blended and online language learning concepts
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BLENDED & ONLINE LANGUAGE LEARNING CONCEPTS• Objectives
– Understand BYU Independent Study and BYU Online language course models– Explore benefits of synchronous and asynchronous interactions– Explore elements of independent, collaborative, and apprenticeship-focused
learning environments
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Education
BYU: English
Univ. of Wisconsin: French & International Education
BYU: IP&T Second Lang. Acquisition
Professional
Teaching abroad and in U.S.
Administrator of charter school
Instructional designer of world language courses
Academic consultant for BYU Online, humanities, business, nursing, Kennedy Center
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Gagné’s Instructional Event Internal Mental Process
1. Gain attention Stimuli activates receptors
2. Inform learners of objectives Creates level of expectation for learning
3. Stimulate recall of prior learning Retrieval and activation of short-term memory
4. Present the content Selective perception of content
5. Provide "learning guidance" Semantic encoding for storage long-term memory
6. Elicit performance (practice) Responds to questions to enhance encoding and verification
7. Provide feedback Reinforcement and assessment of correct performance
8. Assess performance Retrieval and reinforcement of content as final evaluation
9. Enhance retention and transfer to the job Retrieval and generalization of learned skill
to new situation
What are some elements of cognitive apprenticeship that could mesh with Gagne’s 9 events?
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BYU WORLD LANGUAGES
• Since 1920s• >200 university courses online, self-paced 12 months to
complete; collaborative element to all language courses• ~50 online courses for BYU students, semester based• 10 languages: FREN, SPAN, GERM, KOREA, CHIN, JAPAN,
ASL, ARAB, RUSS, LATIN
>50 languages regularly, +30 languages 70% of students speak a second language 6% of student body from outside the U. S, representing
>110 countries
BYU Independent Study
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BYU ONLINESemester-based, available only to day students
Blended Fully OnlineContent delivery Primarily in class;
may be accessed online
Online
Practice exercises, mastery quizzes
Online Online
Assessment In-class or online (1:1)
Online (1:1)
Feedback and remediation
In-class and online Online
Hours spent on material
Reduced classroom time is spent online instead
Online
Collaboration/interaction
In-class, discussion boards, Conversation Café
Webinars, discussion boards, Conversation Café
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THE HUMAN TOUCHSYNCHRONOUS
• spontaneous• ephemeral• peer influence• passion• preferred
ASYNCHRONOUS
• reflective• permanent• < intimidating• reason• > rigor
integrate complement
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WHAT DOES LEARNER AUTONOMY FAC IL ITATE?
Click icon to add pictureSelf-paced structure
Focus on the unique needs of the learner
Finding one’s own path; self-directed learning as a life skill
(John Dewey self-directed learning theories)
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WHAT DOES COLLABORATION FACIL ITATE?Dialogue & discussion
Group problem-solving
Development of social knowledge
Structure/control to the path
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WHAT DOES APPRENTICESHIP FACIL ITATE?Development of strategic knowledge
Scaffolded and sequenced instruction structure
Real-world application
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CONVERSATION CAFÉ
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SUCCESSES AND FAILURES• Korean blended study
– Students complained about decreased instructor interaction– Time spent on material was lower – Student scores showed no significant difference over 4 semesters– Instructor ratings were the same or higher
• German blended study– 202 pre-test scores improved – Students revisited practice material an average of 3 times– Students produced improved journal entries– Technology and course refinement bogged down development
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• Independent Study and BYU Online language course models
• Benefits of synchronous and asynchronous interactions• Independent, collaborative, and apprenticeship-focused
environments