Like the robot!!! Looks about like me right now I reckon!
Hope you're all well and doing OK. I have to agree with you Alex re the Eurocall link. The photos were amusing too - the whole feel of the site is extremely dated, labourious, sky blue colours, too many useless arrows (?!) And as for the layout...
I agree with Klaus on his note about user friendly citeria. Thinking about it this is probably one of the most imp. things for me when selecting preferred sites, as is design. How attractive is the site? Like book covers I suppose.
Just a quick one from me, as I'm being kicked out of the building right now!!!!
A great b/h w/end to you all!:)
Friday 28 August 2009
Thursday 27 August 2009
History of CALL (part 1)
'myriad teachers have seen students hauled into language labs, or have seen radios, TVs, film projectors, cassette recorders and programmed teaching machines hauled into the classroom, and hauled out back again, without noting the wondrous learning gains expected'
Dunkel, P. (1987). Computer-assisted instruction (CAI) and computer-assisted language learning (CALL): Past dilemmas and future prospects for audible CALL. MLJ, 71, 250-260.
Dunkel, P. (1987). Computer-assisted instruction (CAI) and computer-assisted language learning (CALL): Past dilemmas and future prospects for audible CALL. MLJ, 71, 250-260.
Hi everyone,
please feel free to continue contributing on the topic of autonomy... but it's also time to move on too.
The next topic I'd like to deal with is the history of CALL. This will be very brief - possibly only one or two posts. It is important to be able to look at technology and EAP from a historical perspective. Many of the claims and enthusiatic annoucements that have accompanied the introduction of a new technology have been unfounded. One could say that technology in the classroom can be characteristed as a succession of bitter disappointments. One could also argue that lessons are not being learned from the past - interactive whiteboards, VLEs, mobile technology are all subject to hyberbole and gushing enthusiasm. Drunk on technology? Perhaps, but when sober the results of technology-enhanced language learning seem less promising. Having said that, it seems unfair to single out technology for this type of criticism. One could say the same about methodology ... the silent way, communicative language teaching, task-based learning, the post-method approach, grammar-translation have all been greeted as revolutionising teaching and learning and largely fail to live up the commercial and academic rhetoric.
So, it's important for us to take a brief look at how technology has developed - it should help take a more objective stance toward the technology that is being peddled by companies, promoted by universities and analysed by academics. I'd like you to read the following articles (as and when you have time):
The use of technology for second language learning and teaching: a retrospective
This is a really thoughtful article examining all sorts of technology that has been used in teaching for more than a century.
Computer Assisted Language Learning: an Introduction
Mark Warschauer examines the evolution of CALL in three phases corresponding to changes in educational theory. A very neat and concise history.
EuroCALL: history of CALL
This document provides a visual and textual account of the history of CALL. Worth a look, however, it did strike me that an organisation such as EuroCALL could do much better at using technology when presenting this. It is very poorly presented!
Wednesday 26 August 2009
Whoops -apologies to Andy Gillet!
I've just looked at UEFAP again and noticed that Andy Gillet has some unusual and useful resources for listening in way of recorded academic lectures-I'd only used the website for reading and writing material before and had not noticed. Thanks very much to this blog for helping me to find this out-and apologies for my previous ignorance.
Books, independence and websites
As a student myself when looking at a website or more complicated VLE - I do think about independence. For example will this save me the need from going and bothering a tutor for advice? Will it give access to published material that will save me time -so that I have more time for thinking and spend less time rooting around? One really wonderful advance for learner independence at university has been electronic access to journal articles. All that information with just a few clicks incredible. No more rooting around in the dusty basement of the library followed by mammoth and probably illegal photocopying sessions.
Some of the language learning activities found on websites, however,are attractively presented -I'm thinking of 'Using Englsh for Academic Purposes' by Andy Gillett-but do they actually provide any more than a printed text book? Having said that I am aware that if I were in a remote place where there were no text books around I'd be very grateful for Andy Gillet's exercises.
I've just been looking at University of Birmingham-Kibbitzers. I do like the idea of focusing in via a website on small and difficult language points as they come up
and being able to ask questions and contribute opinions about these via the website. I think I like it because it seems so focused, not too ambitious and it is something you wouldn't be able to get from a book.
Alex's suggestion that we get students to evaluate websites is something that appeals to me. i'd like to know what students think about both the websites I've mentioned.
Some of the language learning activities found on websites, however,are attractively presented -I'm thinking of 'Using Englsh for Academic Purposes' by Andy Gillett-but do they actually provide any more than a printed text book? Having said that I am aware that if I were in a remote place where there were no text books around I'd be very grateful for Andy Gillet's exercises.
I've just been looking at University of Birmingham-Kibbitzers. I do like the idea of focusing in via a website on small and difficult language points as they come up
and being able to ask questions and contribute opinions about these via the website. I think I like it because it seems so focused, not too ambitious and it is something you wouldn't be able to get from a book.
Alex's suggestion that we get students to evaluate websites is something that appeals to me. i'd like to know what students think about both the websites I've mentioned.
Tuesday 25 August 2009
Comment on thoughts from Klaus
Thanks Klaus for posting your thoughts. The questions I posted that might help evaluate technologies are from the perspective of promoting student autonomy. They should act as a kind of prompt when looking at websites. I don’t think any website will meet all the implicit criteria contained in my questions. More to the point, I am suggesting that when analysing sites we could be explicitly searching for ways to use these sites that enhance students’ autonomy. Often CELE tutors suggest to students that they should use the VSAC. All well and good as far as it goes. But, it’s a bit like saying to someone that if you’re hungry, go to the supermarket. It doesn’t help the hungry person much as (s)he might need to know a bit more (how to get there, opening times, nutritional value, costs, currency, never mind how to cook! …). The VSAC is only useful if students can use it in ways which enhance their academic literacy. Therefore, for many students, their use of the VSAC needs to be mediated by teachers and other students. Their experience of using the VSAC needs scaffolding, until they are able to manage their learning more effectively. Students’ starting points in terms of their autonomy will vary (and may also be volatile, autonomy doesn’t develop easily and may, at times, regress) and it is the teacher’s judgement of what the student is capable of achieving that is key. So, any site will, in theory, be promising in terms of supporting autonomy. It is more a question of how it is used and how students learn to use it.
All of the questions that Klaus asks could be asked by students too (and possibly are). To help students develop their meta-cognitive skills and awareness – why not get the students to do the evaluating? What websites do they use to improve their language skills? What do they enjoy using?
Maybe, we make a lot of decisions on behalf of students without really having or finding the time to make these decisions together? This might be one, very simple, way of sharing control in the classroom.
In any case, whatever scheme or construct we use when we decide on technology, it is much better to make that scheme explicit. That’s when we begin to see ways in which we can look at technology differently. With new eyes as it were.
All of the questions that Klaus asks could be asked by students too (and possibly are). To help students develop their meta-cognitive skills and awareness – why not get the students to do the evaluating? What websites do they use to improve their language skills? What do they enjoy using?
Maybe, we make a lot of decisions on behalf of students without really having or finding the time to make these decisions together? This might be one, very simple, way of sharing control in the classroom.
In any case, whatever scheme or construct we use when we decide on technology, it is much better to make that scheme explicit. That’s when we begin to see ways in which we can look at technology differently. With new eyes as it were.
re Autonomy and Evaluation
I'd like to share my initial thought when I saw the list Alex posted. I'll try and comment in more detail at a later time.
In all honesty, the points Alex makes do make a lot of sense to me, but when I look at a website, my criteria for evaluating it (i.e. guessing if it could be of any use to students or myself) are much more limited. Maybe they shouldn't, but what I look for in a website is whether it is user-friendly or not. By that I mean whether the features make sense to me or not, whether it is challenging or inviting to use the website. Now that is in terms of usability/accessiblity. If I don't find my way around, I would not really expect my students to do so.
Another important point of course is the content. Are there any mistakes? Are the comments (given there is a discussion board) sensible/accurate? What type of activities does it allow for? Is it the old gap-fill or is there more to it? Are there any explanations or solely language exercises? Is there an option for exchange (e.g. forum/discussion board)? Would I like using this website? Why/why not? Do I think the activities are simply good - why/why not?
I hope this makes sense, as I am only issuing another list of possible criteria. What I am trying to say is that it seems to me that my evaluation of learning-related web content is a quite more subjective than Alex's approach. I don't think that makes mine a bad approach, but it is certainly worth a thought coming from another angle next time I find a new, or visit an old, website.
There, my first impulse.
In all honesty, the points Alex makes do make a lot of sense to me, but when I look at a website, my criteria for evaluating it (i.e. guessing if it could be of any use to students or myself) are much more limited. Maybe they shouldn't, but what I look for in a website is whether it is user-friendly or not. By that I mean whether the features make sense to me or not, whether it is challenging or inviting to use the website. Now that is in terms of usability/accessiblity. If I don't find my way around, I would not really expect my students to do so.
Another important point of course is the content. Are there any mistakes? Are the comments (given there is a discussion board) sensible/accurate? What type of activities does it allow for? Is it the old gap-fill or is there more to it? Are there any explanations or solely language exercises? Is there an option for exchange (e.g. forum/discussion board)? Would I like using this website? Why/why not? Do I think the activities are simply good - why/why not?
I hope this makes sense, as I am only issuing another list of possible criteria. What I am trying to say is that it seems to me that my evaluation of learning-related web content is a quite more subjective than Alex's approach. I don't think that makes mine a bad approach, but it is certainly worth a thought coming from another angle next time I find a new, or visit an old, website.
There, my first impulse.
Monday 24 August 2009
Autonomy 11: Evaluation
Hi everyone. (click here for a pdf of this post)
We've spent a lot of time on autonomy in relation to using new technologies. Autonomy provides a framework which to 'view' applications of technology in an EAP context (it is not the only framework as we shall see later in the module). A key issue EAP tutors face concerns the selection and use of technology in the classroom (and beyond). If one of the aims is to promote student autonomy then the technologies have to support that aim. As we have seen, the research on technologies promoting autonomy is inconclusive. The rather banal conclusion appears to be that it is the way technology is employed by teachers and used by students that will determine how successful technology is in supporting autonomy. However, this rather banal conclusion hides a range of highly complex issues relating to control, affective attributes of students and teachers, socio-cultural contexts, willingness and disposition and so on.
As tutors, when looking at integrating technology in our teaching to enhance student autonomy, what sort of questions should we be asking when evaluating technology?
I have devised a series of questions that I use to assess websites. There are three sets of questions relating to; materials, student participation, and tutor participation. These questions are a guide only as to how various sites and VLEs (Virtual Learning Environments) might facilitate student autonomy. I am sure you can add, subtract, and improve this list. But it does provide a 'rule of thumb' to get things started. Have a look at the list and let me know what you think.
Learner Involvement
1. Can learners choose what to do, when and how?
2. Is the running of the site an individual or team effort (including learners)?
3. Are learners encouraged to produce web-based language learning materials?
4. Can learners suggest links to on-line language learning and authentic material?
5. Are learners encouraged to publish on-line?
6. Are learners encouraged to participate in/create environments for collaborative work?
7. Can learners provide feedback and input on all aspects of the site? How?
8. Are learners encouraged to join international discussion lists/groups/on-line communities?
9. Is there a discussion list for learners to share language learning insights/problems?
10. Do learners produce information/help/guidelines/exercises for other learners?
11. Are learners given the opportunity to evaluate the site?
12. Is peer collaboration in terms of teaching, editing and assessment encouraged?
13. Can learners set up their own email discussion groups?
Materials and Activities
1. Are a wide variety of language learning and authentic materials available?
2. Are all types of material and activities/exercises easily accessible?
3. How is on-line language learning material organised?
4. Are there indications of level of difficulty, pathways contents, and duration?
5. Does language learning material encourage experimentation and discovery?
6. What type of feedback is provided?
7. Does language learning material encourage collaborative learning or focus mainly on individualised learning?
Tutor Involvement
1. Are learners encouraged to contact tutors?
2. Are learners provided with guidelines on how to collaborate and find a learning partner (email or on-site tandem learning)?
3. Is any tutoring carried out? Is it on a one-to-one basis or in small groups? Is it carried out by email or are teachers available 'live' in Chat rooms or MOOs?
4. Are learning pathways suggested? (If so are learners encouraged to work together?)
5. Are there any available on-line resources to help tutors (links to on-line articles, teaching organisations, discussion lists, technical help)?
6. Do tutors provide tasks/activities and exercises or do they rely on links to outside projects?
7. Do tutors provide guidance for learners on
a. on-line search strategies?
b. how to find and use MOOs/synchronous communication tools?
c. Web publishing (copyright, web editing,...)?
d. Evaluating on-line resources?
We've spent a lot of time on autonomy in relation to using new technologies. Autonomy provides a framework which to 'view' applications of technology in an EAP context (it is not the only framework as we shall see later in the module). A key issue EAP tutors face concerns the selection and use of technology in the classroom (and beyond). If one of the aims is to promote student autonomy then the technologies have to support that aim. As we have seen, the research on technologies promoting autonomy is inconclusive. The rather banal conclusion appears to be that it is the way technology is employed by teachers and used by students that will determine how successful technology is in supporting autonomy. However, this rather banal conclusion hides a range of highly complex issues relating to control, affective attributes of students and teachers, socio-cultural contexts, willingness and disposition and so on.
As tutors, when looking at integrating technology in our teaching to enhance student autonomy, what sort of questions should we be asking when evaluating technology?
I have devised a series of questions that I use to assess websites. There are three sets of questions relating to; materials, student participation, and tutor participation. These questions are a guide only as to how various sites and VLEs (Virtual Learning Environments) might facilitate student autonomy. I am sure you can add, subtract, and improve this list. But it does provide a 'rule of thumb' to get things started. Have a look at the list and let me know what you think.
Learner Involvement
1. Can learners choose what to do, when and how?
2. Is the running of the site an individual or team effort (including learners)?
3. Are learners encouraged to produce web-based language learning materials?
4. Can learners suggest links to on-line language learning and authentic material?
5. Are learners encouraged to publish on-line?
6. Are learners encouraged to participate in/create environments for collaborative work?
7. Can learners provide feedback and input on all aspects of the site? How?
8. Are learners encouraged to join international discussion lists/groups/on-line communities?
9. Is there a discussion list for learners to share language learning insights/problems?
10. Do learners produce information/help/guidelines/exercises for other learners?
11. Are learners given the opportunity to evaluate the site?
12. Is peer collaboration in terms of teaching, editing and assessment encouraged?
13. Can learners set up their own email discussion groups?
Materials and Activities
1. Are a wide variety of language learning and authentic materials available?
2. Are all types of material and activities/exercises easily accessible?
3. How is on-line language learning material organised?
4. Are there indications of level of difficulty, pathways contents, and duration?
5. Does language learning material encourage experimentation and discovery?
6. What type of feedback is provided?
7. Does language learning material encourage collaborative learning or focus mainly on individualised learning?
Tutor Involvement
1. Are learners encouraged to contact tutors?
2. Are learners provided with guidelines on how to collaborate and find a learning partner (email or on-site tandem learning)?
3. Is any tutoring carried out? Is it on a one-to-one basis or in small groups? Is it carried out by email or are teachers available 'live' in Chat rooms or MOOs?
4. Are learning pathways suggested? (If so are learners encouraged to work together?)
5. Are there any available on-line resources to help tutors (links to on-line articles, teaching organisations, discussion lists, technical help)?
6. Do tutors provide tasks/activities and exercises or do they rely on links to outside projects?
7. Do tutors provide guidance for learners on
a. on-line search strategies?
b. how to find and use MOOs/synchronous communication tools?
c. Web publishing (copyright, web editing,...)?
d. Evaluating on-line resources?
Sunday 23 August 2009
New material Monday
Apologies, I'll post new material (as I had originally promised for Saturday) on Monday.
