
Cliffs,NJ: Educational Technology Publications.
Winberg,Ch. 1997. How to Teach Adults. Cape Town, South Africa:
Juta & Company Ltd.
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