Online tools to motivate your EFL

learnersProf. JESÚS SOSA

Universidad de Los AndesEscuela de Idiomas Modernos

Mérida-Venezuela

Strengths

Weaknesses

Opportunities

Threats

TECHNOLOGY

I.-Background theory.

II.-Online tools.

In this workshop, we will discuss:

III.- Suggestions.

I.-Theory Background

-Blended Learning.-Flipping Classrooms.-CALL.

(Horn & Staker, 2015)

S

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space,

and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply

concepts and engage creatively in the subject matter” (p.1)The Flipped Learning Network (2014)

(taken from The University of Texas, 2015)

The three Stages of CALL(Warschauer, 2004)

Computer Assisted Language Learning

II.-UsingOnline tools

1.- Analyze your students’ needs.2.- Set up Your Digital Community.3.- Distribute and Collect Digitally.4.- Support Peer Bookmarking and Curation.5.- Ask your Students for Feedback.

1.-Analyze your students’ needs.

2.-Set up your digital community

Social Networks

Platforms

Blogs

3.-Distribute and collect digitally.

Repositories

Audio

Video

VisualInformation

Screencasting

Games

Presentations

Feedback

Others

4.-Support peer bookmarking and curation.

Bookmarking

Curating

5.-Ask your students

for Feedback.

III.-Suggestions

Ten tips for new e-moderators1. Experience what it’s like to interact and learn online.

2. Consider social cultural factors and pedagogy when designing and

implementing an online language course.

3. Develop a class plan.

4. Carefully select appropriate Web 2.0 tools to encourage, enrich

socialization and complement constructivist learning.

5. Encourage both synchronous and asynchronous interaction.

6. Understand the temperamental nature and inconsistencies

experienced when using technology.

7. Provide continual support and empathy when introducing new

technology.

8. Continually encourage and nurture interaction.

9. Monitor and evaluate students interaction and participation.

10.Stay open-minded and modify practice in accordance with new

knowledge obtained.

Thank you!

•Flipped Learning Network (2014). The Four Pillars of F-L-I-P™ (online version). Retrieved from: http://fln.schoolwires.net/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf

•Horn, N. & Staker, H. (2015). Designing a blended learning program (online version). Retrieved from: http://www.nccsa.org/2015/02/designing-a-blended-learning-program/

•The University of Texas at Austin (2015). “Flipping a class” (online version). Retrieved from: https://learningsciences.utexas.edu/teaching/flipping-a-class

•Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New Perspectives on CALL for Second and Foreign Language Classrooms (pp. 15-25). Mahwah, NJ: Lawrence Erlbaum Associates.

References

musulungo@gmail.com

musulungo06

@musulungososa

Contact Info:

ulaenglishjesus@gmail.com