tesl ontario 2013 conference
DESCRIPTION
Presentation given at the TESL Ontario 2013 Conference in Toronto. This was an interactive presentation with attendees using their mobile devices to access the material.TRANSCRIPT
Implementing and Facilitating Technology-Based Community Resource Centres
Nathan Hall
@nathanghall#teslon13
Self-Access Materials“Learners need rich exposure to the language in use.” - Tomlinson, 2010
“To what extent are the materials likely to provide rich exposure to English in use?” - Tomlinson, 2010
Self-Access Materials“To be really useful for development and evaluation purposes, the criteria should be unambiguous, answerable, specific, and valid.” - Tomlinson & Masuhara, 2004
“To be truly collaborative, the users must have unfettered access to consume and share content.” - Nathan Hall
Rich exposure to language in use● Rich: various, having depth, high quality● Access to other English speakers (NS &
NNS)● Move from passive to active● Use of authentic reading and listening
material
Rich exposure to language in useAuthentic: from Greek authentikos "original, genuine, principal," from authentes "one acting on one's own authority," from autos "self" (see auto-) + hentes "doer, being"
- from Online Etymology Dictionary
For development and evaluation
● Students and teachers● Formative and summative● Learning and practicing
Unambiguous, answerable, specific, and valid
● Clear instructions on:○ use○ purpose
● Appropriate○ provide various levels○ allow for choice in difficulty
Unambiguous, answerable, specific, and valid● Psychological Validity
○ “learners’ needs, goals and pedagogical requirements”● Pedagogical Validity
○ “teacher’s skills, abilities, theories and beliefs”● Process and Content Validity
○ “thinking underlying the materials writer’s presentation of the content and approach to teaching and learning respectively”
- Rubdy, 2003
Unambiguous, answerable, specific, and valid● Psychological Validity
○ content should be appropriate and adaptable● Pedagogical Validity
○ time involved in learning, setting up, and maintaining● Process and Content Validity
○ content should be accessible through various means and sensitive to user abilities and preferences
- Nathan Hall
Unfettered access to consume and share content● use of various devices● use of both online and offline materials● the ability to read or listen to materials on
whatever device they want● the ability to share that content with their
classmates, teachers, and beyond
Technology
● OS○ Windows○ Mac○ Android○ iOS○ Other
Technology● Online
○ Flash○ Java○ HTML5
● Registration○ Full○ Partial○ None
Tools● Diigo (teacher account)
○ email in○ groups
● Edmodo● Educlipper● Blogs
○ comments
Tools
Social media● Twitter hashtags● Facebook groups
Edmodo
Group code: yvssvf
Educlipper
Group code: 74YRzA
Padlet
http://padlet.com/wall/teslon13
https://twitter.com/search-home
Hashtag: #teslon13
https://www.facebook.com/groups/teslon13/
Dealing with issues
● Quality of content● Inappropriate content● Unsafe links (spam,
malware, etc.)
Questions?
References
Rubdy, Rani. (2003). Selection of material. In Brian Tomlinson (Ed.). Developing materials for language teaching (pp. 36-57). London: Continuum.
Tomlinson, Brian. (2010). Principles and procedures for self-access materials. Studies in Self-Access Learning Journal, 1(2), 72-86. Retrieved from http://sisaljournal.org/archives/sep10/tomlinson
Thank you!
w nathanghall.wordpress.com
b eltreflections.wordpress.com
t @nathanghall