Hybrid, blended, flipped How ELICOS centres are using ...
Transcript of Hybrid, blended, flipped How ELICOS centres are using ...
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Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, TOEFL, TOEFL IBT, TOEFL ITP and TOEFL JUNIOR are registered trademarks of
Educational Testing Service (ETS) in the U.S. and other countries. TOEFL PRIMARY is a trademark of ETS. All other trademarks are the property of their respective owners.
Hybrid, blended, flipped… How ELICOS centres are using online learning to enhance the
student experience
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Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, TOEFL, TOEFL IBT, TOEFL ITP and TOEFL JUNIOR are registered trademarks of
Educational Testing Service (ETS) in the U.S. and other countries. TOEFL PRIMARY is a trademark of ETS. All other trademarks are the property of their respective owners.
Outline
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Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, TOEFL, TOEFL IBT, TOEFL ITP and TOEFL JUNIOR are registered trademarks of
Educational Testing Service (ETS) in the U.S. and other countries. TOEFL PRIMARY is a trademark of ETS. All other trademarks are the property of their respective owners.
Overview
A. Introduction
B. Lightning Presentations
1. Kathryn Olston Capstone Project Proposal
2. Brooke Donnelly Adaptive learning support
3. Michael Bos ICT and 21 Century learners
4. Jarrad Merlo 1:1 Online Learning Tutorials
5. Paul Moore Pedagogical principles for CALL
C. Question time
D. Concluding thoughts
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Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, TOEFL, TOEFL IBT, TOEFL ITP and TOEFL JUNIOR are registered trademarks of
Educational Testing Service (ETS) in the U.S. and other countries. TOEFL PRIMARY is a trademark of ETS. All other trademarks are the property of their respective owners.
Padlet discussion board https://padlet.com/cmoore88/zjvu83ec74ag
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Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, TOEFL, TOEFL IBT, TOEFL ITP and TOEFL JUNIOR are registered trademarks of
Educational Testing Service (ETS) in the U.S. and other countries. TOEFL PRIMARY is a trademark of ETS. All other trademarks are the property of their respective owners.
Definitions
• Hybrid learning solutions: A mix of online and face to face learning.
• Blended learning solutions: The thoughtful integration of conventional and digital methods of teaching and learning as the means to achieve our greatest ambitions for 21st century education (Diana Laurillard, 2014)
• Flipped learning solutions: The traditional classroom flipped on its head with the idea that content is completed pre-class so that time is maximized in classroom for teachers to provide personalized learning for students, working on activities/homework.
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Copyright © 2017 by Educational Testing Service. All rights reserved. ETS, the ETS logo, TOEFL, TOEFL IBT, TOEFL ITP and TOEFL JUNIOR are registered trademarks of
Educational Testing Service (ETS) in the U.S. and other countries. TOEFL PRIMARY is a trademark of ETS. All other trademarks are the property of their respective owners.
Key feature of solutions that utilize technology is that they are models that are driven by methodology and pedagogy and use technology purposefully to enhance the student learning experience.
‘I did not fall in love with technology but with methodology.That is why I always emphasise the “educational” in Edtech because we should always
exploit digital tools methodologically and never focus too much on the “bling bling” of digital tools.’
(Thomas Strasser)
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The University of Sydney Page 7
Katherine Olston Director
University of Sydney Centre for English Teaching
Capstone Project Proposal
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The University of Sydney Page 8
What is the learning
solution?
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The University of Sydney Page 9
Continue
Learners address a real-world problem in
their community.
Scaffolded through the process of creating a
project proposal.
Identifying a problem,
generating ideas, targeted
researching, evaluating,
synthesising…
Produce a project
proposal in written &
video form
Online, interactive,
personalised, adaptive, multi-part lesson &
project book.
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The University of Sydney Page 10
Capstone Project Proposal – Online
MOOC 1
MOOC 2
MOOC 3
MOOC 4
MOOC 5
Academic Skills for University Success Specialization
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The University of Sydney Page 11
Capstone Project Proposal – Blended
Academic Skills for University Success Specialization (MOOC) learners had similar learning needs as CET’s f2f students – developing academic skills to prepare for study at University Integrate the Capstone Project Proposal into f2f course, Graduate Academic Skills
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The University of Sydney Page 12
What challenge does the
Capstone address?
