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How to Make Your ESL Courses Come Alive!

How to Make Your ESL Courses Come Alive!. eCornucopia Conference: Teaching with Technology. Nawal Abbas and Marija Franetovic June 13th, 2014. Agenda. Collaboration ESL Director & Course Developer and New Media Specialist ADDIE Instructional Design Model Analysis ESL students, content

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How to Make Your ESL Courses Come Alive!

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  1. How to Make Your ESL Courses Come Alive! eCornucopia Conference: Teaching with Technology Nawal Abbas and Marija Franetovic June 13th, 2014

  2. Agenda • Collaboration • ESL Director & Course Developer and New Media Specialist • ADDIE Instructional Design Model • Analysis • ESL students, content • Design • Language acquisition • Information processing theory/Gagne’s conditions of learning • Creative expression through use of technology • Development and Implementation • Start small w/Module the previous yr • eLab Demo • Evaluation • Next steps

  3. Tips for Designing Courses andTeaching 2nd Language Learners Keep in mind the culture students come from… • How exposed are they to computers? the Internet? Phone Apps? Playing games? • Is English taught in their school system as a primary or as a secondary language? • How ubiquitous is English within the home? The media?

  4. Challenges • Rough beginning • First online course - What does online success look like? • Confusion re self-paced vs paced • Language barrier in addition to technology barrier • Large international student population however small that can take online courses • Majority is from Saudi Arabia (Limitation - allowed only 2 online courses with prior approval for whole time in their academic program) • More enrollment projected if the ESL Program gets approved as an independent ESL program

  5. ESL0252 Advanced Intensive Reading:Course Objectives • Demonstrate the confidence and listening/speaking skills necessary to participate successfully in spontaneous aural/oral exchanges with native speakers of English in a variety of personal, professional, and/or academic settings. • Demonstrate reading comprehension of English texts intended for developmental (or higher level) English and other academic courses. • Respond appropriately to written or spoken English by writing paragraphs or short essays that communicate ideas clearly.

  6. Language Acquisition Emergentism - language acquisition is a cognitive process that emerges from the interaction of biological pressures and the environment(MacWhinney, 1999) Different sensory channels

  7. Cognitive Learning Theory • Information processing theory (1950s) • Sensory memory • Short-term memory capacity (7 +/-2) (Miller, 1956) • Long-term memory • Outcomes • Declarative knowledge • Procedural knowledge

  8. Information Processing Theory

  9. Technology Tools • Panopto Lecture Capture • Blackboard • Discussion Board • Podcasting/Voice Board • Quizzes • eLab – evaluated for affordances: rhelevate, TellMeMore, Mango Languages • Collaboration tools • Google Hangouts • Skype-office hours

  10. “rhelevate” eLab: Content • Lessons - Comprehensive: English Comprehension, Vocabulary, Grammar • Vocabulary • Library - Reading Comprehension

  11. “rhelevate” eLab: Visual and Auditory Exercises

  12. “rhelevate” eLab: Functionality • http://www.rhelevate.com/ • Anytime, anywhere • Adaptive release on lesson components • Assessment • Multiple attempts until 85% • Adaptive questions • Practice Tests and Unit Exams

  13. Module Design

  14. Course Development and Delivery Timeline

  15. “rhelevate” eLab: Implementation • 30 seats distributed across 3 courses • Seats switched out after completion • Reading Comprehension • Beginning: Ch 1 and 2 • Intermediate: Ch 3 and 4 • Advanced: Ch 5 and 6

  16. rhelevate.com -Student Login -Student lessons -Vocab -Reading Comprehension -Administrative login -Reports -Student Progress

  17. Evaluation • Student evaluations • Formative Evaluation (Mid-Semester) • Fall 2012(Abbas) • Fall 2013 (Rescoe) • Summative Evaluations(End-of-Semester) • Fall 2012(Abbas) • Fall 2013 (Rescoe) • Course Developer/Instructor Reflections • More authentic project-based learning • Increased creative expression through technology • Further develop Events of Instr. – 1, 3 and 9 • Create rubrics for projects • Enhance online presence and engagement strategies

  18. Tools to Further Evaluate for Affordances • Video clips: Movie Maker, iMovie, Quicktime Player, YouTube • GIS • WhatsApp • EyeJot • VoiceThread • Teebo • GoAnimate • Quizlet/experiment with Bb Quiz • Singsnap • Vocaroo • Makebeliefscomix • YouTube alterers - Vialogues • ESL Video • Lingt • Textivate • Speechpeek or Chirbit • Screenleap - screen sharing • Forvo - pronunciation site 

  19. Future Assignment: “Visit My Town...” Students to create and present online an overview of the town and country that they come from. The objectives for the assignment are to practice oral and visual communication with GIS and video technology. The benefit would be to use content and creative/technology skills that students are already comfortable with in order to build upon familiar knowledge.

  20. References Driscoll, M. (2005). Psychology of Learning for Instruction. (3rd Ed.). New York, NY: Pearson Education. Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers. Hovland, Kevin. (2014) Global Learning: Defining, Desiging, Demonstrating. AAC&U Publication. Retreived at http://www.aacu.org/globallearning/documents/global_learning_2014.pdf Jensen, E. (). What is Brain-Based Learning? Retreived on 6/11/14 from http://feaweb.org/brain-based-learning-strategies MacWhinney, B. ed. (1999). The Emergence of Language. Lawrence Erlbaum Associates. ISBN0-8058-3010-3. OCLC44958022. Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97. Retreived on 6/5/14 at http://www.musanim.com/miller1956 O’Mally, J. M. & ChamotA. (1990). Learning Strategies in Second Language Acquisition. New York, NY: Cambridge University Press. Stanley, G. (2013). Language Learning with Technology: Ideas for integrating technology in the classroom. New York, NY: Cambridge University Press.

  21. Image Credits • http://www.redorbit.com/news/science/1112904065/brain-must-cooperate-to-learn-new-words-072313/ • http://www.asiapundits.com/wp-content/uploads/2012/03/bad_english_teacher.jpg • http://www.kirstytv.com/wp-content/uploads/2013/04/Brain-Cells.021.jpg • http://www.buzzle.com/articles/information-processing-model.html • http://innovativelearning.com/educational_psychology/cognitivism/index.htm • http://arcmit01.uncw.edu/baileye/graphicGagne9.png • http://ujz.me/wp-content/uploads/2014/04/Brain-Scientist-Creativity-Spirit-Yearning-1920x1080.jpg • http://www.rhelevate.com/ • https://pronunciationpro.com/blog/2013/08/30/speech-pathologist-esl-teacher-tandem-approach-classroom

  22. Questions? Thank You! nabbas@ltu.edu| mfranetov@ltu.edu

  23. Module Design Template Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers. • Franetovic M & Abbas N. (2014). How to Make Your Online ESL Courses Come Alive! e-Cornucopia 2014 - Teaching with Technology Conference. Oakland University, Rochester, MI.

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