A cocktail of ideas: blended learning and student autonomy : A cocktail of ideas: blended learning and student autonomy Rachel Appleby
BESIG Bielefeld 2010
Current contexts : Current contexts Time, Manner, Place
Mixed levels
Mixed interests
Non-regular attendance
Lateness
(part-) Distance courses
Mixed learning styles
Technological advances
Access to equipment “Blended Learning is the effective combination of different modes of delivery, models of teaching and styles of learning.”
Heinze, A.; C. Procter (2004)
Outline : Outline Current contexts
Learner and learning styles
Needs & interests
Classes and materials
Supplementary materials & www
Adding to the repertoire
Managing online learning – experiences
Outcomes & Directions
Profiles: which do you ‘know’? : Profiles: which do you ‘know’? 1. Charlie 2. Suzie
3. Karin 4. Anton Task:
How would you describe this learner? What sorts of activity types would appeal to them?
Now tell your partner about ‘your’ student. Suggest two task types to address their learning styles. Try to agree together on tasks for each student. How similar / different are your ideas?
How do our students learn? : How do our students learn? Confucius – “Tell me and I forget, …”
David Kolb – Learning Style Inventory
Honey & Mumford – develops Kolb
Howard Gardner – Multiple Intelligences
VARK – Visual, Aural, Read/Write, Kinaesthetic Preferred learning styles (PLS)
How do we learn?! (VARK) : How do we learn?! (VARK) You need to know where a particular restaurant is in relation to the conference venue. Which of the following would you do, out of preference?
a) Ask someone to tell you how to get there.
b) Get someone to go with you.
c) Ask someone to write down the directions.
d) Ask someone for a map, and to point out both places. A
K
R
V http://www.vark-learn.com e) Check on googlemaps on your iPhone.
Needs Analysis & Interests : Needs Analysis & Interests Work needs
Other needs
Interests
Last week, … : Last week, … Task: One in-class lesson
What are the learners like?
How does that class relate to current contexts? c. List activities (4-5), and the materials you used.
Practically speaking Introducing yourself to a group 1 Work a partner. Discuss questions 1-3. : Practically speaking Introducing yourself to a group 1 Work a partner. Discuss questions 1-3. In what situations do you have to introduce yourself to a group in English? How do you feel?
How much information about yourself do you provide?
What impression do you think you give?
Practically speaking Introducing yourself to a group : Task:
To what extent does this material cater to “current contexts”? (time, manner, place)
2. What parts / features might your learners be motivated to do? Why? (PLS?) Practically speaking Introducing yourself to a group
“The cocktail ingredients” : “The cocktail ingredients” U1 Practically speaking
Introducing yourself to a group
1. Course book – text, exercises, pair work
2. “Extras” – extension, revision
3. On-disc tasks
4. Online tasks – tasks, games, glossaries
5. Supplementary materials – EFL
6. Supplementary – “non-EFL”
Supplementary – “non-EFL” : Supplementary – “non-EFL” U1 Practically speaking
Introducing yourself to a group Task:
Can we address current contexts more closely? (Location, IT, …)
What web materials could we use?
How could we integrate them? (i.e. tasks)
www. ideas : www. ideas www. time.com/time/10questions
10 Questions for Hilary Swank: The Oscar-winning actress
stars in Conviction, based on a true story.
Stephen Hawking / Thierry Henri / Andy Roddick
www. guardian.co.uk/lifeandstyle/series/qa
Q&A Peter Carey / Q&A Lynne Truss / Q&A Kirsty Young
www. bbc.co.uk/podcasts/series/interview
‘The Interview’: “the major players who shape our world”. Evan Williams (Twitter); Dr Barry Marshall (Nobel prize)
Why online materials? : Why online materials? Addressing contexts
Responding more closely to PLS
Motivating students
Exploiting technology What online materials do you use / would you like to experiment with?
Last week’s class: : Last week’s class: List of activities and materials
Learning style addressed (PLS)
Alternative / extra related materials for wider PLS appeal
Managing online learning : Managing online learning Email
Moodle (VLE)
Blogs
Wikis
Google sites
Google docs
Dropbox
Moodle - feedback : Moodle - feedback √
“It’s family friendly, and I can access it 24/7!”
“Great if I’m absent.”
“Saves having to go to the library.”
“The online forums let us exchange ideas.” X
“I had to learn how to use it myself.”
“Learners need high motivation. ”
“I miss the face-to-face interaction.”
“No reminders of deadlines!”
Slide 18 :
Group websites : Group websites √
e.g. google sites
easy to tailor / add to / use
‘subscribe to page changes’
private ?
how to motivate learners
student collaboration
time + energy
purpose
Group websites : 1 page / student
Learner interests, PLS
‘Subscribe to page changes’
‘How-to’ session
Define purpose; clear tasks
Links / documents
“Comment”
Up-to-date
Don’t push it! Group websites
Outcomes? : Outcomes? Improved learner autonomy? From Preferred Learning Style (PLS) to Personal Learning Environment (PLE)?
English in real-world contexts: Facebook? Blogs?
Improved 21stC skills (e.g. collaborative skills, critical thinking)?
Teacher control / records? Blended learning = “incorporating a range of task types” (paper, off-/online)
Slide 22 : Personal Learning Environment
(PLE)
Keeping track : Keeping track ON PAPER
Chart (cf. vocab records)
Checklist of tasks ‘done’ √√√ √√ √
“Activity / focus / benefits / follow-up”
Monthly ‘review’: “learnt / now try / overall” (group discussions / ‘meetings’) ONLINE
VLE / e-portfolio
email + elaborate filing system (Word)
Forum discussions
On website: 22 Nov. Tasks + deadlines!
Blended Learning: what they say : Blended Learning: what they say “learning at my own pace”
“independence, collaboratively”
“an authentic exchange of information”
“It’s more democratic.”
“Face-to-face lessons for planning, feedback, problems etc. We then learn in our own time.”
“Online learning lets me keep track, but I need tailored feedback on my work.”
“The teacher must be committed first.”
Directions : Directions Focus on the learners: interests; PLS
Respond to different contexts
Use the course book as a foundation
Integrate a range of content effectively
Track their learning: monitor and review
Parting thoughts … : Parting thoughts … You cannot teach a language, only create the conditions under which it might be learned.
VON HUMBOLDT (1767-1835) New technology is common, new thinking is rare.
SIR PETER BLAKE I never let my schooling interfere with my learning.
Mark Twain Rachel Appleby: BESIG Bielefeld 2010