korea 101: a course development adventure
TRANSCRIPT
Korean 101 Online
A course development adventure
How we adapted asynchronous online world language courses to enhance language mastery
Brigham Young University
>50 languages taught regularly, +30 languages
70% speak a second language
6% foreign, >110 countries
BYU Independent Study Around since 1920s Distance/online/interactive Global reach 11 languages: HS &
university
-MFS French & Int’l. Education, UW-Madison-Ph.D. student in Instructional Psych & Tech, BYU-academic consultant for blended/online-developed & teaches online French-developed all of BYU’s online & blended world language courses (11 languages)-involved in global literacy initiative-mentor for ACTFL Distance Learning SIG
-M.A.T. in TESOL, Vermont-Ph.D. in Linguistics, Purdue -Section Head of Korean in the Department of Asian and Near Eastern Languages-developed and teaches all of BYU’s Independent Study Korean courses and BYU’s new “BYU Online” hybrid Korean classes-Teaching in The U.S. A Guide for International Educators (2014). -reviewer for highly respected journals and organizations (FLA, Fulbright-Hays, Routledge, etc.)
Jennifer Quinlan
Dr. Julie Damron
I can… Identify ways to use technology to
enhance engagement Identify ways to create collaboration
online Explain the ADDIE process
Guiding Instructional Theories Gagne’s 9 events Lave & Wegner Community of Learners Vygotsky Zone of Proximal Development Vaughn technology for engagement ADDIE design process
ACTFL 5 C’s
ADDIE Analyze Design Develop Implement Evaluate
And revise!Branch, R. M. (2014). Instructional design: the addie approach. Springer.
Languages Online… really?A starting point
1. Awareness of ACTFL standards insufficient
2. Dynamic perspective3. Considerations of student engagement4. Achieving higher order thinking5. Adapting content/asynchronous delivery
Classroom concerns Online concerns
Analyze
How do you integrate technology?
How does it enhance your course?
Does it impact your teaching?
Approaches“A start” (weaker sense)
Add on to deficient approaches Insert technology-based
interactions/assignments without follow-up
“Good progress” (stronger sense) Transformative process: improves the
educational experience Capitalize on technology for engagement
(Norm Vaughan, Mount Royal University, 2013. National Survey of Student Engagement, 2011.)
Design
“Blended” ConsiderationsSynchronous
spontaneous ephemeral peer influence passion preferred
Asynchronous reflective permanent < intimidating reason > rigor
integrate complement
Develop
Live interactions with instructor/TA
Dynamic assessments Immediate feedbackPeer interaction
Let’s take a look at the course…
Implement
What We Did…
Course OrientationLive Lesson Schedule
Live Lesson ActivityConversation CaféSpeaking Appointment
Discussion BoardCourse Wiki
GOALS:What do you hope to accomplish in this course?
When do you want to complete?
How many hours a week WILL you practice speaking?
Internal Processes & Corresponding Instructional Events
Internal Process Instructional Event Action ExampleReception Expectancy Gain attention Abrupt stimulus changeRetrieval to working memory
Stimulate recall of prior learning Ask for recall of previously learned knowledge or skills
Selective perception Present stimulus Display content with distinctive features in cafe
Semantic encoding Provide learning guidance Scaffolding in content and café
Responding Elicit performance Ask learner to performReinforcement Provide feedback Give informative feedbackRetrieval & reinforcement Assess performance Require additional learner
performance w/feedback
Retrieval & generalization Enhance retention & transfer Varied practice & spaced reviews (café participation)
Adapted from Gagne, R. M. (1986). The conditions of learning and theory of instruction, p. 246. New York: Holt, Rinehart & Winston.
What students like most:Increased motivationCooperative learningPersonalization & flexibility
Ability to revisit material
Evaluate
What professors like most:Increased motivationPeer influencePersonalization & flexibilityImproved retention/completion
Takeaways:Challenges (online & F2F)Practice mattersCollaboration & synergy
Good pedagogy is good!
Evaluate your program: What matters?
Institutional values Student/learning values Pedagogical values What you value
ADDIE model: Analyze, design, develop, implement, evaluate (+ revise)
Evaluate this session:I can… Identify ways to use technology to
enhance engagement Identify ways to create collaboration
online Explain the ADDIE process
byu.is/languages
For More Information Online: byu.is/languages
Julie Damron [email protected]
Jennifer Quinlan [email protected]
References• ACTFL. (n.d.). Retrieved March 22, 2017, from
https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
• Branch, R. M. (2014). Instructional design: the addie approach. Springer.
• Lave, J., & Wenger, E. (1998). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.
• Lloyd, P., & Fernyhough, C. (1999). Lev Vygotsky. critical assessments: The zone of proximal development. London: Routledge.
• Vaughan, Norman. Mount Royal University, 2013. National Survey of Student Engagement, 2011.