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The University of Sydney Page 13
Challenges Addressed - Graduate Academic Skills
Course
Problem solution essay and presentation Aim to develop learner autonomy through a self-directed project
Challenges
Not effective – insufficient scaffolding for students at this level Teacher couldn’t provide the level of personalised support and input needed
Maintain the self-directed and self-paced design of the task Provide a higher level of scaffolding, (automated), to allow the teacher to focus on supporting students to achieve the task aims. Provide personalised feedback
Aims in task re-design
Provide self-access to targeted resources
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The University of Sydney Page 14
Capstone Project Proposal – Blended
Inquiry learning approach (Laurillard, 2012) - Challenging task that is relevant to learner interests - Provision of access to specific resources - Guidance and feedback
Designed to promote autonomous, self-directed, self-paced learning - A ‘learning to be’ approach (Brown, 2005) - Engagement of learners as active agents in their own
learning - Provision of support to learners in developing an - understanding of ‘what it means to be’ (Eisenberg &
Fischer, 2014) a student in an academic, tertiary environment.
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The University of Sydney Page 15
Capstone Project Proposal – Blended
Videos
Extra videos
Discussion boards
Readings
Peer review
Personalised feedback
Scaffolded learning
Staged approach &
clear task progress
Access to relevant
resources
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The University of Sydney Page 16
How has it added value to
the student learning
experience?
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The University of Sydney Page 17
Outcomes – Adding value to the learning experience
73% of students agreed or strongly agreed that the
Capstone helped them to improve their ability in the five
learning outcomes assessed in the writing task.
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The University of Sydney Page 18
Outcomes – Adding value to the learning experience
Analysis of a written text produced by students in the first week of
the Capstone and then in the final week shows that, on average,
marks improved by 16.5%.
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The University of Sydney Page 19
Outcomes – Learner feedback
Before the GAS course started, I didn't expect that the course will totally change my thought academically. What we have learn is a systemic and well organized program which can help the international students adapt to the Uni. life quicker…. I enjoyed the project proposal the most. Although [it] might be challenging and frustrated sometimes, it makes you think thoroughly and forced you to think out of the box. It will definitely be helpful for our future life in the university.
‘Angela’ (Graduate Academic Skills student)
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The University of Sydney Page 20
Adaptive learning
support Brooke Donnelly Education Manager University Pathways
Centre for English Teaching
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The University of Sydney Page 21
What is the learning
solution?
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The University of Sydney Page 22
Adaptive learning modules
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The University of Sydney Page 23
What problem does the
adaptive platform address?
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The University of Sydney Page 24
Program design
- Achieve scale and sustainability
- Leverage technology to minimise cost
- Personalise the learning experience
Learning Support
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The University of Sydney Page 25
Assessmen
t
Assessmen
t
Assessmen
t
Assessmen
t
Total content for each
skill:
12 hours face to face
36 hours online
Dedicated LMS for
delivery
Reading & Listening Support
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Screenshot Blackboard and PDF files The learning experience…?
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The University of Sydney Page 27
How have the adaptive
modules added value to the
student learning
experience?
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The University of Sydney Page 28
• Targeted help based on performance
• Ongoing real-time feedback personalisation
• Guided, structured path through the learning
learning material methodology
• Individual student performance data
• Progress monitoring progress
Adaptive learning modules
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Context
International Primary Preparation
(Year 4 – 6) High School Preparation (Year 7 –
10) Study Tours
Study Abroad
Primary School (Years P – 6)
High School (Year 7 – 12)
Overall Position (OP) Pathway
International Baccalaureate (IB) Diploma
Pathway
PREPARATION COURSES
MAINSTREAM
JPC
Brisbane
K–12 School
Co-educational
1600 Domestic
300 International
JPIC
Feeder School
Co-educational
Courses for Yr4-10
Most entries Yr7-10
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JPIC & the Curriculum Essentials
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Learning Outcomes
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Learning Outcomes
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• For each Class Level
• Builds ICT Skills & 21st Century Learner
• Designated Outcome areas
• Ability statements
ICT Learning Outcomes
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ICT Tools
Multimodals
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Developing 21st Century Thinking
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Technology Supporting Teaching/Learning
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What and How?
• Feedback • Task, Process, Self-regulation & Self
• Where am I going? (What are the goals?)
• How am I going? (What progress is being made towards the goals?)
• Where to next? (What needs to be done to make better progress?)
• Video feedback
• OneNote feedback
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What and How?
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What and How?
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What and How?
