1	Preparing the Next Generation of CALL Practitioners Online teacher training in CALL
2	Rationale for online (pure distance) delivery of CALL PURPOSE To deliver a teacher training course ONLINE in Computer-Assisted Language Learning (CALL) to current SMC graduate students and alumni REASONS allow participants to earn credits toward a master’s degree at SMC continue professional obligations while at the same time improving credentials (Master’s degree, (re)certification, or job advancement) reduce travel and accommodations cost for faculty and students allow participants to remain in their country and pursue a career TARGET AUDIENCE Originally (1999/2000): partner institutions/satellite campuses of MATESL during the academic year (Hellenic American Union in Athens, Gama Bell School in Krakow, Poland) Currently: Any MATESL student who lives/ works abroad (Switzerland, South Pacific, Canada, Greece, Poland) On-campus students in MATESL, MEd, and MSA programs Public school teachers/staff around the state of Vermont and in neighboring states (New York); distance too great to travel Alumni of SMC (undergrad or grad)
3	Personal CALL philosophy In authoring this CALL course, I echo Warschauer's belief that "the literacies of accessing and publishing Web-based information must also become part of English language teaching curricula. New electronic literacies ... include computer literacy (i.e., comfort and fluency in keyboarding and using computers), information literacy (i.e., the ability to find and critically evaluate online information), multimedia literacy (i.e., the images, and sounds), and computer-mediated communication literacy (i.e., knowledge of the pragmatics of individual and group online interaction)” (A Developmental Perspective on Technology in Language Education, TESOL Quarterly 36,(3), Autumn 2002, p. 455)
4	Goals and expectations for delivering the course online to provide an online teacher training experience through online CALL that parallels the experience that the students have in the face-to-face course My premise: Whatever I and the students do/did in the face-to-face course, should also happen in the online course. I have to find ways to make this possible. to find ways to create the same kind of effective, involved, enthusiastic learning community that existed in my face-to-face classes To model the course goal—effectively incorporating technology into the classroom—by providing hands-on, task- and project-based experiences, that follow a constructivist, inquiry-based approach Construction of learning and teaching principles by the group rather than receiving information through lectures The teacher as facilitator, not the “sage of the stage” Autonomous Learners taking responsibility for their own learning
5	The Paradigm Shift
6	Indicators of engaged learning
7	Indicators of engaged learning
8	The results of four years of online delivery vis-a-vis my goals and expectations How were the goals accomplished? Content: Participants learn through hands-on and task-based activities how to incorporate computer technology into lessons that enhance the skills of English language learners. Reviews of research in online discussions, group analyses, and chats regarding the effectiveness of various media; critical evaluation of web sites and software, including those for K-12 teaching Online Tutorials (Word, PPT, FP): mastering the technology (HOW TO’s) Process: 14 weekly modules, theme/topic-based; no regularly scheduled physical meeting times, but participants need to "check in" at least 3-4 per week Time on task in this 3-credit course: Course work corresponds to the 37.5-hour requirement for graduate courses at SMC (I have scheduled 14 weeks worth of "Tasks" and "Assignments“ rough time estimate: 3 hours of intensive work on tasks plus twice the number of hours (= 6 hours) for hands-on preparation and regular weekly assignments Prerequisite skills/hardware: Familiarity with the Windows operating system (Win98 or higher), basic file management, Internet navigation, e-mail, and word processing. Students must be able to store large files (e.g. Zip or CD-RW disks).
