designing blended learning experiences for the language classroom
TRANSCRIPT
Worldview (Ontology) Theory of Knowledge (Epistemology)
Positivist Reality is out there to be studied, captured and understood How the world is really ordered; Knower is distinct from known
Postpositivist Reality exists but is never fully apprehended, only approximated Approximations of reality; Researcher is data collection instrument
Constructivist Multiple realities are constructed Knowledge as a human construction; Researcher and participant co-
construct understandings
Critical/Feminist The apprehended world makes a material difference in terms of
race, gender and class
Knowledge as subjective and political; Researchers’ values frame
inquiry
Poststructuralist Order is created within individual minds to ascribe meaning to a
meaningless universe
There is no “Truth” to be known; Researchers examine the world
through textual representations of it
Worldview & Theory of Knowledge (adopted from Hatch, 2002)
Frameworks(for conceptualizing and undertaking curriculum/course design)
Change Management
21st Century Skills
Significant Learning Experiences
Experience Economy
8 Step Process of Successful Change
- Create a Sense of Urgency- Pull Together the Guiding Team- Develop the Change Vision and Strategy- Communicate for Understanding and Buy In- Empower Others to Act- Produce Short-Term Wins- Don’t Let Up- Create a New Culture
Kotter, 2002
--DIRECT THE RIDERFollow the Bright Spots.Script the Critical Moves.Point to the Destination.
---------------------MOTIVATE THE ELEPHANTFind the Feeling.Shrink the Change.Grow Your People.
-------------------------------------SHAPE THE PATHTweak the Environment. Build Habits. Rally the Herd.
Heath & Heath, 2010
Backward Design
What’s important now and years after the
course?
What should students do in the course to
succeed?
Forward Assessment
Imagine students in a situation where they
would use the knowledge and/or skills.
Focus the learning on realistic meaningful
tasks.
Significant Learning Experiences (Fink, 2003)
1. Identify important situational factors.
2. Identify important learning goals.
3. Formulate appropriate feedback and assessment procedures.
4. Select effective teaching and learning activities.
5. Make sure the primary components are integrated.
Initial Phase: BUILD STRONG PRIMARY COMPONENTS
6. Create a thematic structure for the course.
7. Select or create a teaching strategy.
8. Integrate the course structure and the instructional strategy
to create an overall scheme of learning activities.
Intermediate Phase: ASSEMBLE THE COMPONENTS
INTO A COHERENT WHOLE
9. Develop the grading system.
10. Debug the possible problems.
11. Write the course syllabus.
12. Plan an evaluation of the course and of your teaching.
Final Phase: FINISH IMPORTANT REMAINING TASKS
Examples
Convergent/Divergent Tasks
Peer Teaching
Project Management
Web Searches
Self Study
Your Ideas
First Principles of InstructionMerrill (2006)
The demonstration principle: Learning is promoted when learners observe a demonstration
The application principle: Learning is promoted when learners apply the new knowledge
The activation principle: Learning is promoted when learners activate prior knowledge or experience
The integration principle: Learning is promoted when learners integrate their new knowledge into their everyday world
The task-centered principle: Learning is promoted when learners engage in a task-centered instructional strategy
Examples
Global Challenges
Study Skills & Extensive Reading
Japan Studies
Appreciative Inquiry Project
Not an "easy out"
DIY Students (Teaching students to make best use of our educational offering)
Changes Teacher's Role
Role model, cheerleader, resource, workshop facilitator
OTHER CONSIDERATIONS
Abstract: This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills.
Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment (imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own curriculum, course and lesson planning endeavours