Alex
Alex
A post from Anne
Anne was struggling with posting on the blog and posted the following as a comment on a previous post... so I've posted it here (hope you don't mind Anne!) as I think it's interesting :-)
Here I am, sadly in Hallward library, trying to respond to some of the posts. For some inexplicable reason, when I click on new post it won't allow me to type in the box. So, I'm adding my comment here. I've just commented on Claire's comment and was about to respond to Sarah's. Like Sarah, this is something that I need to get over.I do think teachers can be the worst students. My take on this is that they spend all day in their role as helpers, facilitators, instructors, guides, imparters of wisdom - whatever label you wish - and as such have a certain amount of 'control' over what is happening in their classroom; they may also be constantly evaluating their students on many different levels. When they become the students they may feel vulnerable to their teacher's evaluation of what they do or say and insecure in their perceived loss of 'control'. This vulnerability could manifest itself in many different ways, from anger and hostility to silence, or lack of cooperation or willingness to 'play the game'. I'm not saying this is definitely the case, or that it's the case for everyone, but I think it's an interesting possiblity to consider.
Here I am, sadly in Hallward library, trying to respond to some of the posts. For some inexplicable reason, when I click on new post it won't allow me to type in the box. So, I'm adding my comment here. I've just commented on Claire's comment and was about to respond to Sarah's. Like Sarah, this is something that I need to get over.I do think teachers can be the worst students. My take on this is that they spend all day in their role as helpers, facilitators, instructors, guides, imparters of wisdom - whatever label you wish - and as such have a certain amount of 'control' over what is happening in their classroom; they may also be constantly evaluating their students on many different levels. When they become the students they may feel vulnerable to their teacher's evaluation of what they do or say and insecure in their perceived loss of 'control'. This vulnerability could manifest itself in many different ways, from anger and hostility to silence, or lack of cooperation or willingness to 'play the game'. I'm not saying this is definitely the case, or that it's the case for everyone, but I think it's an interesting possiblity to consider.
Friday 21 August 2009
Comments and weekend
Thanks again to all of you for your contributions so far. I've had a few e-mails from you with various comments about what said you've said or has been said. I think perhaps we're all suffering from lack of time to participate as we would like. Please feel free to add what we've said already - even if it's a short contribution. Some interesting issues have emerged ... that are worth continuing with. Tomorrow, I'll add some posts on evaluating technology from the perspective of autonomy.
In the meantime, hope to hear from you and have a nice weekend.
Alex
In the meantime, hope to hear from you and have a nice weekend.
Alex
Thursday 20 August 2009
thoughts contd...
On my part it's probably just a form of self-consciousness and I should probably get over it. I think, as Alex said, it's good to be pushed beyond your comfort zone and we're unlikely to learn much without challenging ourselves.
Thanks for everyone's ideas about how you use technology with your students. I found reading it really useful.
Thanks for everyone's ideas about how you use technology with your students. I found reading it really useful.
Interesting...
I also am interested in why people (in particular teachers) don’t like ‘committing their thoughts to permanent form’. I do understand what you are all saying about your spoken thoughts being forgotten about quickly, but for me it is completely different. Once I have written something, I don’t really think about it that much, but if I were to put my opinion across in the classroom – I could go over and over it in my mind for days after, even though chances are that people may not even have been listening to me in the first place. It is strange how writing on this blog has the opposite effect on me...
Reactions from Alex: Part 3
And, the final post!
... it should be the emloyer's responsibility to provide training for those who need it.
Klaus
I sort of agree with Klaus. Yes training should be available to all who need it. However, in my research with Cynthia White (I can send you the paper if you wish) with tutors at CELE (UK, China, and New Zealand) a more complex picture of tutors and technology emerges. It seems that the most effective way of ensuring that teachers integrate technology effectively and in the long term is through collaborative and peer professional development. When teachers have common teaching goals, work together, share ideas, techniques, technology and view their efforts as working towards a common good then we see real success. This was the case with the insessional team at CELE. However, when teachers have highly individualistic notions of their own development (for example viewing other members of staff as 'resources' to be used), have highly materialistic motivations (promotion), lack a learner-centred perspective, attribute their lack of development to forces beyond their control (time, pressure, lack of recognition etc) then nothing happens. So, employers need to create a stimulating and rewarding work environment, giving time and resources to staff, recognising innovation, and providing means for ideas to become reality. Teachers, on the other hand, have to take a great deal of initiative, work in a team, make substantial efforts themselves, recognise the value of collaborative work and, to put it bluntly, act in good faith. Many teachers hide behind a range of excuses not to develop professionally. This makes me sad. Often teachers are more comfortable with what they know and what they do and, for whatever reason. are very conservative. For some, it's just a job.
I strongly oppose demanding students to be able to perform certain tasks, using technology, without their tutor being able to do the same thing.
Klaus
I sort of agree. But I think there's no harm in having students who can contribute more than teachers to aspects of the classroom. I'm more concerned by teachers making demands on students which they are unable to do themselves ... such as being challenged, developing an argument, arguing with warrantly, performing various academic tasks (writing an essay, giving a presentation, being critical, ...).
The Internet, and all of its Russian-doll boxes, can be very addictive, dispersive, pointless, aimless.
Julia
Quite agree. But don't quite see the point. I could say the same about TV, education, life ... In rather cliched fashion I would suggest that the Internet isn't the problem as such (although some research does try to demonstrate a cause effect relationship between the internet and social psychology) it is more a problem of motivation, anxiety, alienation ... we all find many imaginative ways to waste our time. I think the problem is more a social/pyschological one than a technological one. I could be wrong though!
I don't use p/point much in the classroom, as to be brief, I'm not a fan. Admittedly, I can see its uses and how it can help Ss structure their presentations and be prepared, but I'd rather have someone 'present.' It can all seem a little removed.
Sam
Interesting point here. I agree with you Sam. However, I think this could be a little dangerous though. Wouldn't it be better for you to use PowerPoint in ways which demonstrate to students how PowerPoint can enhance a presentation rather than avoid it (I'm not sure that you do do that)? It is, in my view, more productive to provide a good model for technology use for students. There's also the need to prepare students for life in the university. They will all have to use PowerPoint whether we like it or not. Some tutors I've met (and I'm not suggesting you Sam!) seem to confuse what they'd like academia to be and teach on that basis, rather than what students will need in the real and very imperfect world.
At the moment, it feels like an added chore - too many access points to remember: the Blog, iweb, WebCT, our extensive reading lists ... I feel obliged to access.
Julia
This view is (partially) shared by a few of you. I don't quite get it :-) All posts on the blog can be sent to your e-mail account without having to log on. Bookmarks should make access to the other sites you need quite straightforward. If you're doing a distance course, then I can't see how you can avoid accessing materials. If, however, you mean a pressure to be visible, then I understand better.
From my perspective your only obligation is to submit an essay on time having discussed your essay with me. That's all. Anything over and beyond that is up to you. Having said that, I firmly believe (and there's significant evidence to back me up, I think) that learning is a social activity that is enhanced with interaction with others. That's why I want you all to contribute, participate, get involved. It makes the experience better I hope --- for everyone. I also believe that education isn't a commodity (with the image of provider/consumer) and along with rights there are obligations.
... compared to the old 'reading a book and taking notes' method: on your own, losing track of time and not having to be accountable to 'the group' or 'community'
Julia
Which leads me on to the idea of accountability. If I'm right about learning being a social activity and the benefits of learning socially ... then that does suggest a certain accountability. I am accountable for my behaviour, actions, words here. Primarily to you. I also don't believe in the heroic, romantic, atomistic Robinson Crusoe image of the learner. This was the model in distance learning ... and look at how many people give up learning this way, often saying that the lack of interaction and support led to giving up. We learn better through dialogue, not, I believe through isolation. Good, social learning is always a kind of dance between having time alone to think things through, read, take notes, reflect and talking to others, comparing, working together, arguing, supporting, gossiping.
Now I’m embarrassed if I pull out the OHP to present something to the students. There’s almost a snigger of derision from the techno whizz-kids in class.
Anne
Student expectations and fear of ridicle is an excellent motivation to change!
Alex
... it should be the emloyer's responsibility to provide training for those who need it.
Klaus
I sort of agree with Klaus. Yes training should be available to all who need it. However, in my research with Cynthia White (I can send you the paper if you wish) with tutors at CELE (UK, China, and New Zealand) a more complex picture of tutors and technology emerges. It seems that the most effective way of ensuring that teachers integrate technology effectively and in the long term is through collaborative and peer professional development. When teachers have common teaching goals, work together, share ideas, techniques, technology and view their efforts as working towards a common good then we see real success. This was the case with the insessional team at CELE. However, when teachers have highly individualistic notions of their own development (for example viewing other members of staff as 'resources' to be used), have highly materialistic motivations (promotion), lack a learner-centred perspective, attribute their lack of development to forces beyond their control (time, pressure, lack of recognition etc) then nothing happens. So, employers need to create a stimulating and rewarding work environment, giving time and resources to staff, recognising innovation, and providing means for ideas to become reality. Teachers, on the other hand, have to take a great deal of initiative, work in a team, make substantial efforts themselves, recognise the value of collaborative work and, to put it bluntly, act in good faith. Many teachers hide behind a range of excuses not to develop professionally. This makes me sad. Often teachers are more comfortable with what they know and what they do and, for whatever reason. are very conservative. For some, it's just a job.
I strongly oppose demanding students to be able to perform certain tasks, using technology, without their tutor being able to do the same thing.
Klaus
I sort of agree. But I think there's no harm in having students who can contribute more than teachers to aspects of the classroom. I'm more concerned by teachers making demands on students which they are unable to do themselves ... such as being challenged, developing an argument, arguing with warrantly, performing various academic tasks (writing an essay, giving a presentation, being critical, ...).
The Internet, and all of its Russian-doll boxes, can be very addictive, dispersive, pointless, aimless.
Julia
Quite agree. But don't quite see the point. I could say the same about TV, education, life ... In rather cliched fashion I would suggest that the Internet isn't the problem as such (although some research does try to demonstrate a cause effect relationship between the internet and social psychology) it is more a problem of motivation, anxiety, alienation ... we all find many imaginative ways to waste our time. I think the problem is more a social/pyschological one than a technological one. I could be wrong though!
I don't use p/point much in the classroom, as to be brief, I'm not a fan. Admittedly, I can see its uses and how it can help Ss structure their presentations and be prepared, but I'd rather have someone 'present.' It can all seem a little removed.
Sam
Interesting point here. I agree with you Sam. However, I think this could be a little dangerous though. Wouldn't it be better for you to use PowerPoint in ways which demonstrate to students how PowerPoint can enhance a presentation rather than avoid it (I'm not sure that you do do that)? It is, in my view, more productive to provide a good model for technology use for students. There's also the need to prepare students for life in the university. They will all have to use PowerPoint whether we like it or not. Some tutors I've met (and I'm not suggesting you Sam!) seem to confuse what they'd like academia to be and teach on that basis, rather than what students will need in the real and very imperfect world.
At the moment, it feels like an added chore - too many access points to remember: the Blog, iweb, WebCT, our extensive reading lists ... I feel obliged to access.
Julia
This view is (partially) shared by a few of you. I don't quite get it :-) All posts on the blog can be sent to your e-mail account without having to log on. Bookmarks should make access to the other sites you need quite straightforward. If you're doing a distance course, then I can't see how you can avoid accessing materials. If, however, you mean a pressure to be visible, then I understand better.
From my perspective your only obligation is to submit an essay on time having discussed your essay with me. That's all. Anything over and beyond that is up to you. Having said that, I firmly believe (and there's significant evidence to back me up, I think) that learning is a social activity that is enhanced with interaction with others. That's why I want you all to contribute, participate, get involved. It makes the experience better I hope --- for everyone. I also believe that education isn't a commodity (with the image of provider/consumer) and along with rights there are obligations.
... compared to the old 'reading a book and taking notes' method: on your own, losing track of time and not having to be accountable to 'the group' or 'community'
Julia
Which leads me on to the idea of accountability. If I'm right about learning being a social activity and the benefits of learning socially ... then that does suggest a certain accountability. I am accountable for my behaviour, actions, words here. Primarily to you. I also don't believe in the heroic, romantic, atomistic Robinson Crusoe image of the learner. This was the model in distance learning ... and look at how many people give up learning this way, often saying that the lack of interaction and support led to giving up. We learn better through dialogue, not, I believe through isolation. Good, social learning is always a kind of dance between having time alone to think things through, read, take notes, reflect and talking to others, comparing, working together, arguing, supporting, gossiping.
Now I’m embarrassed if I pull out the OHP to present something to the students. There’s almost a snigger of derision from the techno whizz-kids in class.
Anne
Student expectations and fear of ridicle is an excellent motivation to change!
Alex
Reactions from Alex: Part 2
Ok... the story continues...
I’m not really comfortable with it. I feel I want to put much more thought into what I write for the reasons laid out by Siobhan. I am much happier communicating face to face and bouncing ideas about in a more immediate way where I can reword something that has been misconstrued.
Anne
For me writing my thoughts on a blog is a bit intimidating. If I'm in a real live discussion and I say something -it is not written there as a constant reminder-it is a passing thing. If what I've said has not been very interesting chances are it will be forgotten in 2 minutes as soon as someone else speaks.
Siobhan
Like Siobhan I find myself quite reticent to commit my ideas and quite anxious about what I write and agree that this is because spoken discourse is ephemeral and I can test ideas and sound things out them being set in stone.
Sarah
Re. the very nature of 'blogging', shouldn't be too demanding, should it? Not too wordy or referential. I think one of the issues all users of a blog have to be clear on is etiquette. Some of these posts are more like mini essays...
Sam
... especially thoughts relating to sensitive, complex issues: it's too easy to read and interpret these superficially when you are viewing them online
Julia
With having to contribute here on the blog – it forces me to do something I may have tried to not do in the classroom – which is to actually say something. This isn’t because I can use this way of learning to adopt a different persona (I don’t think anyway!!), but I have the time to think about what I want to say, and the moment hasn’t passed before I build myself up to say something. I also find it easier to explain myself in writing, more than I do in speech, and I also can absorb what others are saying, as I can read it more than once.
Claire
I must admit I was rather surprised by many of your reactions here ... 'intimidating', 'reticent', 'anxious' and so on regarding writing. By chance I was reading an article yesterday that claimed that there is substantial evidence that teachers do not like writing and committing their thoughts in a permanent form.
My initial thought was that this is somewhat ironic - given how much time we spend teaching writing, encouraging students to record everything (vocab, study plans, learning logs, diaries, ...), explaining stance and voice, teaching academic conventions and so on. Asking students to do things we feel uncomfortable with! This led Claire (among others) to empathise with the challenges students face (from us) in writing in academic contexts. Many of you prefer 'talking' because you can repair misunderstanding, your comments are not recorded, and you can escape judgement. This really does interest me. To my mind, we're all teachers, with a wide range of experience, none of us are perfect, we are all fallible in our thoughts (I'm convinced that some/much of what I write you find odd/disagree with/irriates you) ... why fear judgement so much? What does it really matter what others think? Especially when there are only ten or so people who actually read what we write. Is it a question of self-esteem? Confidence? A desire to be respected? I am really interested in this aspect.
Writing forces us to think a little harder about what we believe. It requires greater effort on our part. I also believe, quite firmly, that education should be uncomfortable (I'm not a sadist though!). Being pushed to do things (such as writing your thoughts down for all to do see) you wouldn't otherwise do is a means to enlarge your perspectives and understandings - which is (surely?) one the key aims of education.
Also I like Claire's point about contributing. The blog has enabled everyone to contribute as much or as little as they like. We tend to think that face-to-face teaching is somehow ideal. Yet, we have all probably experienced classrooms where teachers dominate, talk all the time, one or two students dictate their needs, the students feel alienated, sullen, silent, or feel enormous pressure just to say something. Teachers ask banal questions (what did you do at the weekend?) to ellicit the right tense (without much care as to what the stduents say) about topics which may have little or no meaning/interest for the students. Teaching methodology often seems to either promote 'neutral' topics (on the presessional at Nottingham I was always slightly irritated by the essay titles chosen for assessment - tourism, the environment, pollution etc. I wouldn't be particularly inspired to write about any of these topics, personally) or require a 'personal' view from students (why, as teachers, are we entitled to demand 'personal' views from students?). My point is that, I hope, this forum allows all of you to read what others have said and for you all to contribute. A classroom can't do that (often).