9	How were the goals accomplished? Teaching method: Using constructivist, inquiry and project-based learning principles that encourage collaboration and interaction Hands-on tasks and projects (weekly, short-term, and semester-long): Experimentation with applications, Internet tools, and links (= tasks) Constructing teaching tools that make use of what they learned (a class/school newsletter in Word, a PowerPoint slide show that is a lesson plan for a WebQuest, a FrontPage-based WebQuest lesson, web-based rubrics for assessment of student projects, ) (= Hands-on Projects) Sharing with the class what they learned about each task (threaded discussion) Group tasks that require the use of online collaboration tools for communication and file sharing, as well as peer reviewing Weekly summaries/reactions to Required and personally selected readings (Reading Discussion forum; threaded discussion) Hands-on links (Tasks; Sharing what you learned Disc. forum; threaded disc.) Class members’ questions and comments Class members’ short- and long-term projects (peer reviews)
10	How were the goals accomplished? (cont’d) Online course delivery Design: Simple course architecture in eCollege--easy to navigate Consistent course/page design and layout Clear instructions/policies/guidelines/deadlines; frequent repetition (reminders) Tools: computer-mediated communication to establish an effective learning community
11	The Online Learning Community Asynchronous communication Assignment of moderators to lead the weekly threaded discussion forums about readings and hands-on tasks/projects Class discussions (readings/links/tasks) Interaction (peer reviews of projects) File sharing (submitting hands-on projects, submitting newly-found web links and WebQuest links; E-mail exchanges: class/group/private A teacher-constructed web page with the picture and brief bio of each course participant collaboration (group tasks—synchronous & asynchronous)
12	Online Delivery--Design, Content, Process
13	Synchronous communication in CALL Online
14	Text-based Communication in CALL Online
15	Assessment in CALL Online In Constructivist Learning Theory, learning is assessed through performance–based projects rather than through traditional paper and pencil testing. Interaction with the class: 43% Posting of reactions to articles: (14%) – 14 articles, 1 summary reaction per week; 1 point per week; extra credit for more than 14 summary reactions Sharing what you learned: (14%) – 14 weeks; 3 responses total per week; 1 point per week Moderating a discussion: ( 6%) – 3 times required, including Reading Forum and Sharing forum – 2 points per turn as moderator for a total of 6 points Interactive Tasks--peer reviews of classmates' projects (5%) -- 5 tasks; 1 point each Posting of newly found links: 4% -- 8 links min.; ½ point per link Hands-on projects: 14% -- 7 projects; 2 points per project Two in-depth Reviews: 20% Web Site Review: (10%) – 10 points for completion Software Review: (10%) – 10 points for completion Multimedia WebQuest: 23% Part 1: PowerPoint CALL Lesson (11%) -- 11 points for completion Part 2: WebQuest on the web (12%) – 12 points for completion ________________________________________________________________ TOTAL: 100% -- 100 points Note: penalties for late submission
16	Assessment in CALL Online
17	Project-based Assessment in CALL Online
18	Outcomes A more learner-centered and higher quality experience than the face-to-face course Student comments: “Tremendous learning experience: exposure to a wealth of resources & media” Carefully thought-out/substantive/stimulating interaction Everybody participates ALL THE TIME. High quality of output—projects and discussions Continual exploration to find ways to incorporate newly learned tools/methods/aspects Accomplishment of course goals
19	What evidence/yardsticks do I have to validate this outcome? Unsolicited student quotes (from current threaded discussions): Can you believe we're already 6 weeks in? It's been great learning from everyone thus far. I am as enthusiastic as you are. Our voice conference this weekend was something I really enjoyed. It's amazing how computers can bring together people and students from all around the world. How exciting to speak to someone in Greece, and not have to pay long distance, AND to be collaborating on a project together. It was wonderful! Once again, the learning in this course is just endless for me!
20	Challenges Scheduling real-time chats across 2-3 time zones Varying levels of comfort with technology: steep learning curve Round-the-clock access to e-mail & the Internet Balancing class work & full-time jobs: keeping up with the weekly assignments & interaction Technological problems: different e-mail applications/Word editions, e-mail/servers down, constantly changing URLs of important course links, changes on the electronic listserv /bulletin board Personal problems Effects of distance: delay in response time; no visual contact
21	Constructivist Theory Jean Piaget’s Genetic Epistemology Cognitive structures are patterns of physical or mental action that underlie specific acts of intelligence and correspond to stages of child development. Cognitive development consists of a constant effort to adapt to the environment. Vygotsky’s Social Development Theory Social interaction plays a fundamental role in the development of cognition. Full development during zone of proximal development depends on full social interaction. The range of skill that can be developed with guidance of a more competent other or with peer collaboration exceeds what can be attained alone. John Dewey Students learn by “directed living” : combining learning with hands-on projects Students must be engaged in meaningful and relevant activities which allow them to apply the concepts they are endeavoring to learn. Jerome Bruner Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Socratic dialog, spiraling curriculum. Papert’s Theory of Constructionism Knowledge is constructed, not absorbed. Children don’t “get” ideas, they make them. They learn best when constructing personally-relevant artifacts which they then reflect on and discuss. Ways in which computers can change learning.
22	Links Link to CALL Online (live) (password protected) Link to CALL Online demo http://academics.smcvt.edu/cbauer-ramazani/gsl520_online/demo/CALL_Online_demo.htm Link to more research on Constructivist theory, interaction, collaboration, assessment: “Interaction, Collaboration, and Assessment in Online Courses” (Bauer-Ramazani/Sihombing, TESOL 2001; includes bibliography) http://academics.smcvt.edu/cbauer-ramazani/present/tesol01_interact.htm Online Learning and Teaching http://academics.smcvt.edu/cbauer-ramazani/Links/distance_learning.htm