Administrative Technology Supporting Teaching
Outlook: importing SEQTA calendar; archiving; connecting JPC Calendar
• SEQTA Teach: marks book; pastoral care; reporting; correspondence; lesson setup; sharing; bridging
• Synergetic: reports; distribution lists; doc man
• Office 365: collaboration; Video Channels; data analytics
• LanSchool: setup; classroom management tools
• Printing: activating swipe card; teacher release and uniflow management
• SharePoint: customising MyRooms
• Skype for Business: online communication and collaboration
• College Portal: including managing content and navigation
• Track One: track and analyse student data
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One Term PD for Integrating Technology & Teaching
Video feedback Problem-based learning Multimodals Data to Tada Flipping the Classroom Gamification Infographics Managing Mobile Devices Social Media Online Debates Turn it in Sway Teams LanSchool Digital Inking OneNote
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1:1 Online Tutorials
• Range of interaction types (SPC, PTFU, PreTSS)
• 1:1 Tutorials
• 45 minutes in length
• 22 E2 teachers
• Built own scheduler
• Delivered >5,000 tutorials
• 4.78/5 rating (n=1720)
• 98.6% would recommend to friend
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Purpose-built Scheduler (student view)
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Purpose-built Scheduler (teacher view)
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1:1 Online Tutorials – KEY POINTS
• Teachers rapidly adapt to online
• Interaction is ‘intimate’ and ‘intense’
• Need pre-prepared material
• Need a scheduler!
• Teacher flexibility is great
• Student non-stuffupable
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1:Many Classes
• Live Group Classes (webinars)
• ~500-1,000 delivered (I think!)
• 8 x PTEA per week (65/79+)
• 5 x IELTS per week (soon 2 per day)
• 2 x OET per week
• 20-450 participants per class
• Zoom / YouTube LIVE
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1:Many Classes – KEY POINTS
Students enjoy them IF...
• Materials are pre-prepared
• Teacher is thoroughly prepared
• Technology is tried and tested
• Purposeful / Meaningful
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Speaking / Writing Feedback
• >35,000 submissions marked
• IELTS writing/speaking
• PTEA writing/speaking
• TOEFL writing/speaking
• OET writing
• Built own marking mechanism
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Speaking / Writing Feedback
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Speaking / Writing Feedback
1. Attend LIVE
Group Class
DRAFT #1
2. Submit Writing
for Feedback
DRAFT #2
3. Take 1:1 Tutorial
DRAFT #3
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Speaking / Writing Feedback – KEY POINTS
• Need seamless system! (35k!)
• Hard to get right
• Can’t satisfy all
• Too much feedback? Too little feedback?
• Identifies issues – doesn’t solve them
• Links to remedial materials?
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Pedagogical principles for CALL integration
A postgraduate course
in
computer-assisted language learning
for
language teaching professionals
Paul Moore
School of Languages and Cultures, UQ
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Language & Technology: A survey course in CALL (see Levy & Moore, 2017)
• History, theory and principles of CALL
• language skills (e.g., reading, writing & online corpora)
• Computer-mediated communication
• Mobile learning
• The future
Content
• Critical analysis of research
• CALL evaluation: Develop, implement, and critique an evaluation tool
• Podcast creation and curriculum integration
Assessment
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Principle 1. Hype & the wow factor in evaluating technologies (Gartner, 2017; Hubbard 2006, 2018; Murray & Barnes, 1998)
• Does it work?
• Does it fit … • The students’ needs/abilities?
• The teacher’s needs/abilities?
• The program/institution?
• Is it appropriate?
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Principle 2. Affordances of different technologies “the potential that teachers perceive in a particular technology tool that will support learning and teaching activities in their particular contexts” (Haines, 2016, p. 7)
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Principle 3
Pedagogy first
but
the technology makes a difference
(Dooly 2015; Kolb, 2017; Levy & Stockwell, 2006; Sauro & Chapelle, 2017)
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Principle 4. Curriculum integration (Levy & Stockwell, 2006)
Adopting institutional technologies
Exploiting learners’ technologies
Vertical in
tegration
Horizontal integration
e.g., Mobile language learning
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Trial and error in developing the flipped component
Video or screen-recording Audio + PowerPoint PPT recording
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Some technologies used to enhance interaction inside our classes
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(Gruba, Hinkelman, & Cardenos-Claros, 2016, pp. 143-144)
A final comment on ‘the classroom’