As for Sam's comment about mini essays ... well that's entirely up to you how you write on this blog. I don't think blog writing has achieved genre status yet. You'll find academic blogs, 'chatty' blogs, long entries, a few lines ... there aren't any rules. If it is too long, print it off and read it (which is why I provide a pdf of the longer posts)... post regular, short entries if you like. You're all registered here as authors so you're free to take the discussion where ever you like too.
I disagree with Julia's point about the superficiality of reading online. Well, I think it is more a question of the ethics of the readers/listeners that counts here. We should (a normative claim rather than suggesting a fact), regardless of the media, take others seriously. We are just as likely to listen superfically as we do reading online. We all listen selectively, some things stick in our mind more than others, resonate with us more, surprise us etc. The same with reading?
I’m not really comfortable with it. I feel I want to put much more thought into what I write for the reasons laid out by Siobhan. I am much happier communicating face to face and bouncing ideas about in a more immediate way where I can reword something that has been misconstrued.
Anne
For me writing my thoughts on a blog is a bit intimidating. If I'm in a real live discussion and I say something -it is not written there as a constant reminder-it is a passing thing. If what I've said has not been very interesting chances are it will be forgotten in 2 minutes as soon as someone else speaks.
Siobhan
Like Siobhan I find myself quite reticent to commit my ideas and quite anxious about what I write and agree that this is because spoken discourse is ephemeral and I can test ideas and sound things out them being set in stone.
Sarah
Re. the very nature of 'blogging', shouldn't be too demanding, should it? Not too wordy or referential. I think one of the issues all users of a blog have to be clear on is etiquette. Some of these posts are more like mini essays...
Sam
... especially thoughts relating to sensitive, complex issues: it's too easy to read and interpret these superficially when you are viewing them online
Julia
With having to contribute here on the blog – it forces me to do something I may have tried to not do in the classroom – which is to actually say something. This isn’t because I can use this way of learning to adopt a different persona (I don’t think anyway!!), but I have the time to think about what I want to say, and the moment hasn’t passed before I build myself up to say something. I also find it easier to explain myself in writing, more than I do in speech, and I also can absorb what others are saying, as I can read it more than once.
Claire
I must admit I was rather surprised by many of your reactions here ... 'intimidating', 'reticent', 'anxious' and so on regarding writing. By chance I was reading an article yesterday that claimed that there is substantial evidence that teachers do not like writing and committing their thoughts in a permanent form.
My initial thought was that this is somewhat ironic - given how much time we spend teaching writing, encouraging students to record everything (vocab, study plans, learning logs, diaries, ...), explaining stance and voice, teaching academic conventions and so on. Asking students to do things we feel uncomfortable with! This led Claire (among others) to empathise with the challenges students face (from us) in writing in academic contexts. Many of you prefer 'talking' because you can repair misunderstanding, your comments are not recorded, and you can escape judgement. This really does interest me. To my mind, we're all teachers, with a wide range of experience, none of us are perfect, we are all fallible in our thoughts (I'm convinced that some/much of what I write you find odd/disagree with/irriates you) ... why fear judgement so much? What does it really matter what others think? Especially when there are only ten or so people who actually read what we write. Is it a question of self-esteem? Confidence? A desire to be respected? I am really interested in this aspect.
Writing forces us to think a little harder about what we believe. It requires greater effort on our part. I also believe, quite firmly, that education should be uncomfortable (I'm not a sadist though!). Being pushed to do things (such as writing your thoughts down for all to do see) you wouldn't otherwise do is a means to enlarge your perspectives and understandings - which is (surely?) one the key aims of education.
Also I like Claire's point about contributing. The blog has enabled everyone to contribute as much or as little as they like. We tend to think that face-to-face teaching is somehow ideal. Yet, we have all probably experienced classrooms where teachers dominate, talk all the time, one or two students dictate their needs, the students feel alienated, sullen, silent, or feel enormous pressure just to say something. Teachers ask banal questions (what did you do at the weekend?) to ellicit the right tense (without much care as to what the stduents say) about topics which may have little or no meaning/interest for the students. Teaching methodology often seems to either promote 'neutral' topics (on the presessional at Nottingham I was always slightly irritated by the essay titles chosen for assessment - tourism, the environment, pollution etc. I wouldn't be particularly inspired to write about any of these topics, personally) or require a 'personal' view from students (why, as teachers, are we entitled to demand 'personal' views from students?). My point is that, I hope, this forum allows all of you to read what others have said and for you all to contribute. A classroom can't do that (often).
As for Sam's comment about mini essays ... well that's entirely up to you how you write on this blog. I don't think blog writing has achieved genre status yet. You'll find academic blogs, 'chatty' blogs, long entries, a few lines ... there aren't any rules. If it is too long, print it off and read it (which is why I provide a pdf of the longer posts)... post regular, short entries if you like. You're all registered here as authors so you're free to take the discussion where ever you like too.
I disagree with Julia's point about the superficiality of reading online. Well, I think it is more a question of the ethics of the readers/listeners that counts here. We should (a normative claim rather than suggesting a fact), regardless of the media, take others seriously. We are just as likely to listen superfically as we do reading online. We all listen selectively, some things stick in our mind more than others, resonate with us more, surprise us etc. The same with reading?
Reactions from Alex; Part 1
Hello everyone,And once again thank you for contributing your thoughts. It was interesting for me (and I hope for you too) to read what others have written. My reactions were mixed: sometimes I agreed, sometimes quite strongly disagreed, on occasion a little bemused, but always stimulated. I have as much to learn as you and I believe learning is both dialogic and dialectic. I think we make better sense of the world when confronted with views which don’t fit our own. We are obliged to rethink, clarify, enlarge or abandon our own perspective(s). Learning, in my view, is more stimulating, enriching and effective when it is collaborative.
The following are my reactions to some of the things you wrote.
I think it is important that students are shown the possiblities that technology has to offer. If they can develop an interest, they may benefit vastly from the resources that become accessible to them.
Klaus
One reason students use of Wikipedia is criticised is because some use it as an alternative to doing proper reading and believe everything that's written in the entries. I think it would be helpful to train students to use it in a discriminating way.
Siobhan
I agree with Klaus about recording Ss speaking, I have advised Ss to do this many times and doubt that they have but it's a useful thing.
Sam
I think most of my students are very used to working with technology, but not necessarily used to using it as a tool for academic research
Sarah
What I picked up here (and also from Anne's comment about students needing to be motivated in order to make best use of technology) is that we talk about advising or training students which, to my mind, reveals the opaque nature of teaching. We can train, advise, teach, foster, promote (select your verb) yet we also acknowledge the limits of what we can achieve with students. We cannot guarantee, despite our enthusiasm, that students will adopt the strategies or approaches we suggest. This should lead us to question the effectiveness of what we are doing (although we also tend to suggest that much of the responsibility rests with students). Perhaps what we need to do is to attempt a variety of approaches with students in order to enable them (and convince them) to adopt more effective strategies, attitudes and critical thinking skills to online language learning and online academic literacy. Some of things I have in mind here (and have tried) are:
Getting ex-students to talk to students about their uses of technology in their studies and how they cope with this aspect of academic life. This might be more convincing evidence for some students.
Asking ('successful') students to discuss with other students how and why they use online materials (listening for example)... how they manage their time, how they self-assess, how they choose materials/sites, how they manage motivation and affective aspects (fear, stress, anxiety, self-efficacy etc).
Compiling case studies of 'the good language learner' as you come across them, interviewing them, asking them to explain aspects of their language learning outside of class in order for you and your colleagues to build a clearer picture and better understanding of successful students.
Scaffold authentic academic and language learning tasks to help students appropriate the technology effectively.
These are just some examples I've tried ...
The following are my reactions to some of the things you wrote.
I think it is important that students are shown the possiblities that technology has to offer. If they can develop an interest, they may benefit vastly from the resources that become accessible to them.
Klaus
One reason students use of Wikipedia is criticised is because some use it as an alternative to doing proper reading and believe everything that's written in the entries. I think it would be helpful to train students to use it in a discriminating way.
Siobhan
I agree with Klaus about recording Ss speaking, I have advised Ss to do this many times and doubt that they have but it's a useful thing.
Sam
I think most of my students are very used to working with technology, but not necessarily used to using it as a tool for academic research
Sarah
What I picked up here (and also from Anne's comment about students needing to be motivated in order to make best use of technology) is that we talk about advising or training students which, to my mind, reveals the opaque nature of teaching. We can train, advise, teach, foster, promote (select your verb) yet we also acknowledge the limits of what we can achieve with students. We cannot guarantee, despite our enthusiasm, that students will adopt the strategies or approaches we suggest. This should lead us to question the effectiveness of what we are doing (although we also tend to suggest that much of the responsibility rests with students). Perhaps what we need to do is to attempt a variety of approaches with students in order to enable them (and convince them) to adopt more effective strategies, attitudes and critical thinking skills to online language learning and online academic literacy. Some of things I have in mind here (and have tried) are:
Getting ex-students to talk to students about their uses of technology in their studies and how they cope with this aspect of academic life. This might be more convincing evidence for some students.
Asking ('successful') students to discuss with other students how and why they use online materials (listening for example)... how they manage their time, how they self-assess, how they choose materials/sites, how they manage motivation and affective aspects (fear, stress, anxiety, self-efficacy etc).
Compiling case studies of 'the good language learner' as you come across them, interviewing them, asking them to explain aspects of their language learning outside of class in order for you and your colleagues to build a clearer picture and better understanding of successful students.
Scaffold authentic academic and language learning tasks to help students appropriate the technology effectively.
These are just some examples I've tried ...
Wednesday 19 August 2009
How to set up a VSAC?!
I'm interested in CELE's VSAC. One concrete aim I had in terms of using technology this year was to build up resources on Moodle (the VLE we use), but I have no idea where to start. Who authors the VSAC? Does everyone contribute to it? I'd love to pick someone's brains....
Echoing some other thoughts...
It seems from what I've read so far that some of us are much more at ease with the process of blogging than others and one of the main factors influencing this seems to be age.
Like Siobhan I find myself quite reticent to commit my ideas and quite anxious about what I write and agree that this is because spoken discourse is ephemeral and I can test ideas and sound things out them being set in stone. I can see the benefits of more fluid and unrehearsed writing (your point, I think, Sam) but I think it is surprising how alien it can feel if it's not something you grew up/were educated doing...like entering a new culture. This does help me sympathise with how difficult my students find aspects of academic culture eg contacting dissertation supervisors.
I think most of my students are very used to working with technology, but not necessarily used to using it as a tool for academic research and I think this can cause an awful lot of the problems already outlined- wasting time on internet, plagiarism, feeling inundated with information and not knowing where to start- and I think that, in some cases this can make students more needy and less autonomous. At HAUC we do spend a lot of time focusing on research skills (using library, avoiding plagiarism) with students when they first arrive.
Like Siobhan I find myself quite reticent to commit my ideas and quite anxious about what I write and agree that this is because spoken discourse is ephemeral and I can test ideas and sound things out them being set in stone. I can see the benefits of more fluid and unrehearsed writing (your point, I think, Sam) but I think it is surprising how alien it can feel if it's not something you grew up/were educated doing...like entering a new culture. This does help me sympathise with how difficult my students find aspects of academic culture eg contacting dissertation supervisors.
I think most of my students are very used to working with technology, but not necessarily used to using it as a tool for academic research and I think this can cause an awful lot of the problems already outlined- wasting time on internet, plagiarism, feeling inundated with information and not knowing where to start- and I think that, in some cases this can make students more needy and less autonomous. At HAUC we do spend a lot of time focusing on research skills (using library, avoiding plagiarism) with students when they first arrive.
How do you use technology? Badly is my gut reaction. I’m a dinosaur and a technophobe and not proud of it! Last year when I returned from several years’ teaching in a Chinese context where technology in most classroom situations comprised of a blackboard and chalk, I felt I’d arrived using an OHP and was pretty daunted by the prospect of having to use the computer and data projector in my lessons. Now I’m embarrassed if I pull out the OHP to present something to the students. There’s almost a snigger of derision from the techno whizz-kids in class.
However, I have used the computer in class to access podcasts on topics related to lectures that the students were going to attend, and provided tasks for them to do. I’ve used the computer and screen to do class tasks or feedback such as error correction, marking pausing and stress in an oral text.
In tutorials I constantly encourage students to get online and use VSAC to work on weaknesses they feel they have. This involves them having to make decisions about what to choose or what to focus on, but for those who take up the challenge it can be quite liberating. I also urge them to access the BBC to listen to radio programmes on a daily basis or use BBC Learning English.
So many students say “My listening is weak. Can you give me some advice?” Here in CELE we have handouts directing students to suitable online resources. Those who are truly motivated and recognise their responsibility to do the learning and put in the hard graft do benefit enormously, but there are many who just muddle through doing the minimum.
What tools, technologies, websites have you come across...
The following, I think, can help develop autonomy: university website, UNLOC, VSAC, Google Scholar, BBC in general (TV catch-up, Radio 4, especially news programmes) but also BBC Learning English. But it depends very much on the student and their level of confidence in using these, as well as their ability to evaluate critically whether what they are reading/accessing is reliable or even useful for them.
For example, UNLOC I’m sure was set up to provide students with easier and more efficient access to books, journals, e-books etc., but from my experience they often give up in their search because they lack the problem solving skills to cope when they draw a blank on a search. And this is the case even though the web page is set up to provide guidance and tasks through Pathway2Information.
My experiences/feelings as a student on this module have already influenced me as a teacher. I can empathise much more with students who struggle to find their way around UNLOC. Each time I meet an obstacle, my confidence diminishes and I come away feeling defeated. Time is often a factor here, and this is also true for students on presessional courses where deadlines are tight and pressure is intense.
As to contributing my thoughts in a public domain, I’m not really comfortable with it. I feel I want to put much more thought into what I write for the reasons laid out by Siobhan. I am much happier communicating face to face and bouncing ideas about in a more immediate way where I can reword something that has been misconstrued. I do enjoy reading what’s on the blog, but because I’m so busy, I’m always frustrated at not having the time to focus on what’s there and respond sooner than I’m doing now. But perhaps this is not primarily about using technology. It’s about juggling a job and study and all the other things of ordinary life. But then I wouldn’t be juggling like this if it wasn’t a distance programme that allowed me (gave me autonomy???) to study part-time. So chicken and egg!
However, I have used the computer in class to access podcasts on topics related to lectures that the students were going to attend, and provided tasks for them to do. I’ve used the computer and screen to do class tasks or feedback such as error correction, marking pausing and stress in an oral text.
In tutorials I constantly encourage students to get online and use VSAC to work on weaknesses they feel they have. This involves them having to make decisions about what to choose or what to focus on, but for those who take up the challenge it can be quite liberating. I also urge them to access the BBC to listen to radio programmes on a daily basis or use BBC Learning English.
So many students say “My listening is weak. Can you give me some advice?” Here in CELE we have handouts directing students to suitable online resources. Those who are truly motivated and recognise their responsibility to do the learning and put in the hard graft do benefit enormously, but there are many who just muddle through doing the minimum.
What tools, technologies, websites have you come across...
The following, I think, can help develop autonomy: university website, UNLOC, VSAC, Google Scholar, BBC in general (TV catch-up, Radio 4, especially news programmes) but also BBC Learning English. But it depends very much on the student and their level of confidence in using these, as well as their ability to evaluate critically whether what they are reading/accessing is reliable or even useful for them.
For example, UNLOC I’m sure was set up to provide students with easier and more efficient access to books, journals, e-books etc., but from my experience they often give up in their search because they lack the problem solving skills to cope when they draw a blank on a search. And this is the case even though the web page is set up to provide guidance and tasks through Pathway2Information.
My experiences/feelings as a student on this module have already influenced me as a teacher. I can empathise much more with students who struggle to find their way around UNLOC. Each time I meet an obstacle, my confidence diminishes and I come away feeling defeated. Time is often a factor here, and this is also true for students on presessional courses where deadlines are tight and pressure is intense.
