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- Deborah Healey
- English Language Institute
- Oregon State University
- deborah.healey@oregonstate.edu
- http://oregonstate.edu/~healeyd/
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- Raise awareness about teaching and learning
- Provide information about approaches to take
- Encourage action
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- The teacher’s main role is to provide information
- The student’s role is to listen and learn
- Students should be encouraged to ask questions
- Students should expect to get answers mostly from the teacher
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- There is information that students need to memorize
- Students need to be able to find information on their own
- Knowledge and information are the same thing
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- “Empty vessel” pedagogy
- The teacher fills the head of the learner with information, much like
pouring water into an empty vessel
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- Students receive information, process, and repeat it
- There is a goal, and the teacher knows what it is
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- Students gratefully absorb all the information they're given, asking for
more
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- Learning is
- Internal, not external
- Multiple dimensions, not just one
- Participatory, not passive
- Part of life and living
- Testing is
- Part of the task
- Ongoing p
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- Learners start with their own background knowledge.
- Learners build or revise a framework that fits or incorporates the new
information.
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- Multiple sources of information
- Multiple ways to solve problems
- Multiple levels of learning
- Multiple types of assessment
- Multiple people in control
>
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- Give students responsibility
- Let them manage their learning
- Let them work together to learn
- Make learning meaningful
- Encourage active learning
- Higher level thinking, problem-solving
- Reflection and sharing
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- Continuous - student and teacher
- Reflection
- Traditional and non-traditional
- Dynamic
- Student-centered
- Multi-faceted
- Not easy
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- Teachers should always appear to know more than students
- People don’t respect a teacher who doesn’t know the answer to a question
- People prefer to be passive learners
- Most people like to learn from lectures
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- Multimedia is always a good idea
- A good lesson can be repeated again and again for several years
- Adults have different preferences in how they learn
- Most people know how they learn best
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- Analyze learning requirements
- Learning outcomes
- Learning hierarchy (if any)
- Internal processes
- External conditions
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- Learning context
- Learner characteristics - intelligences and learning styles
- Select media, looking for multiple channels
- Different tools, different strengths
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- Motivate
- Consider 9 instructional events
- Trial runs and formative evaluation
- Summative evaluation
- From Bostock, S. (1996). Instructional design - Robert Gagne, the
conditions of learning. Online document at
www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/atid.htm
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- Initial steps
- 1) Gain attention
- Connect to learner needs
- Media can be useful – sound, motion
- 2) Describe the goal
- Learners help set the goal
- 3) Stimulate recall of prior knowledge; build framework
- in collaborative groups
- Media are very useful – images, sound, concept maps >
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- Help set the framework
- Concept map – ideas
- Semantic map - vocabulary
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- Presentation
- 4) Present the material
- pose the problem, suggest resources
- Use multiple media
- 5) Provide guidance for learning
- create a learning environment
- Media-rich, electronic environments
- 6) Elicit performance
- have learners create something
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- Assessment
- 7) Provide informative feedback (formative assessment)
- learner reflection; peer comments
- Online discussion
- 8) Summative assessment
- product and process; often alternative
- 9) Enhance transfer and retention
- encourage reflection and discussion
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- MS Word – interactive writing
- PowerPoint
- Communication resources
- Hot Potatoes
- Web resources
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- Peer editing, teacher comments with Insert Comments
- Track Changes to show revision
- Templates to use (download more from Microsoft website)
- AutoSummarize
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- Easy to use
- Assumes the teacher isn’t just reading
- Not necessarily linear
- Internal and external links
- Multimedia – graphics, sound, video (more later)
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- Templates - for student and teacher use
- Appropriate size for viewing
- Real world skill
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- What are the roles of teachers and learners?
- Process writing
- Insert comments
- AutoSummarize
- Where is the “learning space”?
- Interactive writing
- PowerPoint
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- Keypals
- Mailing lists
- Chat
- Online discussion
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- Electronic pen pals = keypals
- Reason to use a foreign language
- Mailing lists
- Professional: www.lsoft.org/catalist.html
- Class: yahoo.groups.com
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- Fluency, not form
- Needs to be carefully monitored
- Short activities
- Class vs public chatrooms
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- www.nicenet.org
- Conferencing
- Link sharing
- Teachers need to set tasks and monitor results
- Time to think before writing
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- Motivating
- In-class or outside audience
- Hot Potatoes exercises
- Project reports
- ThinkWave competitions
- Watch for copyright violations
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- Web searching
- Better done by teachers ahead of time
- Critical thinking activities
- Compare and contrast information on different sites
- References (www.itools.com)
- Multiple media
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- Who controls the learning?
- Keypals
- Online discussion
- Hot Potatoes exercises
- Web-based information
- What types of lessons would these fit?
- Where is the “learning space”?
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- New technology
- Tech trends, positive and negative
- Intersection of technology and teaching
- Technology and teachers are changing
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- Instant response hand-held tools
- Ubiquitous computing
- Wireless
- Mobile phones + PDAs
- Embedded devices
- Electronic whiteboard, control systems
- Robots – with voice recognition
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- Personal portal
- Your own opening to the Web
- Custom search engine
- Links tuned to your previous actions
- Integration with courseware
- Easy authoring
- Automated limits to exploration
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- Viruses
- Corporate vs. open-source software – good for us if open source
continues to expand
- Web advertising, unwanted email messages
- Privacy concerns
- Sales over people
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- Cheaper hardware and networking
- Wireless networks make Internet access easier from anywhere
- More companion CALL websites for texts
- Templates for CALL material (like Hot Potatoes)
- Readily available online tutorials
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- Think of a course or lesson
- What are the learning objectives?
- Who is setting them and why?
- What problem(s) can be posed?
- How should the learning space be designed?
- What material is needed?
- Multiple channels?
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- How will learners be supported?
- Group work, individual interaction
- Resources available
- Formative evaluation
- By learners, peers, teacher
- Summative evaluation
- What are some alternative assessments?
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- Learning spaces
- Auditorium
- Room with tables and movable chairs
- Teacher moving around the room while students work in groups
- Teacher at the front behind the desk
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- Student activities
- Hands-on experiments
- A discussion without a “right answer”
- Students reading and taking notes
- Debate
- Student-created newsletter or other product
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- What did you find useful?
- What do you have more questions about?
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