TRANSITIONING TO A HYBRID MODEL

1. Kimberly Jansma, UCLA Laurence Denie, UCLA Margaret Ann Kassen, Catholic University of America ACTFL 2011 TRANSITIONING TO A HYBRID MODEL

2. A REVOLUTION IN MEDIA REQUIRES RETHINKING HOW WE TEACH The traditional classroom teaching model is under intense pressure to change.

3. RadioLab

4. Khan Academy

5. For second language learners. . . The best of times! • We can watch YouTube videos, listen to podcasts, follow blogs, participate in bilingual chat & watch the news in many languages. • We have tools to help us work with this material: • translators, on-line dictionaries, concordancers, • devices to slow down speech • We can download content anywhere on computers, smart phones, and tablets.

6. So what does the instructor do? Language teaching must adjust to the new media reality. How?

7. Dependency on Technology Danger This move is often primarily motivated by fiscal needs – budgetary constraints. The “next big thing” in distance learning is to get rid of the conventional instructor. Parry Wired Campus – Chronicle of Higher Education

8. THREE INSTRUCTIONAL MODELS • Traditional classroom enhanced by new media • Distance / Online learning • Hybrid or Blended Instruction

9. Hybrid /Blended Learning: What is it? • Blended learning “blends online learning with more traditional methods of learning and development.” (Thorne, 2003) • Technology-enhanced blended learning is face-to-face teaching and learning supplemented by an online CALL component delivered through a learning management system (LMS) • There is little consistency or agreement on the terminology: WWW; Internet, computer-based, cyberspace courses, etc. (Tallent et al.)

10. Hybrid & Online Instruction Share a Number of Features Engaging media-rich content Self-paced- promotes learner autonomy Built-in mechanisms for accountability & assessment Non-linear - searchable

11. Creating a New Hybrid Model: Challenge & Opportunity • Example – UCLA: • language classes meet 5 days a week • Language classes monopolize a lot of university classroom space. • Students must arrange their classes around this time slot.

12. Binary Hybrid Model: E-Class Supports Live-Class A full lesson unit is composed of two complementary parts: E class + Live Class = 1 Lesson Unit

13. Reverses Traditional Classroom Model Students learn new material in the E class. (This is not homework) They work with this material interactively in the following live session.

14. Comparing The Hybrid Class To Traditional & Distance Learning Compared to a traditional class, the teacher spends less time presenting new material. She has more time to facilitate and monitor interaction. Compared to a Distance Class , the teacher can read verbal and non verbal cues and adjust dynamically to their students

15. A Tablet Replaces the Textbook

16. The E Class or the Live Class? • Presents new material in context. • Provides accurate language model. • Queries students: • a) Yes – No Questions • b) Selection or Identification Questions: Who likes to run marathons? • c) Multiple Choice • d) Open-ended & Expansion questions

17. E-Class or Live Class Activity? (cont’d) • Contextualizes & personalizes practice activities. • Organizes and monitors pair and group activities. • Helps students expand on their answers. • Reviews. • Elicits structural patterns from students & summarizes grammatical rule. • Provides lots of pattern practice opportunities.

18. The E-Class and the Live Class The E Class focuses on Receptive Learning & Individual Practice The Live Class focuses on producing language & Social Interaction Social Constructivist Model Language is social performance behavior & emerges in a social setting. Vygotsky • Input Model When enough comprehensible input is provided, i+1 is present. Krashen

19. E Class Materials Studio Class: 2 minute French lessons filmed with two students in a studio. Expert teacher talk for introducing new concepts. Students on line are “sitting in” and trying out responses for themselves.

20. E-Class Materials & Activities

21. E Class Materials

22. E Class Materials: Internet Activity Les metiers (jobs) Your report should include answers to the following questions: 1) What are your general observations of the site: content; layout; design, audience; audience 2) Name 4 métiers that were mentioned on the site –What is the English equivalent? Do any of the jobs seem particularly French? 3) Select one “Témoignages” to watch and read about. Give 3 – 4 facts about the job. Useful expressions: Write down 3 expressions on the site that you found useful and 5 new vocabulary words you could understand. (Keep these in your vocabulary journal as well) This Explorez en ligne activity will be included in the Culture Section of Examen 3.