As to contributing my thoughts in a public domain, I’m not really comfortable with it. I feel I want to put much more thought into what I write for the reasons laid out by Siobhan. I am much happier communicating face to face and bouncing ideas about in a more immediate way where I can reword something that has been misconstrued. I do enjoy reading what’s on the blog, but because I’m so busy, I’m always frustrated at not having the time to focus on what’s there and respond sooner than I’m doing now. But perhaps this is not primarily about using technology. It’s about juggling a job and study and all the other things of ordinary life. But then I wouldn’t be juggling like this if it wasn’t a distance programme that allowed me (gave me autonomy???) to study part-time. So chicken and egg!
to add
Using online catalogues and conducting research on-line is invaluable and something that both EAP teachers and Ss need to be trained to do. As Julia commented on, many of our Ss are so used to sourcing information straight from the internet, that many don't seem to have any other research skills to hand. The temptation to have material at the click of a button is understandable, and often amazing, but may result in quantity not quality, inauthentic sources and a lack of discrimination. It also induces a lack of thought at the initial stage - as in my experience, if I don't really know what I'm looking for I might find it eventually through navigating hypertext etc. There's a lot of autonomy in that itself though. It could result in a lack of focus. Plagiarism springs to mind here.
Hi All
Lots to comment on there. Re. the very nature of 'blogging', shouldn't be too demanding, should it? Not too wordy or referential. I think one of the issues all users of a blog have to be clear on is etiquette. Some of these posts are more like mini essays, as Siobhan said, and I think as I read that that I might prefer a less formal approach. If I were blogging about my travels, that would come quite easily, however blogging about issues you are learning about demands a lot of time and pre-reading. So it doesn't come that naturally. Long posts are also quite difficult to respond to fully, whereas a shorter blog with one or two integral points might be more manageable.
Re. technology in the classroom, I agree with Klaus about recording Ss speaking, I have advised Ss to do this many times and doubt that they have but it's a useful thing. I don't use p/point much in the classroom, as to be brief, I'm not a fan. Admittedly, I can see its uses and how it can help Ss structure their presentations and be prepared, but I'd rather have someone 'present.' It can all seem a little removed.
Re. technology in the classroom, I agree with Klaus about recording Ss speaking, I have advised Ss to do this many times and doubt that they have but it's a useful thing. I don't use p/point much in the classroom, as to be brief, I'm not a fan. Admittedly, I can see its uses and how it can help Ss structure their presentations and be prepared, but I'd rather have someone 'present.' It can all seem a little removed.
Putting thoughts in the public domain
For me writing my thoughts on a blog is a bit intimidating. If I'm in a real live discussion and I say something -it is not written there as a constant reminder-it is a passing thing. If what I've said has not been very interesting chances are it will be forgotten in 2 minutes as soon as someone else speaks.
It is temptation to treat a blog entry like a mini essay because its up there on the screen for everyone to see. A mini essay can of course be very useful for people to read-but its time consuming for the writer and a bit anxiety provoking.
It is temptation to treat a blog entry like a mini essay because its up there on the screen for everyone to see. A mini essay can of course be very useful for people to read-but its time consuming for the writer and a bit anxiety provoking.
Think of a technology, tool or website
I thought about Wikipedia. Wikipedia has a lot of critics -but a lot of students use it and it can support autonomy. Among history students it is very useful if you forget something -like the difference between a post modernist and a post structuralist (!!?!). you can get a quick reminder and there is no need to trek round the library looking for the book someone else has got out.
I think it would be good to analyse some Wikipedia entries with students. Look through what's written. Discuss whether or not the information seems balanced. Look at the references etc. Get them to look at entries about things related to their subject and analyse those. How reliable does the information seem?
One reason students use of Wikipedia is criticised is because some use it as an alternative to doing proper reading and believe everything that's written in the entries. I think it would be helpful to train students to use it in a discriminating way.
I think it would be good to analyse some Wikipedia entries with students. Look through what's written. Discuss whether or not the information seems balanced. Look at the references etc. Get them to look at entries about things related to their subject and analyse those. How reliable does the information seem?
One reason students use of Wikipedia is criticised is because some use it as an alternative to doing proper reading and believe everything that's written in the entries. I think it would be helpful to train students to use it in a discriminating way.
Tuesday 18 August 2009
My online experience so far...
Hi everyone,
I started off with the same thoughts as Julia with regard to studying online ‘it feels like an added chore - too many access points to remember: the Blog, iweb, WebCT, our extensive reading lists ... I feel obliged to access’, but as time is going on, and I am starting to get my head around things – I quite like having everything at my fingertips. However, yesterday I couldn’t access the blog due to my ‘cookies’, which was an annoyance, and I have also managed to wipe my entire portfolio. The portfolio now needs to be re-created, and I don’t have a clue how to do it, and I also don’t have the time…so, at the same time, studying online can all be a bit of a pain when things go wrong - I think I may be quite undecided at the moment as to how I feel! There are pro’s and con’s as with everything I suppose.
My feelings about contributing publically from the experience of this module so far – well, I believe it is quite good for me. I am sure that you all noticed with the 2 weeks we spent in class with Julie and Martha, that I was not the fastest at coming forward with my ideas and opinions. There are many reasons for this, but I would put the main reason down to confidence. I am sure if the lessons had continued, I would have begun to participate more, but then again – maybe I wouldn’t. Although I knew what I was doing, and really wanted to up my level of participation, I just found it really difficult to do so. With having to contribute here on the blog – it forces me to do something I may have tried to not do in the classroom – which is to actually say something. This isn’t because I can use this way of learning to adopt a different persona (I don’t think anyway!!), but I have the time to think about what I want to say, and the moment hasn’t passed before I build myself up to say something. I also find it easier to explain myself in writing, more than I do in speech, and I also can absorb what others are saying, as I can read it more than once. So, as much as I miss certain aspects of studying in the classroom – I do believe that this is very good for me because if I try not to say anything on the blog, it is all down in black and white (or not as the case may be!)
I believe that having the experience of being an ‘online’ student will be of benefit to my teaching in the future, just because I will be able to put myself in the students’ shoes, and relate more to the fears that they may have around online learning. I was rather worried before I wrote my first ‘blog’, and even though I didn’t write very much – it still took me ages. I was worried about all kinds of things with regard to the ‘contributing publically’. Now, I am a native speaker of English – so imagine the worry of a non-native student when writing to their tutor or contributing to a blog (although I’m sure they would do it much quicker than me!)
Claire
I started off with the same thoughts as Julia with regard to studying online ‘it feels like an added chore - too many access points to remember: the Blog, iweb, WebCT, our extensive reading lists ... I feel obliged to access’, but as time is going on, and I am starting to get my head around things – I quite like having everything at my fingertips. However, yesterday I couldn’t access the blog due to my ‘cookies’, which was an annoyance, and I have also managed to wipe my entire portfolio. The portfolio now needs to be re-created, and I don’t have a clue how to do it, and I also don’t have the time…so, at the same time, studying online can all be a bit of a pain when things go wrong - I think I may be quite undecided at the moment as to how I feel! There are pro’s and con’s as with everything I suppose.
My feelings about contributing publically from the experience of this module so far – well, I believe it is quite good for me. I am sure that you all noticed with the 2 weeks we spent in class with Julie and Martha, that I was not the fastest at coming forward with my ideas and opinions. There are many reasons for this, but I would put the main reason down to confidence. I am sure if the lessons had continued, I would have begun to participate more, but then again – maybe I wouldn’t. Although I knew what I was doing, and really wanted to up my level of participation, I just found it really difficult to do so. With having to contribute here on the blog – it forces me to do something I may have tried to not do in the classroom – which is to actually say something. This isn’t because I can use this way of learning to adopt a different persona (I don’t think anyway!!), but I have the time to think about what I want to say, and the moment hasn’t passed before I build myself up to say something. I also find it easier to explain myself in writing, more than I do in speech, and I also can absorb what others are saying, as I can read it more than once. So, as much as I miss certain aspects of studying in the classroom – I do believe that this is very good for me because if I try not to say anything on the blog, it is all down in black and white (or not as the case may be!)
I believe that having the experience of being an ‘online’ student will be of benefit to my teaching in the future, just because I will be able to put myself in the students’ shoes, and relate more to the fears that they may have around online learning. I was rather worried before I wrote my first ‘blog’, and even though I didn’t write very much – it still took me ages. I was worried about all kinds of things with regard to the ‘contributing publically’. Now, I am a native speaker of English – so imagine the worry of a non-native student when writing to their tutor or contributing to a blog (although I’m sure they would do it much quicker than me!)
Claire
It depends on what you want out of it
Hi (better late than never?!)
Like Klaus, airing my thoughts publicly or/and to an unknown/more or less familiar audience doesn't interest me (facebook is far too high maintenance), especially thoughts relating to sensitive, complex issues: it's too easy to read and interpret these superficially when you are viewing them online (e.g. between checking your email and finding songs on spotify).
Essentially, the use or non-use of technology has to do with your aims; just as the use of anything has to do with what you want out of it. Students can enhance their autonomy if they know what they want to be able to do. They, like us, have to be clear about whether they are using technology as an end in itself or as a means to something else. In the latter case, they have to be very selective and focussed and discriminatory.
The Internet, and all of its Russian-doll boxes, can be very addictive, dispersive, pointless, aimless.
How am I managing studying using technology? At the moment, it feels like an added chore - too many access points to remember: the Blog, iweb, WebCT, our extensive reading lists ... I feel obliged to access. May aims are unclear. I feel that I need to establish my role and commitment to it in relation to outcomes and assessment ...
How do my experiences/feelings etc. as a student on this module influence me as a teacher? I imagine some students may feel the same, perhaps not. They are almost a generation younger than me, perhaps they have learnt to assimilate, process and produce information without ever picking up a book, a pen, without sitting in a quiet room which has no Internet access.
My late, blurred and tired last thought is: how does technology affect the pace and quality of our learning, compared to the old 'reading a book and taking notes' method: on your own, losing track of time and not having to be accountable to 'the group' or 'community'...
Like Klaus, airing my thoughts publicly or/and to an unknown/more or less familiar audience doesn't interest me (facebook is far too high maintenance), especially thoughts relating to sensitive, complex issues: it's too easy to read and interpret these superficially when you are viewing them online (e.g. between checking your email and finding songs on spotify).
Essentially, the use or non-use of technology has to do with your aims; just as the use of anything has to do with what you want out of it. Students can enhance their autonomy if they know what they want to be able to do. They, like us, have to be clear about whether they are using technology as an end in itself or as a means to something else. In the latter case, they have to be very selective and focussed and discriminatory.
The Internet, and all of its Russian-doll boxes, can be very addictive, dispersive, pointless, aimless.
How am I managing studying using technology? At the moment, it feels like an added chore - too many access points to remember: the Blog, iweb, WebCT, our extensive reading lists ... I feel obliged to access. May aims are unclear. I feel that I need to establish my role and commitment to it in relation to outcomes and assessment ...
How do my experiences/feelings etc. as a student on this module influence me as a teacher? I imagine some students may feel the same, perhaps not. They are almost a generation younger than me, perhaps they have learnt to assimilate, process and produce information without ever picking up a book, a pen, without sitting in a quiet room which has no Internet access.
My late, blurred and tired last thought is: how does technology affect the pace and quality of our learning, compared to the old 'reading a book and taking notes' method: on your own, losing track of time and not having to be accountable to 'the group' or 'community'...
Tech in teaching
All right, I'll give it a try then.
I'd like to start with an answer to one of the final questions in Alex's posting: "...how do you feel about contributing (publically) your thoughts in a public domain? How are you managing studying using technology?"
I guess my willingness to post my thoughts publicly depnds on the environment. I do not appreciate fora which are used to berate opinions, to discuss serious issues in a succinct manner or to simply argue pojnts for the sake of arguing. Given an evironment in which I can expect (as far as this is possible in a public domain) sensible comments and educated critique, I do not mind sharing my thoughts at all - as long as they are work/study related...
Concerning the use of technology for my stdies, well, I am writing this using an online computer. As well as that, I have done a lot of online research in my life, not only for the PGCTEAP, but also for my MA programme, half a lifetime ago. I thoroughly enjoy using the web and for example the University Online Catalogue and similar applications for research purposes, not because I am too lazy to go to the library, but simply because tools like this put a lot of useful materials at your fingertips. Also, one can save a lot of time by utilising technology in a sensible way. I still take my notes by hand, as I don't see how taking notes on the computer would really help improve the quality of my work.
As for teaching, I do expect a certain range of computer literacy from a student, as computer-related abilities are, in my opinion, a part of (modern) study skills. Correspondingly, I try to keep up to date with the developments in popular software applications that are commonly used by students and tutors alike. I am referring to Bill Gates's classics here.
Now, these software applications, in my opinion, do not really promote autonomy, they are merely tools of convenience; e.g. if I have a well-made and sensible Power Point presentation and some well-designed handouts for a certain topic, than I can keep revising them and use the material in the classroom.
But there are certain tools that can promote learner autonomy. Certain websites, like the BBC, IELTS, OWL etc. often yield good information and useful materials that both tutors and students can incorporate into their work. I always encourage students to utilise the Internet for all sorts of practice, but I also generally advise them to make use of other resources, as the Internet also contains, quite frankly, a lot of crap.
CDs that accompany textbooks, grammar books and dictionaries are frequently ignored, but if awareness is raised only a little, then they can become valuable aids for students.
Also, I think it is important that students are shown the possiblities that technology has to offer. If they can develop an interest, they may benefit vastly from the resources that become accessible to them.
The same is true for tutors. Being pressed for time due to marking, teaching and tutorials and developing good material simultaneously can be very daunting. Again, given the necessary background knowledge, technology could be utilised to make the life of a tutor a bit easier. I am aware that there are a lot of technophobes in this world (who still manage to check their emails regularly), and I do not tire of saying that it should be the emloyer's responsibility to provide training for those who need it.
One danger of advocating the use of technology, i.e. the Internet, is that if a student does not find the answer he or she needs, they could draw wrong conclusions and get confused. Similarly, a tutor cannot rely solely on websites or pre-gnerated material from books, no matter how good they usually are, to make up for his or her lack of preparation time.
But of course there are other technologies than the internet. I always encourage my students to record themselves to analyse their own language problems (grammar, pronunciation). I have the strong suspicion that nobody ever does it, but I would like to see efforts like this used in speaking classes. Using simple devices like MP3 players, iPods, whatever, chunks of speech or conversations could be recorded in groups and then be peer- and tutor-analysed. Also, this could lead to creating speech banks, in which students could check for correct pronunciation, intonation and speech patterns.
This is something that has been on my mind for a long time. I do not mean language labs, as these, to me, do not seem to allow for good group work. I remember sitting there with big headsets, answering questions from a tape. I have done this in various languages and I detested it every single time. What I mean are organised work groups that try to improve their overall speaking accuracy using recording technology. The progress could be rather easily monitored, and problem areas could be addressed in a targeted manner. The reason this will probably never happen is that speaking skills are usually not devoted a lot of time to in EAP, where the focus seems to be on reading and writing.
All in all, I do like using technology in certain ways for my studies and my work, but I also have certain limits. I cannot bear an overload of badly designed Power Point presentations, and I do not see the point in "technologising" everything. In my opinion, there is nothing wrong with some solid old-school verbal teaching.
In terms of autonomy, technology can open a lot of opportunities for tutors and learners if it is made sure that it is used in a sensible manner - and that requires some initial guidance. I have already mentioned who I believe to be responsible for guidance/training, and I leave the definition of the term "sensible" up for discussion.
One more thing I need to make very clear though. I strongly oppose demanding students to be able to perform certain tasks, using technology, without their tutor being able to do the same thing. Again, someone will have to train the tutor to be in the position to utilise technology, thus enabling him/her to help their students and introduce technology for learning to them.
Anyway, these are my thoughts. I hope they make sense.
Klaus
I'd like to start with an answer to one of the final questions in Alex's posting: "...how do you feel about contributing (publically) your thoughts in a public domain? How are you managing studying using technology?"
I guess my willingness to post my thoughts publicly depnds on the environment. I do not appreciate fora which are used to berate opinions, to discuss serious issues in a succinct manner or to simply argue pojnts for the sake of arguing. Given an evironment in which I can expect (as far as this is possible in a public domain) sensible comments and educated critique, I do not mind sharing my thoughts at all - as long as they are work/study related...
