Cambridge University Press: United Kingdom. Baron, J. Thinking and deciding 3rd edition. Bell, J. Doing your research project: A guide to first-time researchers in education and social science. Guanzhong, L. Romance of the Three Kingdoms C. Brewitt-Taylor Trans. Charles E. Tuttle Co: Vermont. Original work published Haichan, S. The wiles of war: 36 military strategies from ancient China. Foreign Language Press: Beijing. Henderson, M. How to measure attitudes. Sage Publications: United Kingdom.
Hundelby, S. Using methodology notebooks on in-service teacher-training courses. English Language Teaching Journal. Jarvis, J. Using diaries for teacher reflection on in-service courses. English Language Teaching Journal, 46 2 , Jeffrey, D.
A teacher diary study to apply ancient art of war strategies to professional development. A general overview of the process can be seen in Table 1 below. Vision 2. Learning 3. Course Objectives 1. Instructional Organization Content 1.
Launch course 1. Instructional Collate Evaluation 4. Learner 2. Assessments 2. Support Students 3. Unit Plans summative 2. Evaluation Report Activities 5. Project 4. Collect Evaluation Timeframe, 4. Assessments 3. Evaluation 3. Evaluation 6. Identify Plan Platform 7. As the VABP is primarily a curriculum design project the two curriculum supervisors lead the project. As the VABP was a project that was initiated by the senior management of Zayed University, several key aspects and parameters of the project were predefined.
For example, the primary target audience of the courses was pre-defined. In addition, the platform and its capabilities were largely beyond the control of the ABP. The interactivity in terms of learning activities will be provided by BookWidgets. Finally, all MOOCs in the ZUVB must be completely self-paced, self-access and will not include instructor-to-students or student-to-student interaction.
These factors limited and largely defined the form and range of instruction and learning activities which could be included in the MOOCs. The first task the curriculum supervisors undertook was to compile a list of key questions which need to be answered before moving on to subsequent stages.
The curriculum supervisors in collaboration with the rest of the ABP management team identified social constructivist pedagogy as the general approach to teaching and learning which would inform and define the development of the VABP.
After identifying social constructivist pedagogy, the curriculum supervisors articulated what that means in the context of the VABP project. Namely, students will be given opportunity to construct their understanding through active engagement in learning activities.
As Bali observes the majority of xMOOCs involve original videos and are built around online lectures [3] but Guzdial points out that this is "a fundamental misperception of how teaching works" [4]. Nevertheless, the VABP does make use of online video as its main mode of providing instructor input.
The VABP uses two novel strategies to avoid pedantic transmission-oriented lecture videos. One is the use of a modified Socratic method of instruction where the videos prompt students with a thought-provoking question and then pause to allow the students to consider and respond to the question. Another way the VABP avoids lectures is by staging the videos as a dialogue between the virtual instructor and a fictional student.
In the academic writing skills module, most input videos are a dialogue between an instructor and a student. The scripts are written in a way so that the feedback the instructor gives to the fictional student provides the input the learner requires to complete the subsequent learning activities in the MOOC.
The annotations are displayed full-screen as part of the video, which also provides cognitive modelling of how the learner can critically edit and revise their own writing. The following learning activities reinforce the input by allowing the learner to do similar tasks first with provided pieces of writing and then with their own writing.
The VABP will employ automated formative feedback strategies for the online learning tasks. BookWidgets provide a wide range of feedback to be provided at various stages during the learning activities. Providing a range of automatic feedback compensates for the lack of direct student-to-instructor interaction in the VABP. This also permits nearly infinite scalability as the activities in the VABP will work equally well if one or , students are completing the course at any one time.
In terms of the specific approach to the teaching and learning of language which will guide the design of the MOOCs there should be a focus on the development of general academic literacies through an approach based on the genre and communicative purpose of texts. The MOOCs will provide meaningful models of academic language and exposure to good models of academic language in use.
Courses should be framed around and address authentic tasks and scenarios that learners are likely to experience in their undergraduate studies. A key consideration at this stage is the target audiences, their characteristics and needs.
While the primary target audience was predetermined, several secondary target audiences were identified. Two key target audiences were current ABP students who could use the MOOCs as self-access supplementary materials and current Zayed University undergraduate students who are at risk due to language issues. My perspective of democratic teaching, and my attempts to embrace it, are shaped by my life-long interest in ancient Chinese philosophy and its practical application to my teaching through reflective research based on teacher diary studies.
Teacher diaries are written accounts of experiences that teachers encounter, and their entries are examined for recurring patterns leading to deeper insights into the teaching and learning experience.
Jeffrey, D. Safeguarding victory for both educators and scholars: A diary study based on the 36 stratagems. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License of their choice usually CCBY 3.
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