23. Les Métiers

24. Students Will Notice What We Don’t • The website Les Métiers.net is clearly designed for a younger population seeking a job. The bright orange and lime green background and accent colors are very youthful and eye-catching, designed to keep young adults interested. It is not serious or formal like it most likely would be for older adults. • The layout was very easy to navigate with important information at the top of every page in bolded font. There was also a surprising lack of ads, which was different than most American websites.

25. On-Line Synchronous Chat FR 1 Chat Session - Invitations A. Brainstorming in English B. Inviting in French) • A J: Bonjour? I do not know how this works. • KR: has just entered the chat • A J: haha! • Y E: me either • KR: Bonjour! • YE: Bonjour! • AJ: Hola! Wait no. . . • AJ: Ok so we’re supposed to talk about how we ask people to do things in English first, right?

26. On line Chat (cont’d) • YE: Hey what are you doing this weekend? • AJ Good point! So I’d probably say something like “Hey do you want to do something this weekend? • [Practice] • KR: Is that weird? • YE: It is totally fine! • AJ: ha ha no, I don’t think so! • AJ: Unless you like never specify the movie and • then murder them later.

27. On-line Chat (moves to French) • KR: so now translate to French? • AJ: voudrais-tu aller avoir un film avec mo ice week-end? • YE: Oui. J’aimerais bien. • KR: Quelle film? • AJ Euh, Melancholia? • AJ: Avec Kirsten Dunst? • YE c’est une excellente idée • AJ: (where did you get the accent??) • KR: Ah je ne sais aps cette film mais, d’accord! • YE: oh I added the French keyboard option to my computer • AJ: C’est tres independent et unique (and good work!)

28. E Learning - Hybrid Challenges

29. Suggestions Strategically insert activities that require a creative response Acknowledge and encourage your students’ expertise in “reading” and accessing new media. Design!! Use good photos – art Include playful – optional sites “Joey learns French” Bring everything important back to the classroom Integrate Chat and Discussion Board

30. References • References • Banados, E. (2006). Blended learning pedagogical model for teaching EFL successfully through an online interactive multimedia environment. CALICO Journal, 23(3), 533-550. • Bancher S. and Simon S. (2011). My teacher is an App. The Wall Street Journal. Retrieved November 15, 2011 http: //onlinewsj.com/article_email • Belz, J. (2002). Social dimensions of telecollaborative foreign language study. Language Learning & Technology 6(1), 60 – 81. • Corbeil, Giselle. (2007). Using the French Tutor multimedia package or a textbook to teach two French past tense verbs: Which approach is more effective? CALICO Journal, 24 (2), pp. 313 – 330. • Doughty, C. J. and Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7 (3) pp. 50 – 80. • Fischer, R. (2007). How do we know what students are actually doing? Monitoring students’ behavior in CALL. Computer Assisted Language Learning, 20, pp. 409 – 442. • Grgurovic, M. (2011). Blended learning in an ESL class: A case study. CALICO journal 29 (1) pp. 100 – 117. • Hémard, D. (2006). Design issues related to the evaluation of learner-computer interaction in a web-based environment: Activities v. Tasks . Computer Assisted Language learning 19 (2 & 3) 261-276. • Lai, C. & Yong Zhao. (2006). Noticing and text-based chat. Language learning & Technology 10 (3), pp. 102 – 120. • Radio Lab. Talking to Machines. www.radiolab.org/2011/may 31. June 1, 2011. • Salman Khan Talk at TED (2011). From ted.com. Uploaded to YouTube by Khanacademy March 9, 2011. • Sharma, P. & Barrett B. (2009). Blended Learning: Using technology in and beyond the language classroom, Oxford England: Macmillan Publishers. • Tallent-Runnels M. K.,Thomas J. A., Lan, W.Y., Cooper, S. Ahern T.C. , Shaw S. M. and Liu X. (2006). Teaching courses online: A review of the research, Review of Educational Research, 76(1) 93 – 135. • Thorne K. (2003). Blended learning: How to integrate online and traditional learning. London: Kogan Page. • Vygotsky, L.S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University Press. • Young, S.S. (2004). In search of online pedagogical models: Investigating a paradigm change in teaching through the School for All community. Journal of Computer Assisted eLarning, 20, 133 – 150.