Concerning the use of technology for my stdies, well, I am writing this using an online computer. As well as that, I have done a lot of online research in my life, not only for the PGCTEAP, but also for my MA programme, half a lifetime ago. I thoroughly enjoy using the web and for example the University Online Catalogue and similar applications for research purposes, not because I am too lazy to go to the library, but simply because tools like this put a lot of useful materials at your fingertips. Also, one can save a lot of time by utilising technology in a sensible way. I still take my notes by hand, as I don't see how taking notes on the computer would really help improve the quality of my work.
As for teaching, I do expect a certain range of computer literacy from a student, as computer-related abilities are, in my opinion, a part of (modern) study skills. Correspondingly, I try to keep up to date with the developments in popular software applications that are commonly used by students and tutors alike. I am referring to Bill Gates's classics here.
Now, these software applications, in my opinion, do not really promote autonomy, they are merely tools of convenience; e.g. if I have a well-made and sensible Power Point presentation and some well-designed handouts for a certain topic, than I can keep revising them and use the material in the classroom.
But there are certain tools that can promote learner autonomy. Certain websites, like the BBC, IELTS, OWL etc. often yield good information and useful materials that both tutors and students can incorporate into their work. I always encourage students to utilise the Internet for all sorts of practice, but I also generally advise them to make use of other resources, as the Internet also contains, quite frankly, a lot of crap.
CDs that accompany textbooks, grammar books and dictionaries are frequently ignored, but if awareness is raised only a little, then they can become valuable aids for students.
Also, I think it is important that students are shown the possiblities that technology has to offer. If they can develop an interest, they may benefit vastly from the resources that become accessible to them.
The same is true for tutors. Being pressed for time due to marking, teaching and tutorials and developing good material simultaneously can be very daunting. Again, given the necessary background knowledge, technology could be utilised to make the life of a tutor a bit easier. I am aware that there are a lot of technophobes in this world (who still manage to check their emails regularly), and I do not tire of saying that it should be the emloyer's responsibility to provide training for those who need it.
One danger of advocating the use of technology, i.e. the Internet, is that if a student does not find the answer he or she needs, they could draw wrong conclusions and get confused. Similarly, a tutor cannot rely solely on websites or pre-gnerated material from books, no matter how good they usually are, to make up for his or her lack of preparation time.
But of course there are other technologies than the internet. I always encourage my students to record themselves to analyse their own language problems (grammar, pronunciation). I have the strong suspicion that nobody ever does it, but I would like to see efforts like this used in speaking classes. Using simple devices like MP3 players, iPods, whatever, chunks of speech or conversations could be recorded in groups and then be peer- and tutor-analysed. Also, this could lead to creating speech banks, in which students could check for correct pronunciation, intonation and speech patterns.
This is something that has been on my mind for a long time. I do not mean language labs, as these, to me, do not seem to allow for good group work. I remember sitting there with big headsets, answering questions from a tape. I have done this in various languages and I detested it every single time. What I mean are organised work groups that try to improve their overall speaking accuracy using recording technology. The progress could be rather easily monitored, and problem areas could be addressed in a targeted manner. The reason this will probably never happen is that speaking skills are usually not devoted a lot of time to in EAP, where the focus seems to be on reading and writing.
All in all, I do like using technology in certain ways for my studies and my work, but I also have certain limits. I cannot bear an overload of badly designed Power Point presentations, and I do not see the point in "technologising" everything. In my opinion, there is nothing wrong with some solid old-school verbal teaching.
In terms of autonomy, technology can open a lot of opportunities for tutors and learners if it is made sure that it is used in a sensible manner - and that requires some initial guidance. I have already mentioned who I believe to be responsible for guidance/training, and I leave the definition of the term "sensible" up for discussion.
One more thing I need to make very clear though. I strongly oppose demanding students to be able to perform certain tasks, using technology, without their tutor being able to do the same thing. Again, someone will have to train the tutor to be in the position to utilise technology, thus enabling him/her to help their students and introduce technology for learning to them.
Anyway, these are my thoughts. I hope they make sense.
Klaus
Monday 17 August 2009
What would you do? A task for you
OK ... now some work for you ;-)
Think of a technology, tool, or website that you use or would like to use in an EAP teaching context. How would you:
evaluate this technology in terms of the affordances and constraints for promoting learner autonomy?
What would you do with this technology? And how would you ensure that students adopt this technology in ways that enhance their autonomy?
What tools, technologies, websites have you come across that might help students develop their autonomy? Or, anything which you think might constrain their autonomy?
From your perspectives as teachers, how do you use technology?
And, from your experience of this module, how do you feel about contributing (publically) your thoughts in a public domain? How are you managing studying using technology? How might your experiences/feelings etc. as a student on this module influence you as a teacher?
You don't have to answer all these questions ... but I'd like you to pick at least one or two that capture your thoughts. If you could post your comments on the blog by Wednesday evening :-)
Alex
Think of a technology, tool, or website that you use or would like to use in an EAP teaching context. How would you:
evaluate this technology in terms of the affordances and constraints for promoting learner autonomy?
What would you do with this technology? And how would you ensure that students adopt this technology in ways that enhance their autonomy?
What tools, technologies, websites have you come across that might help students develop their autonomy? Or, anything which you think might constrain their autonomy?
From your perspectives as teachers, how do you use technology?
And, from your experience of this module, how do you feel about contributing (publically) your thoughts in a public domain? How are you managing studying using technology? How might your experiences/feelings etc. as a student on this module influence you as a teacher?
You don't have to answer all these questions ... but I'd like you to pick at least one or two that capture your thoughts. If you could post your comments on the blog by Wednesday evening :-)
Alex
Autonomy and technology (10)
So .... bearing in mind what was outlined in the previous post ... what can tutors do to make the most of the affordances and limit the constraints of technology? Here are some suggestions.
Tutors need to:
deal effectively and comfortably with technical problems;
be highly active in encouraging to encourage learners to participate;
provide high quality feedback;
act as a guide or facilitator;
be sensitive to the needs of participants;
maintain learner motivation;
show enthusiasm and provide encouragement;
provide clarification when necessary;
provide intellectual challenges;
explain learning routes;
show empathy and complicity;
be non-authoritarian, objective, facilitative, patient, informal and accepting;
be creative, flexible, willing, and persistent, and,
provide social contact.
These skills or qualities have merged from the literature ... however the question remains of the extent to which these 'qualities' are specific to teachers using technologies. To me, they seem fairly normal attributes for a classroom teacher.
Tutors need to:
deal effectively and comfortably with technical problems;
be highly active in encouraging to encourage learners to participate;
provide high quality feedback;
act as a guide or facilitator;
be sensitive to the needs of participants;
maintain learner motivation;
show enthusiasm and provide encouragement;
provide clarification when necessary;
provide intellectual challenges;
explain learning routes;
show empathy and complicity;
be non-authoritarian, objective, facilitative, patient, informal and accepting;
be creative, flexible, willing, and persistent, and,
provide social contact.
These skills or qualities have merged from the literature ... however the question remains of the extent to which these 'qualities' are specific to teachers using technologies. To me, they seem fairly normal attributes for a classroom teacher.
Obstacles to Autonomy (9)
Hiya. Hope you had a nice weekend. Welcome to Phil and also thanks to Siobhan for her comments (please keep them coming!).
In this post (Click here for the pdf version of this post) I'll be looking at some of ways in which technology may actually hinder the promotion of autonomy. As you read this, it would be useful if you thought of these obstacles in terms of the EAP contexts you have experienced or know about.
Obstacles to Effective On-line learning
The previous section paints a very optimistic picture of technologies to support student autonomy. However, there are a number of ways in which technology (and using technology) can provide obstacles to the promotion of student autonomy. In this section we will consider this problem from two, interrelated, perspectives; students, and teacher involvement.
Students
A great deal of research has been carried out on student participation on-line. A number of interesting comments have been made regarding how students are able to restrict or even obstruct effective learning on-line. Some findings also point to inherent problems with technology and students regardless of the desire of students to participate in inappropriate ways.
The first set of points below relate to how students can ‘obstruct’ or hinder on-line learning. Students:
1. Exhibit personal disrespect for others by disregarding others interests, wishes and desires; 2. Manipulate self-presentation to dominate others/the learning situation;
3. Pay attention to others only when it serves their own personal aims;
4. Manipulate interpretation of other students' comments to suit their own aims and influence others;
5. Perceive the object of e-mail communication in terms of 'winners and losers', rather than collectively constructing knowledge;
6. Students are sometimes reluctant to participate in discussions because they do not see any relevance in participating and prefer to work alone, particularly if collaborative work less is rewarded than individual work;
7. The anonymity of on-line communication can lead to 'asocial' monologues or even flaming (aggressive behaviour towards others);
8. Learners did not always appreciate the opportunity for cross-cultural awareness afforded by international e-mail exchanges and generally viewed e-mail exchanges as an instrumental means to improve their own language skills;
9. E-mail exchanges sometimes failed because partners were unable to find subjects to discuss, did not respond to email, and were unable to understand and negotiate effectively their own roles in the email exchange.
Other student-related obstacles which should not necessarily be considered as ‘intended’ by the student:
1. Lack of participation on a discussion list is highly visible increasing stress and anxiety;
2. Thinking time available for on-line discussions increased communication stress and reduces spontaneity, and,
3. Learners are reluctant to take risks in CMC because of the written and recorded nature of their discussions made them aware that they were making mistakes
Teachers
Teachers can also play a negative role in on-line learning and the promotion of student autonomy. Some of the key findings ae outlined below:
1. A hands-off approach can disorientate learners who expect teachers to lead discussions;
2. An active hands-on approach may drown out students' voices because of teachers' superior rhetorical skills and social status;
3. Teachers' (perceived) presence imposes accountability and responsibility on learners and the lurking or active presence of teachers in email discussion boards can be stressful and inhibiting for many learners;
4. Learners can feel that they are being watched over and judged by teachers;
5. Many teachers (and learners) suffer from ‘technostress’;
6. Electronic communication essentially places stressful burdens on all participants to participate,
7. Teachers are unaware of how the WWW and other tools/technology have altered conceptions of presenting information and knowledge, and fail to give students the opportunity to express themselves in personally meaningful ways.
Whilst the literature is replete with discussions and data exploring the potential of ACMC, guided by a number of pedagogical theories and models, to support an array of desirable learning processes and outcomes, it is also littered with qualifications, constraints, challenges and disappointments. Research on telecollaborative exchanges (e.g. Kern 2000; O’Dowd 2003; O’Dowd and Ritter 2006; Ware 2005; Ware and Kramsch 2005) involving learners from different parts of the world working online together, provides a number of insights into ‘failed communication’ in online exchanges. Failed communication, according to O’Dowd and Ritter (2006) in their review of research on telecollaboration, may be due to a number of factors including: participants with lower levels of language fluency produce shorter messages leading to interpretations of unfriendliness and lack of motivation by the more fluent participants; dissatisfaction in exchanges can arise from participants failing to establish personal relationships with partners; significant differences in degrees and orientations of motivations of individuals and groups may lead to uneven investments in collaboration; negative images and stereotyping of participantsmay also negatively influence motivation to collaborate, and lack of intercultural competence - attitudes of openness and curiosity to others - is detrimental to collaboration. Research on telecollaboration has also highlighted the key role teachers play in collaborative projects particularly in terms of preparing participants for collaboration, avoiding breakdowns in communication (e.g. reviewing messages before they are sent to partners), and identifying and discussing contentious messages from partners with students in class. Research, drawn from a wide range of educational domains, indicates that focusing on educational activity in ACMC to the detriment of socio-emotional activity will have a negative impact on group work (Kreijns, Kirschnerb, and Jochems 2003). Kreijns, Kirschnerb, and Jochems (2003) argue that the low media richness of ACMC, compared to face to face, affects communication and consequently social interaction. They also argue that ACMC can cause communication apprehension. Hammond’s (2005) review of ACMC research reveals unequal and skewed rates of participation. Arnold and Ducate (2006) highlight the risk of monologic communication, i.e. one-way communication where the focus is on presentation of the writer’s own ideas. Vonderwell and Zachariah (2005) argue that participation in online learning depends on the extent to which online participation is assessed, the instructors’ interventions and the (shared) background knowledge of learners. In addition, they claim that learners adopt different personas in online environments and do not necessarily feel the need or requirement to participate. It has been argued that online learning places extra cognitive demands on learners due to the need to understand and use complex technologies, combined with the requirement to study and engage with the subject matter and the requests to communicate (Hron and Friedrich 2003). Learners may also view collaborative work as an ‘unproductive nuisance’ (Stahl 2005, 88). There is also nothing inherently benign in group identity and action even if members recognise each other as equal partners in a shared activity.
The interaction of ACMC with pedagogical ideals and visions of the ideal learner is highly complex. Learners are constructed as, or are invested with pedagogical aspirations to be(come) active, problem solvers, collaborative, reflective, critical, responsible and engaged with others in knowledge sharing and construction. The inconclusiveness of research findings on ACMC could be a consequence of: how researchers and teachers construct (ideal) learners/teachers in conjunction with employing different theoretical frameworks and pedagogical models, and operating with diverging definitions (e.g. collaboration, task, knowledge, criticality, participation, interaction). In addition, the contexts in which the learning takes place (e.g. high/low stakes courses, university/workplace/classroom) and the decisions taken by teachers and learners (e.g. degree of freedom for learners, types of activities, tasks, and assessment) all contribute to the difficulty of making strong claims about computer-mediated communication (CMC).
In this post (Click here for the pdf version of this post) I'll be looking at some of ways in which technology may actually hinder the promotion of autonomy. As you read this, it would be useful if you thought of these obstacles in terms of the EAP contexts you have experienced or know about.
Obstacles to Effective On-line learning
The previous section paints a very optimistic picture of technologies to support student autonomy. However, there are a number of ways in which technology (and using technology) can provide obstacles to the promotion of student autonomy. In this section we will consider this problem from two, interrelated, perspectives; students, and teacher involvement.
Students
A great deal of research has been carried out on student participation on-line. A number of interesting comments have been made regarding how students are able to restrict or even obstruct effective learning on-line. Some findings also point to inherent problems with technology and students regardless of the desire of students to participate in inappropriate ways.
The first set of points below relate to how students can ‘obstruct’ or hinder on-line learning. Students:
1. Exhibit personal disrespect for others by disregarding others interests, wishes and desires; 2. Manipulate self-presentation to dominate others/the learning situation;
3. Pay attention to others only when it serves their own personal aims;
4. Manipulate interpretation of other students' comments to suit their own aims and influence others;
5. Perceive the object of e-mail communication in terms of 'winners and losers', rather than collectively constructing knowledge;
6. Students are sometimes reluctant to participate in discussions because they do not see any relevance in participating and prefer to work alone, particularly if collaborative work less is rewarded than individual work;
7. The anonymity of on-line communication can lead to 'asocial' monologues or even flaming (aggressive behaviour towards others);
8. Learners did not always appreciate the opportunity for cross-cultural awareness afforded by international e-mail exchanges and generally viewed e-mail exchanges as an instrumental means to improve their own language skills;
9. E-mail exchanges sometimes failed because partners were unable to find subjects to discuss, did not respond to email, and were unable to understand and negotiate effectively their own roles in the email exchange.
Other student-related obstacles which should not necessarily be considered as ‘intended’ by the student:
1. Lack of participation on a discussion list is highly visible increasing stress and anxiety;
2. Thinking time available for on-line discussions increased communication stress and reduces spontaneity, and,
3. Learners are reluctant to take risks in CMC because of the written and recorded nature of their discussions made them aware that they were making mistakes
Teachers
Teachers can also play a negative role in on-line learning and the promotion of student autonomy. Some of the key findings ae outlined below:
1. A hands-off approach can disorientate learners who expect teachers to lead discussions;
2. An active hands-on approach may drown out students' voices because of teachers' superior rhetorical skills and social status;
3. Teachers' (perceived) presence imposes accountability and responsibility on learners and the lurking or active presence of teachers in email discussion boards can be stressful and inhibiting for many learners;
4. Learners can feel that they are being watched over and judged by teachers;
5. Many teachers (and learners) suffer from ‘technostress’;
6. Electronic communication essentially places stressful burdens on all participants to participate,
7. Teachers are unaware of how the WWW and other tools/technology have altered conceptions of presenting information and knowledge, and fail to give students the opportunity to express themselves in personally meaningful ways.
