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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. Time, Manner, Place Mixed levels Mixed interests Non-regular attendance Lateness (part-) Distance courses Mixed learning styles Technological advances

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A cocktail of ideas: blended learning and student autonomy

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  1. A cocktail of ideas: blended learning and student autonomy Rachel Appleby BESIG Bielefeld 2010

  2. 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)

  3. 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

  4. Profiles: which do you ‘know’? • 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? 1. Charlie 2. Suzie 3. Karin 4. Anton

  5. Preferred learning styles (PLS) 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

  6. How do we learn?! (VARK) A K R V 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. e) Check on googlemaps on your iPhone. http://www.vark-learn.com

  7. Needs Analysis & Interests Work needs Other needs Interests

  8. Last week, … c. List activities (4-5), and the materials you used. Task: One in-class lesson What are the learners like? How does that class relate to current contexts?

  9. Practically speaking Introducing yourself to a group1Work 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?

  10. 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?)

  11. “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”

  12. Supplementary – “non-EFL” • Task: • Can we address current contexts more closely? (Location, IT, …) • What web materials could we use? • How could we integrate them? (i.e. tasks) U1 Practically speaking Introducing yourself to a group

  13. 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)

  14. 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?

  15. Last week’s class: List of activities and materials Learning style addressed (PLS) Alternative / extra related materials for wider PLS appeal

  16. Managing online learning Email Moodle (VLE) Blogs Wikis Google sites Google docs Dropbox

  17. 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!”

  18. Group websites ? • how to motivate learners • student collaboration • time + energy • purpose √ e.g. google sites easy to tailor / add to / use ‘subscribe to page changes’ private

  19. 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

  20. Blended learning = “incorporating a range of task types” (paper, off-/online) 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?

  21. Personal Learning Environment (PLE)

  22. 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!

  23. 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.”

  24. 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

  25. You cannot teach a language, only create the conditions under which it might be learned. VON HUMBOLDT (1767-1835) Parting thoughts … New technology is common, new thinking is rare. SIR PETER BLAKE Rachel Appleby: BESIG Bielefeld 2010 I never let my schooling interfere with my learning. Mark Twain

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