Whilst the literature is replete with discussions and data exploring the potential of ACMC, guided by a number of pedagogical theories and models, to support an array of desirable learning processes and outcomes, it is also littered with qualifications, constraints, challenges and disappointments. Research on telecollaborative exchanges (e.g. Kern 2000; O’Dowd 2003; O’Dowd and Ritter 2006; Ware 2005; Ware and Kramsch 2005) involving learners from different parts of the world working online together, provides a number of insights into ‘failed communication’ in online exchanges. Failed communication, according to O’Dowd and Ritter (2006) in their review of research on telecollaboration, may be due to a number of factors including: participants with lower levels of language fluency produce shorter messages leading to interpretations of unfriendliness and lack of motivation by the more fluent participants; dissatisfaction in exchanges can arise from participants failing to establish personal relationships with partners; significant differences in degrees and orientations of motivations of individuals and groups may lead to uneven investments in collaboration; negative images and stereotyping of participantsmay also negatively influence motivation to collaborate, and lack of intercultural competence - attitudes of openness and curiosity to others - is detrimental to collaboration. Research on telecollaboration has also highlighted the key role teachers play in collaborative projects particularly in terms of preparing participants for collaboration, avoiding breakdowns in communication (e.g. reviewing messages before they are sent to partners), and identifying and discussing contentious messages from partners with students in class. Research, drawn from a wide range of educational domains, indicates that focusing on educational activity in ACMC to the detriment of socio-emotional activity will have a negative impact on group work (Kreijns, Kirschnerb, and Jochems 2003). Kreijns, Kirschnerb, and Jochems (2003) argue that the low media richness of ACMC, compared to face to face, affects communication and consequently social interaction. They also argue that ACMC can cause communication apprehension. Hammond’s (2005) review of ACMC research reveals unequal and skewed rates of participation. Arnold and Ducate (2006) highlight the risk of monologic communication, i.e. one-way communication where the focus is on presentation of the writer’s own ideas. Vonderwell and Zachariah (2005) argue that participation in online learning depends on the extent to which online participation is assessed, the instructors’ interventions and the (shared) background knowledge of learners. In addition, they claim that learners adopt different personas in online environments and do not necessarily feel the need or requirement to participate. It has been argued that online learning places extra cognitive demands on learners due to the need to understand and use complex technologies, combined with the requirement to study and engage with the subject matter and the requests to communicate (Hron and Friedrich 2003). Learners may also view collaborative work as an ‘unproductive nuisance’ (Stahl 2005, 88). There is also nothing inherently benign in group identity and action even if members recognise each other as equal partners in a shared activity.
The interaction of ACMC with pedagogical ideals and visions of the ideal learner is highly complex. Learners are constructed as, or are invested with pedagogical aspirations to be(come) active, problem solvers, collaborative, reflective, critical, responsible and engaged with others in knowledge sharing and construction. The inconclusiveness of research findings on ACMC could be a consequence of: how researchers and teachers construct (ideal) learners/teachers in conjunction with employing different theoretical frameworks and pedagogical models, and operating with diverging definitions (e.g. collaboration, task, knowledge, criticality, participation, interaction). In addition, the contexts in which the learning takes place (e.g. high/low stakes courses, university/workplace/classroom) and the decisions taken by teachers and learners (e.g. degree of freedom for learners, types of activities, tasks, and assessment) all contribute to the difficulty of making strong claims about computer-mediated communication (CMC).
Sunday 16 August 2009
Thoughts on different cultural contexts
I’ve enjoyed reading all the comments on student autonomy and I’m sorry I’m so late contributing. I think you’ve all said it all really!!
My own experience of both student autonomy and teacher autonomy has hugely varied depending on country context. In the three developing countries in which I taught-Fiji, Angola and Tanzania, the lack of resources plus the hard daily grind the students went through outside the class room generally prevented much academic autonomy. Quite often it took a lot of autonomy and enterprise on the part of students to get to the class at all. In Tanzania and Angola my students had no library facilities so things really were very difficult for them. On the other hand, I usually had a lot of autonomy as a teacher-although in both Fiji and Tanzania a horrible and hugely culturally inappropriate exam lay in waiting at the end of the year to catch both myself and students out
In the European countries in which I taught- Italy, Portugal and Hungary students, of course, had more resources. Generally, they were the same as British students-some took responsibility for their learning others didn’t. In Europe though I generally had less autonomy-though on the other hand more support.
I liked Alex’s point about students belonging to their culture but not being ‘culture bound’-everywhere I’ve been there have been people who were independent and unpredictable in the way they learned and have totally surprised me.
My own experience of both student autonomy and teacher autonomy has hugely varied depending on country context. In the three developing countries in which I taught-Fiji, Angola and Tanzania, the lack of resources plus the hard daily grind the students went through outside the class room generally prevented much academic autonomy. Quite often it took a lot of autonomy and enterprise on the part of students to get to the class at all. In Tanzania and Angola my students had no library facilities so things really were very difficult for them. On the other hand, I usually had a lot of autonomy as a teacher-although in both Fiji and Tanzania a horrible and hugely culturally inappropriate exam lay in waiting at the end of the year to catch both myself and students out
In the European countries in which I taught- Italy, Portugal and Hungary students, of course, had more resources. Generally, they were the same as British students-some took responsibility for their learning others didn’t. In Europe though I generally had less autonomy-though on the other hand more support.
I liked Alex’s point about students belonging to their culture but not being ‘culture bound’-everywhere I’ve been there have been people who were independent and unpredictable in the way they learned and have totally surprised me.
Saturday 15 August 2009
Meet the new boy!
Greetings!
I am Phil Freestone, an EAP teacher at the Ningbo campus. I am a late starter on this module because I was originally enrolled last year for the PGCert. As it turns out I have only completed one other module so far, so I will be joining in with you for 'Technologies' and 'Assessment' over the coming months. I am from Leicester, and taught on the presessional at Nottingham last summer before taking up the post in Ningbo. I hope that I will be able to bring another perspective to the discussions by contributing from our Chinese wing!
Below is a picture of me with Maya Mitova, another EAP tutor whom some of you may know from Nottingham. She is currently working in Ningbo too, and this photo was taken when I vistied her in Bulgaria this summer.
Bye for now!
I am Phil Freestone, an EAP teacher at the Ningbo campus. I am a late starter on this module because I was originally enrolled last year for the PGCert. As it turns out I have only completed one other module so far, so I will be joining in with you for 'Technologies' and 'Assessment' over the coming months. I am from Leicester, and taught on the presessional at Nottingham last summer before taking up the post in Ningbo. I hope that I will be able to bring another perspective to the discussions by contributing from our Chinese wing!
Below is a picture of me with Maya Mitova, another EAP tutor whom some of you may know from Nottingham. She is currently working in Ningbo too, and this photo was taken when I vistied her in Bulgaria this summer.
Bye for now!
Friday 14 August 2009
the weekend and next week
In truly autonomous style ... I've decided that this weekend is time for reflection. Some of you have been marking, there have been interviews today, you've been working on your reflective piece for Martha and Julie... and I suppose teaching (not to mention all the normal things us humans have to do). So, I'd like you to spent part of this weekend just catching up on reading and gathering your thoughts etc. Next week we'll have to speed up a bit.
I'd also, if you have time and inclination, like you to post any thoughts you have so far about what we've done, any questions you might have. I do believe that what you say is of real interest to all participants and, as I said, the more this blog develops into a dialogue the more interesting and useful this module becomes. I am happy feeding you ideas, materials and references but I'd be much happier if I got a bit more of a conversation going with you all (no blame attached, I am acutely aware of how busy you all are).
Have a nice weekend all of you
Alex
I'd also, if you have time and inclination, like you to post any thoughts you have so far about what we've done, any questions you might have. I do believe that what you say is of real interest to all participants and, as I said, the more this blog develops into a dialogue the more interesting and useful this module becomes. I am happy feeding you ideas, materials and references but I'd be much happier if I got a bit more of a conversation going with you all (no blame attached, I am acutely aware of how busy you all are).
Have a nice weekend all of you
Alex
Wednesday 12 August 2009
Autonomy and technology: some references (8)
Hi again,
these are just a very few of the thousands of articles about aspects of on-line learning. Please go and search for articles ... you'll certainly be able to find something of interest. I've included a few articles or chapters that I've found interesting ... I'll add more at a later date. And, don't forget (see this post about getting started) this excellent resource ... particularly vol. 3)
Godwin-Jones, R. 2003. Optimising web course design for language learners. In Language learning online: Towards best practice, ed. U. Felix, 43-56. Lisse, The Netherlands: Swets & Zeitlinger.
Hammond, M. 2005. A review of recent papers on using online discussion within teaching and learning in higher education. Journal of Asynchronous Learning Networks 9, no. 3: 9-23.
Hirvela, A. 2006. Computer-mediated communication in ESL teacher education. ELT Journal 60, no. 3: 233-41.
Hron, A., and H.F. Friedrich. 2003. A review of web-based collaborative learning: Factors beyond technology. Journal of Computer Assisted Learning 19, no. 1: 70-9.
Kreijns, K., P. Kirschnerb, and W. Jochems. 2003. Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behaviour 19, no. 3: 335-53.
Lord, G., and L. Lomicka. 2007. Foreign language teacher preparation and asynchronous CMC: Promoting reflective teaching. Journal of Technology and Teacher Education 15, no. 4: 513-32.
McKenzie, W., and D. Murphey. 2000. I hope this goes somewhere’’: Evaluation of an online discussion group. Australian Journal of Educational Technology 16, no. 3: 239-57.
O’Dowd, R. 2003. Understanding ‘the other side’: Intercultural learning in a Spanish-English e-mail exchange. Language Learning and Technology 7, no. 2: 118-44.
O’Dowd, R., and M. Ritter. 2006. Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal 61, no. 2: 623-42.
Pawan, F., T.M. Paulus, S. Yalcin, and C-F. Chang. 2003. Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning and Technology 7, no. 3: 119-40.
Sengupta, S. 2001. Exchanging ideas with peers in network-based classrooms: An aid or a pain? Language Learning and Technology 5, no. 1: 103-34.
Vonderwell, S., and S. Zachariah. 2005. Factors that influence participation in online learning. Journal of Research on Technology in Education 38, no. 2: 213-30.
Ware, P.D. 2005. ‘Missed’ communication in online communication: Tensions in a German- American telecollaboration. Language Learning and Technology 9, no. 2: 64-89.
Ware, P.D., and C. Kramsch. 2005. Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal 89, no. 2: 190-205.
Warschauer, M. 1997. Computer-mediated collaborative learning: Theory and practice. Modern Language Journal 81, no. 3: 470-81.
Alex
these are just a very few of the thousands of articles about aspects of on-line learning. Please go and search for articles ... you'll certainly be able to find something of interest. I've included a few articles or chapters that I've found interesting ... I'll add more at a later date. And, don't forget (see this post about getting started) this excellent resource ... particularly vol. 3)
Godwin-Jones, R. 2003. Optimising web course design for language learners. In Language learning online: Towards best practice, ed. U. Felix, 43-56. Lisse, The Netherlands: Swets & Zeitlinger.
Hammond, M. 2005. A review of recent papers on using online discussion within teaching and learning in higher education. Journal of Asynchronous Learning Networks 9, no. 3: 9-23.
Hirvela, A. 2006. Computer-mediated communication in ESL teacher education. ELT Journal 60, no. 3: 233-41.
Hron, A., and H.F. Friedrich. 2003. A review of web-based collaborative learning: Factors beyond technology. Journal of Computer Assisted Learning 19, no. 1: 70-9.
Kreijns, K., P. Kirschnerb, and W. Jochems. 2003. Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behaviour 19, no. 3: 335-53.
Lord, G., and L. Lomicka. 2007. Foreign language teacher preparation and asynchronous CMC: Promoting reflective teaching. Journal of Technology and Teacher Education 15, no. 4: 513-32.
McKenzie, W., and D. Murphey. 2000. I hope this goes somewhere’’: Evaluation of an online discussion group. Australian Journal of Educational Technology 16, no. 3: 239-57.
O’Dowd, R. 2003. Understanding ‘the other side’: Intercultural learning in a Spanish-English e-mail exchange. Language Learning and Technology 7, no. 2: 118-44.
O’Dowd, R., and M. Ritter. 2006. Understanding and working with ‘failed communication’ in telecollaborative exchanges. CALICO Journal 61, no. 2: 623-42.
Pawan, F., T.M. Paulus, S. Yalcin, and C-F. Chang. 2003. Online learning: Patterns of engagement and interaction among in-service teachers. Language Learning and Technology 7, no. 3: 119-40.
Sengupta, S. 2001. Exchanging ideas with peers in network-based classrooms: An aid or a pain? Language Learning and Technology 5, no. 1: 103-34.
Vonderwell, S., and S. Zachariah. 2005. Factors that influence participation in online learning. Journal of Research on Technology in Education 38, no. 2: 213-30.
Ware, P.D. 2005. ‘Missed’ communication in online communication: Tensions in a German- American telecollaboration. Language Learning and Technology 9, no. 2: 64-89.
Ware, P.D., and C. Kramsch. 2005. Toward an intercultural stance: Teaching German and English through telecollaboration. Modern Language Journal 89, no. 2: 190-205.
Warschauer, M. 1997. Computer-mediated collaborative learning: Theory and practice. Modern Language Journal 81, no. 3: 470-81.
Alex
Ways of promoting student autonomy: technology (7)
Hi everyone!
And for the next installment ... (click here for the pdf version of this post)
Setting aside some of the unresolved issues concerning definitions and meanings, it is evident that autonomy has become one the most influential concepts in language teaching and, as such, there have been a large number of researched/documented attempts to promote student autonomy. Benson (2001) identifies six categories of pedagogical approaches to promote autonomy listed below:
1. Learner-training based;
2. Teacher-based;
3. Resource-based;
4. Classroom-based;
5. Curriculum-based;
6. Technology-based.
We will be mainly looking at Technology and autonomy.
Technology and Autonomy
‘New educational technologies are often perceived simultaneously as both a promise and a threat. The new technologies of language learning have tended to latch onto autonomy as one justification for their existence. Computer software for language learning is an example of a technology which claims to promote autonomy simply by offering the possibility of self-study. Such claims are often dubious, because of the limited range of options and roles offered to the learner. Nevertheless, technologies of education in the broadest sense (from the textbook to the computer can be considered to be either more or less supportive of autonomy.’
Benson and Voller (1997:10)
Benson and Voller make clear a key point: technology, in itself, does not necessarily facilitate learner autonomy. The capacity of technology to support student autonomy is complex (and, in my view, unresolved) and will, inevitably be dependent on a wide range of factors. Having said that, we will now look at some of the available evidence which supports the idea that technology can help facilitate student autonomy and also some of the evidence that is a little more cautious.
Online learning, Autonomy and EAP: What evidence is there that online learning can facilitate student autonomy?
There are three main ways in which technology is seen as supporting student autonomy in on-line environments:
1. Situational autonomy;
2. Control,
3. Collaboration.
Situational Autonomy
Because of the (distance) nature of on-line learning, students have to act autonomously. Students are forced into making choices concerning many key aspects of learning. These choices, or decisions, might include:
The pace;
The time;
The place (of study)
The order of materials, and,
Following up on links.
Essentially, the student is forced to make sense of his/her learning environment and is forced to make decisions to manage, organise, and assess learning. How successful students are at appropriated their learning environments – when forced to – will depend, again, on a large number of variables. We shall examine some the key variables later in this section. For the moment, it is clearly an extremely weak argument to suggest that students will enhance their autonomy simply because they have no choice. You only have to examine the drop-out rate on on-line courses to confirm this.
Control
On-line learning facilitates the recentring or shifting of control from teachers to students. Johnston (1999: 87) claims that 'on-line education has the potential to re-centre control in the educational experience from the teacher to the students'. This potential is partly due to the nature of on-line learning, which creates 'non-traditional discourse forms to resist teacher-centred pedagogy' (Fuller et al., 2000), and partly because on-line learning increases learners' expectations concerning their active participation in learning and determining for themselves the form of meaningful communication and learning (Warschauer, 2000).
Collaboration
Research concerning on-line learning often focuses on the collaborative nature of on-line learning (Warschauer, 1996; 1997; Coverdale-Jones, 1998; Ragoonaden and Bordeleau, 2000; Brown, 1997; Wolff, 1997; Herrington and Oliver, 1997; Carwell, 2000; Cezec-Kecmanovic and Webb, 2000; and Söntgens, 1999).
Benson's approach to autonomy necessarily involves collaboration and the two become intertwined:
'Greater learner control over the learning process, resources and language cannot be achieved by each individual working alone according to his or her own preferences. Control is a question of collective decision-making rather than individual choice. Yet collective decisions are also arrived at by individuals achieving consensus and acting in concert.'
Benson, 1996:33.
The key theoretical notion to support collaboration as a pedagogical goal come from Vygotsky's socially mediated theory of learning. A key notion is the Zone of Proximal Development (ZPD). The ZPD is defined as:
'[T]he distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.'
Vygotsky, 1978: 86.
The main interest in Vygotsky's ZPD lies in developing autonomous learners or 'independent problem solvers' who achieve autonomy through collaboration with teachers and/or peers.
The pedagogical implications of understanding autonomy as interactive interdependence is that one cannot (always) isolate the promotion of an individual's autonomy from that of the group's Little argues this point as follows:
'[L]earning can only proceed via interaction, so that the freedoms by which we recognize learner autonomy are always constrained by the learner's dependence on the support and cooperation of others.'
Little, 2000:204.
Evidence in Three Areas of New Technology.
Asynchronous Communication
Asynchronous communication involves (for our purposes) any type of electronic communication that does not take place in real time. Examples of asynchronous communication would be:
1. E-mail
2. Bulletin Boards
3. Discussion Boards
4. Blogs
Outlined below are some of the advantages of using asynchronous communication with students:
1. gain valuable insights into other cultures;
2. Easy access to 'experts' and authentic communication partners;
3. Learners appreciate not only the cultural insights gained from email exchanges but also the opportunity to mutually improve their respective language skills;
4. E-mail helps develop the ability to create and initiate various kinds of discourse therefore facilitating learners' ability to express a greater variety of functions in different contexts;
5. Learners develop stronger arguments, are more accurate, and improve their analytical, narrative and descriptive writing styles through using email;
6. Learners produce language which is more formal and complex than in face-to-face discussions;
7. E-mail helps redress unbalanced communicative classroom practices which tend to neglect reading and writing skills;
8. E-mail is ideal for promoting collaboration because it provides easy access to group knowledge;
9. Facilitates sharing of ideas and work;
10. Collectively learners have a greater role in managing and controlling on-line discourse in terms of asking questions, steering conversations, requesting information, expressing opinions and querying teachers than in traditional classrooms;
11. Peer-teaching, peer-correction and editing peer-writing and self-assessment have been found to benefit from email discussions;
12. Greater (quantitively) learner participation than in classroom discussions;
13. Reduces psychological pressure of making mistakes and is less threatening than classrooms,
14. Facilitate compromise, improves social learning and co-operative skills;
15. Shy students speak out more, resulting in more equally distributed communication, and, 16. Females tend to participate more in email than classroom discussions.
These advantages I have gleaned from the research and stand as very persuasive arguments for including some form of asynchronous communication into the EAP syllabus. Most, if not all, of the arguments for asynchronous communication given above are more-or-less directly related to the idea of promoting student autonomy: The greater degree of participation of all students; facilitating cooperative skills, and the greater (collective) control of learning by students stand out as striking reasons to pursue student autonomy through asynchronous communication.
Synchronous Communication
Synchronous communication, again for our purposes, involves any electronic communication which takes place in real time. We could include in this:
1. Instant messaging;
2. Voice tools (Skype, for example), and,
3. Video conferencing.
Whilst synchronous communication shares many of the same advantages as asynchronous communication there are some which are particularly pertinent for synchronous communication:
1. Learners can monitor accuracy in real-time;
2. Experiment with complicated syntactic structures and generate different types of discourse; 3. Learn authentic language from native speakers, and,
4. Focus on informal language use enabling learners to concentrate on communicating ideas and arguments.
The World Wide Web
The World Wide Web (WWW) provides;
1. exposure to and experience of other cultures (can improve motivation and attitudes to the target language)
2. provides exposure to a wide range of communication styles
3. a rich array of resources
Learners can take control of their learning by:
1. choosing materials and resources;
2. discovering new materials for themselves;
3. devising their own ways of handling information;
4. controlling navigation;
5. choosing the order in which they tackle activities;
6. working at their own pace and when they wish to, and,
7. through working online learners become more confident and more able in their research skills.
In the following posts I'll add a short up-to-date bibiography and I'll then move on to some of the obstacles ...
Alex
And for the next installment ... (click here for the pdf version of this post)
Setting aside some of the unresolved issues concerning definitions and meanings, it is evident that autonomy has become one the most influential concepts in language teaching and, as such, there have been a large number of researched/documented attempts to promote student autonomy. Benson (2001) identifies six categories of pedagogical approaches to promote autonomy listed below:
1. Learner-training based;
2. Teacher-based;
3. Resource-based;
4. Classroom-based;
5. Curriculum-based;
6. Technology-based.
We will be mainly looking at Technology and autonomy.
Technology and Autonomy
‘New educational technologies are often perceived simultaneously as both a promise and a threat. The new technologies of language learning have tended to latch onto autonomy as one justification for their existence. Computer software for language learning is an example of a technology which claims to promote autonomy simply by offering the possibility of self-study. Such claims are often dubious, because of the limited range of options and roles offered to the learner. Nevertheless, technologies of education in the broadest sense (from the textbook to the computer can be considered to be either more or less supportive of autonomy.’
Benson and Voller (1997:10)
Benson and Voller make clear a key point: technology, in itself, does not necessarily facilitate learner autonomy. The capacity of technology to support student autonomy is complex (and, in my view, unresolved) and will, inevitably be dependent on a wide range of factors. Having said that, we will now look at some of the available evidence which supports the idea that technology can help facilitate student autonomy and also some of the evidence that is a little more cautious.
Online learning, Autonomy and EAP: What evidence is there that online learning can facilitate student autonomy?
There are three main ways in which technology is seen as supporting student autonomy in on-line environments:
1. Situational autonomy;
2. Control,
3. Collaboration.
Situational Autonomy
Because of the (distance) nature of on-line learning, students have to act autonomously. Students are forced into making choices concerning many key aspects of learning. These choices, or decisions, might include:
The pace;
The time;
The place (of study)
The order of materials, and,
Following up on links.
Essentially, the student is forced to make sense of his/her learning environment and is forced to make decisions to manage, organise, and assess learning. How successful students are at appropriated their learning environments – when forced to – will depend, again, on a large number of variables. We shall examine some the key variables later in this section. For the moment, it is clearly an extremely weak argument to suggest that students will enhance their autonomy simply because they have no choice. You only have to examine the drop-out rate on on-line courses to confirm this.
Control
On-line learning facilitates the recentring or shifting of control from teachers to students. Johnston (1999: 87) claims that 'on-line education has the potential to re-centre control in the educational experience from the teacher to the students'. This potential is partly due to the nature of on-line learning, which creates 'non-traditional discourse forms to resist teacher-centred pedagogy' (Fuller et al., 2000), and partly because on-line learning increases learners' expectations concerning their active participation in learning and determining for themselves the form of meaningful communication and learning (Warschauer, 2000).
Collaboration
Research concerning on-line learning often focuses on the collaborative nature of on-line learning (Warschauer, 1996; 1997; Coverdale-Jones, 1998; Ragoonaden and Bordeleau, 2000; Brown, 1997; Wolff, 1997; Herrington and Oliver, 1997; Carwell, 2000; Cezec-Kecmanovic and Webb, 2000; and Söntgens, 1999).
Benson's approach to autonomy necessarily involves collaboration and the two become intertwined:
'Greater learner control over the learning process, resources and language cannot be achieved by each individual working alone according to his or her own preferences. Control is a question of collective decision-making rather than individual choice. Yet collective decisions are also arrived at by individuals achieving consensus and acting in concert.'
Benson, 1996:33.
The key theoretical notion to support collaboration as a pedagogical goal come from Vygotsky's socially mediated theory of learning. A key notion is the Zone of Proximal Development (ZPD). The ZPD is defined as:
'[T]he distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.'
Vygotsky, 1978: 86.
The main interest in Vygotsky's ZPD lies in developing autonomous learners or 'independent problem solvers' who achieve autonomy through collaboration with teachers and/or peers.
The pedagogical implications of understanding autonomy as interactive interdependence is that one cannot (always) isolate the promotion of an individual's autonomy from that of the group's Little argues this point as follows:
'[L]earning can only proceed via interaction, so that the freedoms by which we recognize learner autonomy are always constrained by the learner's dependence on the support and cooperation of others.'
Little, 2000:204.
Evidence in Three Areas of New Technology.
Asynchronous Communication
Asynchronous communication involves (for our purposes) any type of electronic communication that does not take place in real time. Examples of asynchronous communication would be:
1. E-mail
2. Bulletin Boards
3. Discussion Boards
4. Blogs
Outlined below are some of the advantages of using asynchronous communication with students:
1. gain valuable insights into other cultures;
2. Easy access to 'experts' and authentic communication partners;
3. Learners appreciate not only the cultural insights gained from email exchanges but also the opportunity to mutually improve their respective language skills;
4. E-mail helps develop the ability to create and initiate various kinds of discourse therefore facilitating learners' ability to express a greater variety of functions in different contexts;
5. Learners develop stronger arguments, are more accurate, and improve their analytical, narrative and descriptive writing styles through using email;
6. Learners produce language which is more formal and complex than in face-to-face discussions;
7. E-mail helps redress unbalanced communicative classroom practices which tend to neglect reading and writing skills;
8. E-mail is ideal for promoting collaboration because it provides easy access to group knowledge;
9. Facilitates sharing of ideas and work;
10. Collectively learners have a greater role in managing and controlling on-line discourse in terms of asking questions, steering conversations, requesting information, expressing opinions and querying teachers than in traditional classrooms;
11. Peer-teaching, peer-correction and editing peer-writing and self-assessment have been found to benefit from email discussions;
12. Greater (quantitively) learner participation than in classroom discussions;
13. Reduces psychological pressure of making mistakes and is less threatening than classrooms,
14. Facilitate compromise, improves social learning and co-operative skills;
15. Shy students speak out more, resulting in more equally distributed communication, and, 16. Females tend to participate more in email than classroom discussions.
These advantages I have gleaned from the research and stand as very persuasive arguments for including some form of asynchronous communication into the EAP syllabus. Most, if not all, of the arguments for asynchronous communication given above are more-or-less directly related to the idea of promoting student autonomy: The greater degree of participation of all students; facilitating cooperative skills, and the greater (collective) control of learning by students stand out as striking reasons to pursue student autonomy through asynchronous communication.
Synchronous Communication
Synchronous communication, again for our purposes, involves any electronic communication which takes place in real time. We could include in this:
1. Instant messaging;
2. Voice tools (Skype, for example), and,
3. Video conferencing.
Whilst synchronous communication shares many of the same advantages as asynchronous communication there are some which are particularly pertinent for synchronous communication:
1. Learners can monitor accuracy in real-time;
2. Experiment with complicated syntactic structures and generate different types of discourse; 3. Learn authentic language from native speakers, and,
4. Focus on informal language use enabling learners to concentrate on communicating ideas and arguments.
The World Wide Web
The World Wide Web (WWW) provides;
1. exposure to and experience of other cultures (can improve motivation and attitudes to the target language)
2. provides exposure to a wide range of communication styles
3. a rich array of resources
Learners can take control of their learning by:
1. choosing materials and resources;
2. discovering new materials for themselves;
3. devising their own ways of handling information;
4. controlling navigation;
5. choosing the order in which they tackle activities;
6. working at their own pace and when they wish to, and,
7. through working online learners become more confident and more able in their research skills.
In the following posts I'll add a short up-to-date bibiography and I'll then move on to some of the obstacles ...
Alex
Congratulations to Siobhan
Hi everyone,
I'm sure you'll join me in congratulating Siobhan on passing her viva. Quite an achievement!
Well done,
Alex
I'm sure you'll join me in congratulating Siobhan on passing her viva. Quite an achievement!
Well done,
Alex
Tuesday 11 August 2009
Hello all,
Sorry to have been so long in posting and thanks to everyone for their understanding. Hope everything is going well with you -I seem to have passed my viva but then I got ill over the weekend-I think it was the relief!
Hello to Sarah-who I haven't met yet.
I'm Siobhan and I have taught ELT in Fiji at a Secondary School, in Angola on a Ministry of Education/British Council project, in Tanzania and Hungary at teacher training colleges, in Italy at the British Council School in Naples and in Portugal at the University of Lisbon. I 've been away from ELT for a while -first working as a Welfare Rights Worker-here in the UK and then doing a PhD in history at Leicester while working at various jobs.
I live in Leicester (in Highfields -if anyone knows Leicester). I live on my own now as my husband Paul sadly died three years ago.
I'm going to be teaching on the pre-sessionals at Leicester in in late August and September.
It was good to meet you all in Nottingham at the beginning of the month.
Siobhan
autonomy quote
I liked this and thought I'd share it with you:
‘critical thinking is not itself inimical to ethnic particularity. On the other hand, where critical thinking is discouraged or suppressed, we may feel impelled to question and perhaps even challenge the motives of those responsible for the discouragement or suppression’
Little (1999)
‘critical thinking is not itself inimical to ethnic particularity. On the other hand, where critical thinking is discouraged or suppressed, we may feel impelled to question and perhaps even challenge the motives of those responsible for the discouragement or suppression’
Little (1999)
Autonomy responses (6)
Hello,
greatly enjoyed reading your thoughts on autonomy and hope that we move towards more dialogue rather than me delivering text to you. The module will be much more interesting if you continue to post ... so please feel free to jump in whenever you like.
OK. So I've read what you've said about autonomy and below I've selected some of your comments which provoked me into responding (again, please feel free to do the same).
...cultural background/previous educational experience and a mismatch in S/T expectations of the learning environment has proved to be a huge obstacle to promoting learner autonomy (Anne)
In many cultures, a teacher is still regarded with extreme respect - a person who is always right and knows all the answers. This can pose a serious obstacle to promoting learner autonomy/independent learning in a real teaching context. (Klaus)
As Sam said (and the two sample quotes from you show) the issue of autonomy and culture is a 'biggy'. I think the issue here is very complex indeed and certainly I don't have the answer as such. What I would say though is that I draw a distinction between 'culture bound' and 'culture sensitive'. Viewing students as being products of a particular system (educational, cultural, linguistic, gendered ... whatever you like) inhibits firstly how we view students and more importantly how we behave towards students (and consequently, or in conjunction with, how they behave toward us). If we see students as products of a culture then we can easily forget the extent to which they are individuals with potential to change, develop, be critical etc. It also goes against the intuition that cultures are not sealed off from one another (particularly in the world we now live in). Being culturally sensitive simply assumes that behaviours, attitudes, expectations will originate, to a greater or lesser degree, from past experience. Past experience will be individualised and only partially dependent on cultural factors. I think it is important to try to see students with some sensitivity to culture but also with an open mind as to how far culture will determine their learning in the classroom. How we view students (particularly when we frame them in ways which seem to imply a deficiency model) may turn into a self-fulfilling prophecy (all participants conforming to expectations).
'I found that it was only by starting to explore students' own expectations of learning, the teacher and the learning process (through stem sentence activities and the like) that we were able to discuss the rationale for a less teacher-centred approach and start to put it into practice.' (Sarah)
I also feel they have certain expectations of what a good teacher is and that I do not necessarily conform to that. (Sam)
I think Sarah's and Sam's comments (also others who said pretty much the same) are important for two reasons; firstly, in terms of expectations, and secondly, in terms of dialogue. I think expectations goes back to what I said earlier and also in terms of the semiotics of teaching and learning. By that I mean that all the signs we give to students inform them of 'our' expectations of them. Handbooks, rules, assessments, timetables, layout of the classroom, materials, technology ... how these are configured all inform the students as to how the should behave and might survive an EAP course. We, as teachers, take many of these things for granted and don't even imagine that many of these signs could be altered to better serve learning and autonomy. In my view, a lot of education is about control and controlling learning/students. Expectations are not simply what we say to students. The second point about dialogue is crucial. Engaging in open dialogue with students (and having the time to do so) is important is moving toward a classroom in which understanding is improved as well as trust (as opposed to accountability). We need to understand our students if we are to teach them. A check list of learning styles, needs, background, gender etc. will help ... but not much.
discussing theories always makes me quite tense as they often do not reflect reality (Klaus)
This is a common reaction of teachers to theory. Our profession is littered with tensions between theory and practice (practitioner research has come into fashion in the forms of action research and exploratory practice). However, my view is that we are all guided by theory/ies and the important thing is to make explicit what it is that guides our actions and decisions as teachers. Better we control our actions than act without a full understanding of what we are doing. Theory serves a purpose, it provides reasons for what we do, ultimately it is a praxis. Autonomy grew from practitioners unhappy with traditional language education. It was a response to ideological and learning 'frustrations' about educational systems. In a sense, autonomy is a resistance movement, a broad church of practitioners looking for new ways to teach. The fact that they don't reflect reality could lead to questions of why that's the case. Is the theory inadequate in some way? Is there a better theory? Or why don't my circumstances reflect theory?
I think it all comes down to the individual and how motivated and interested they are, and I don’t think I can promote motivation (does that make sense?) Maybe I am taking this from my own experience as a student, which could be the wrong thing to do, but surely my experience as a student counts for something? (Claire)
Claire makes an interesting point about her own experiences. Yes, how you were as a student will give you a basis for thinking about teaching (a very strong one at that). This is why teacher autonomy is so important for the success of promoting learner autonomy. If institutions such as CELE neglect teacher autonomy and don't provide any room for teachers to engage with autonomy in their lives then it is hardly likely that autonomy will be key in the classroom. Autonomy is something which has to be both understood and experienced if it is to have any chance of flourishing.
A number of explicitly or implicitly claim that the institution, the syllabus, assessments, colleagues' expectations, time and so on inhibit your ability to promote autonomy or act autonomously yourselves. In effect, autonomy is an ideal but often little more than words. I think that many EAP institutions, including CELE, would largely conform to this (though insessional doesn't). As teachers what is the response to this? Give up? Heads down? Forget it? Possibly. But I think that the solution lies in thinking beyond the classroom. Thinking about acting collaboratively and strategically, trying to have some influence over decisions. Strategically it means trying to find an opening where you do have some degree of control ... it might be in the classroom, the design of materials, sitting on a committee, talking to colleagues, making (repeated) suggestions, highlighting contradictions in practice, .... whatever it might be it is a case of trying to influence colleagues, students, course directors. Basically, it requires a kind of philosophy of hope. And it requires others.
That's enough for now. I enjoyed your ideas and hope you respond to mine :-)
The next post from me will move into the area of technology and autonomy.
Alex
greatly enjoyed reading your thoughts on autonomy and hope that we move towards more dialogue rather than me delivering text to you. The module will be much more interesting if you continue to post ... so please feel free to jump in whenever you like.
OK. So I've read what you've said about autonomy and below I've selected some of your comments which provoked me into responding (again, please feel free to do the same).
...cultural background/previous educational experience and a mismatch in S/T expectations of the learning environment has proved to be a huge obstacle to promoting learner autonomy (Anne)
In many cultures, a teacher is still regarded with extreme respect - a person who is always right and knows all the answers. This can pose a serious obstacle to promoting learner autonomy/independent learning in a real teaching context. (Klaus)
As Sam said (and the two sample quotes from you show) the issue of autonomy and culture is a 'biggy'. I think the issue here is very complex indeed and certainly I don't have the answer as such. What I would say though is that I draw a distinction between 'culture bound' and 'culture sensitive'. Viewing students as being products of a particular system (educational, cultural, linguistic, gendered ... whatever you like) inhibits firstly how we view students and more importantly how we behave towards students (and consequently, or in conjunction with, how they behave toward us). If we see students as products of a culture then we can easily forget the extent to which they are individuals with potential to change, develop, be critical etc. It also goes against the intuition that cultures are not sealed off from one another (particularly in the world we now live in). Being culturally sensitive simply assumes that behaviours, attitudes, expectations will originate, to a greater or lesser degree, from past experience. Past experience will be individualised and only partially dependent on cultural factors. I think it is important to try to see students with some sensitivity to culture but also with an open mind as to how far culture will determine their learning in the classroom. How we view students (particularly when we frame them in ways which seem to imply a deficiency model) may turn into a self-fulfilling prophecy (all participants conforming to expectations).
'I found that it was only by starting to explore students' own expectations of learning, the teacher and the learning process (through stem sentence activities and the like) that we were able to discuss the rationale for a less teacher-centred approach and start to put it into practice.' (Sarah)
I also feel they have certain expectations of what a good teacher is and that I do not necessarily conform to that. (Sam)
I think Sarah's and Sam's comments (also others who said pretty much the same) are important for two reasons; firstly, in terms of expectations, and secondly, in terms of dialogue. I think expectations goes back to what I said earlier and also in terms of the semiotics of teaching and learning. By that I mean that all the signs we give to students inform them of 'our' expectations of them. Handbooks, rules, assessments, timetables, layout of the classroom, materials, technology ... how these are configured all inform the students as to how the should behave and might survive an EAP course. We, as teachers, take many of these things for granted and don't even imagine that many of these signs could be altered to better serve learning and autonomy. In my view, a lot of education is about control and controlling learning/students. Expectations are not simply what we say to students. The second point about dialogue is crucial. Engaging in open dialogue with students (and having the time to do so) is important is moving toward a classroom in which understanding is improved as well as trust (as opposed to accountability). We need to understand our students if we are to teach them. A check list of learning styles, needs, background, gender etc. will help ... but not much.
discussing theories always makes me quite tense as they often do not reflect reality (Klaus)
This is a common reaction of teachers to theory. Our profession is littered with tensions between theory and practice (practitioner research has come into fashion in the forms of action research and exploratory practice). However, my view is that we are all guided by theory/ies and the important thing is to make explicit what it is that guides our actions and decisions as teachers. Better we control our actions than act without a full understanding of what we are doing. Theory serves a purpose, it provides reasons for what we do, ultimately it is a praxis. Autonomy grew from practitioners unhappy with traditional language education. It was a response to ideological and learning 'frustrations' about educational systems. In a sense, autonomy is a resistance movement, a broad church of practitioners looking for new ways to teach. The fact that they don't reflect reality could lead to questions of why that's the case. Is the theory inadequate in some way? Is there a better theory? Or why don't my circumstances reflect theory?
I think it all comes down to the individual and how motivated and interested they are, and I don’t think I can promote motivation (does that make sense?) Maybe I am taking this from my own experience as a student, which could be the wrong thing to do, but surely my experience as a student counts for something? (Claire)
Claire makes an interesting point about her own experiences. Yes, how you were as a student will give you a basis for thinking about teaching (a very strong one at that). This is why teacher autonomy is so important for the success of promoting learner autonomy. If institutions such as CELE neglect teacher autonomy and don't provide any room for teachers to engage with autonomy in their lives then it is hardly likely that autonomy will be key in the classroom. Autonomy is something which has to be both understood and experienced if it is to have any chance of flourishing.
A number of explicitly or implicitly claim that the institution, the syllabus, assessments, colleagues' expectations, time and so on inhibit your ability to promote autonomy or act autonomously yourselves. In effect, autonomy is an ideal but often little more than words. I think that many EAP institutions, including CELE, would largely conform to this (though insessional doesn't). As teachers what is the response to this? Give up? Heads down? Forget it? Possibly. But I think that the solution lies in thinking beyond the classroom. Thinking about acting collaboratively and strategically, trying to have some influence over decisions. Strategically it means trying to find an opening where you do have some degree of control ... it might be in the classroom, the design of materials, sitting on a committee, talking to colleagues, making (repeated) suggestions, highlighting contradictions in practice, .... whatever it might be it is a case of trying to influence colleagues, students, course directors. Basically, it requires a kind of philosophy of hope. And it requires others.
That's enough for now. I enjoyed your ideas and hope you respond to mine :-)
The next post from me will move into the area of technology and autonomy.
Alex
Monday 10 August 2009
I have made a start...
So, I have only glimpsed over all of the posts so far, and like Anne, feel that I should put down my own thoughts first (before I start stealing ideas!)
Do I feel I promote learner autonomy as a teacher? My honest answer would be no - I don’t think I really do (not sure I should have written that already!) Of course I encourage the students to learn independently and highlight the importance of it, but I don’t think I actually promote it – well, not in the classroom anyway. I think it all comes down to the individual and how motivated and interested they are, and I don’t think I can promote motivation (does that make sense?) Maybe I am taking this from my own experience as a student, which could be the wrong thing to do, but surely my experience as a student counts for something? I see it in the classroom everyday – those who are autonomous, and those that are clearly not. All of the promoting in the world from me, is not going to really change the fact that as soon as the students leave the classroom, they are going to go their own way, and do what they like. Of course I am not saying this about all students, as some will listen, take advice and be guided – but the realisation really has to come from them. To keep this short, I agree with the ‘Self-determination’ theory and the argument that ‘self regulated learning can occur only when the ability to control the strategic thinking processes is accompanied by the wish to do so’ (Ushiodo, 2006). Until the student really wants to learn, there is not much I can do to promote autonomy. The most I can do is make the lessons as interesting and beneficial as possible, and hope that the interest in the lessons will have an impact on the students’ independent learning. Could this raise the question then, that inadvertently I do promote independent learning in the classroom?
I think I am going to stop here for now even though I know I haven’t answered a lot of the questions, at least I have made a start, and actually now it has really got me thinking (now I get the point!) I think I could join in with Klaus on the use of technology, as I actually had an interview with Wall Street. I didn’t get the job as I was questioning their methods throughout the interview, however, I also had a student who had learnt all of her English at Wall Street, and she was at a pretty high level. I realise though, that this is a completely different issue, so I really will stop writing!
Autonomy – responses to questions
Promoting learner autonomy is something I try to do on a daily basis, because I think it is very important, but I do struggle with this. I found it interesting to read about the origins of the term learner autonomy in language learning and especially to see that I’m not the only one confused by terms used interchangeably, such as learner independence, or the distinction between exercising autonomy and developing the capacity for autonomy (see Smith, Learner autonomy). I haven’t done all the reading yet, but I have thought about Alex’s questions and I’m deliberately posting my thoughts before reading what others have said.
I’m conscious of two particular obstacles to learner autonomy here at CELE: Firstly, cultural background/previous educational experience and a mismatch in S/T expectations of the learning environment has proved to be a huge obstacle to promoting learner autonomy. For many students, their experience has been of the teacher telling them what to do, or of simply attending the course and automatically passing the final assessment. Secondly, I find the pressure of time and the desire to get through the syllabus (covering the material) a significant obstacle because the courses on AE presessional are (necessarily?) prescriptive. It’s easy to fall into the trap of ‘teaching the course’ rather than ‘teaching the students’. There’s danger of negative backwash from the exams in the sense that you want the students to succeed and their progression ultimately hinges on success in these final exams. And there’s another dilemma, because the tests don’t always appear to reflect what the students will need to do in their future departments – at least in the students’ view.
Whenever we focus on study skills, I either tell or elicit from students how specific skills can/should be used outside the classroom, e.g. recording vocabulary, techniques for approaching reading/listening texts. I try to raise awareness of what they need to do in their own time e.g. dictations/spelling tests can be a concrete indication that they do not yet ‘know’ that word completely.
Regarding my own autonomy as a teacher, I am very conscious of limitations, especially on presessional courses because they are very prescriptive. However, within those constraints, I constantly make choices about what I think my students need at any particular point.
Although the term ‘autonomy’ is bandied about a lot, I think it can amount to little more than lip service and I wonder to what extent it could even be considered a luxury, both for students and teachers. Within the presessional model here in CELE there does seem to be a ‘need’ for uniformity in terms of what is covered and how. I’m tempted to explain in more detail, but perhaps I should wait for responses or questions on that. Perhaps there is a continuum when it comes to considering how central a role autonomy plays in teaching and learning objectives.
In an ideal world, I would like to encourage my students to take control of the classroom, but those same two obstacles I mentioned at the beginning make that pretty unrealistic in my current situation. I have done this in the past; in China where I was afforded a huge amount of freedom to do almost whatever I wanted in a 20 week term – set my own aims, create my own syllabus, develop/choose my own materials – there was scope for encouraging learners to do this.
But, in my current EAP situation I try to give choices to the students in what tasks to do or what order to do them in during a lesson. This may involve getting consensus, and the deciding vote may lie with me, but I will always try to mediate fairly and give reasons for decisions.
In tutorials, there is scope for encouraging more learner autonomy, but perhaps that is moving away from the original question.
Finally, regarding the question of technology fostering learner autonomy, there does seem to be a huge amount of good stuff out there online, such as VSAC and podcasts from websites such as the BBC. I think it does need to be presented well to students so that they can develop discernment in making choices as to what will benefit them most. I have used podcasts in my teaching, especially last summer when teaching a module on listening and notemaking. Being a technophobe myself, this was quite something, but I was convinced of their value and pretty chuffed with the lessons in which I used them. It was well worth the time spent in preparing tasks to get the most out of the material.
I’m conscious of two particular obstacles to learner autonomy here at CELE: Firstly, cultural background/previous educational experience and a mismatch in S/T expectations of the learning environment has proved to be a huge obstacle to promoting learner autonomy. For many students, their experience has been of the teacher telling them what to do, or of simply attending the course and automatically passing the final assessment. Secondly, I find the pressure of time and the desire to get through the syllabus (covering the material) a significant obstacle because the courses on AE presessional are (necessarily?) prescriptive. It’s easy to fall into the trap of ‘teaching the course’ rather than ‘teaching the students’. There’s danger of negative backwash from the exams in the sense that you want the students to succeed and their progression ultimately hinges on success in these final exams. And there’s another dilemma, because the tests don’t always appear to reflect what the students will need to do in their future departments – at least in the students’ view.
Whenever we focus on study skills, I either tell or elicit from students how specific skills can/should be used outside the classroom, e.g. recording vocabulary, techniques for approaching reading/listening texts. I try to raise awareness of what they need to do in their own time e.g. dictations/spelling tests can be a concrete indication that they do not yet ‘know’ that word completely.
Regarding my own autonomy as a teacher, I am very conscious of limitations, especially on presessional courses because they are very prescriptive. However, within those constraints, I constantly make choices about what I think my students need at any particular point.
Although the term ‘autonomy’ is bandied about a lot, I think it can amount to little more than lip service and I wonder to what extent it could even be considered a luxury, both for students and teachers. Within the presessional model here in CELE there does seem to be a ‘need’ for uniformity in terms of what is covered and how. I’m tempted to explain in more detail, but perhaps I should wait for responses or questions on that. Perhaps there is a continuum when it comes to considering how central a role autonomy plays in teaching and learning objectives.
In an ideal world, I would like to encourage my students to take control of the classroom, but those same two obstacles I mentioned at the beginning make that pretty unrealistic in my current situation. I have done this in the past; in China where I was afforded a huge amount of freedom to do almost whatever I wanted in a 20 week term – set my own aims, create my own syllabus, develop/choose my own materials – there was scope for encouraging learners to do this.
But, in my current EAP situation I try to give choices to the students in what tasks to do or what order to do them in during a lesson. This may involve getting consensus, and the deciding vote may lie with me, but I will always try to mediate fairly and give reasons for decisions.
In tutorials, there is scope for encouraging more learner autonomy, but perhaps that is moving away from the original question.
Finally, regarding the question of technology fostering learner autonomy, there does seem to be a huge amount of good stuff out there online, such as VSAC and podcasts from websites such as the BBC. I think it does need to be presented well to students so that they can develop discernment in making choices as to what will benefit them most. I have used podcasts in my teaching, especially last summer when teaching a module on listening and notemaking. Being a technophobe myself, this was quite something, but I was convinced of their value and pretty chuffed with the lessons in which I used them. It was well worth the time spent in preparing tasks to get the most out of the material.
Subscribe to:
Posts (Atom)
