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Some reflections on how students can become autonomous learners by using ICTs.
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La Salle UniversityLanguages Center
Autonomous Learning Based on CALL
Paola Forero [email protected]
“…A man is educated who knows how to make a tool of every faculty--how to
open it, how to keep it sharp, and how to apply it to all practical purposes.”
Henry Ward Beecher (1813-1887)
What is Autonomy?
“ … is defined as the capacity to take charge of, or responsibility for, one’s own
learning”. Holec (1981) and Little (1990)
“ … is the natural tendency for learners to take control over their learning.” Benson
(2001)
What does it take to be an Autonomous Learner?
• “Autonomy in learning is about people taking more control over their learning in classrooms and outside them
• and autonomy in language learning about people taking more control over the purposes for which they learn languages and the ways in which they learn them.
• It involves abilities and attitudes that learners possess, and can develop to various degrees.” Benson (2001)
Motivation
“The combination of effort and plus desire to achieve the goal of learning the language”
Gardner, 1985
Intrinsic
“ …is defined as the doing of an activity for its inherent satisfactions rather than for some separable consequence.”
Ryan and Deci (2000)
Extrinsic
“ …is a construct that pertains whenever an activity is done in order to attain some separable outcome.”
Ryan and Deci (2000)
TECHNOLOGY AREA
• TELL ME MORE (LEARNING PATHS)• FOLLOW UP• KEEP IN TOUCH (PROJECTFORUM)• MOODLE ONLINE COURSES• VIRTUAL COURSES• USEFUL WEBSITES• VIRTUAL PORTFOLIO• TEACHERS TRAINING
FOLLOW UP
• Workshops• Reading• Games and Puzzles• Quizzes• Useful links• Focus in grammar• Can do statements
WWW.OURDIGITALCULTURE.ORG
• Alphabet• http://www.real-english.com/reo/3/unit3.html• Numbers• http://www.real-english.com/reo/8/unit8.html (numbers )• http://www.real-english.com/reo/8-b/unit8b.html (cardinals )• http://www.real-english.com/reo/8-c/unit8c.html (numbers )• http://www.real-english.com/reo/8-d/unit8d.html (dates)• http://www.real-english.com/reo/8-e/unit8e.html (phone numbers)• Colours• http://www.real-english.com/reo/4/unit4.html• short video lessons ( alphabet, colors etc )• http://www.teacher-tom.com/teachertom/freevideos/index.php Classroom objects• http://web2.uvcs.uvic.ca/elc/studyzone/200/vocab/school1.htm• http://esl.vcc.ca/eslvoc/ESLWEB/classroom.htm• Countries and nationalities• http://www.youtube.com/watch?v=gKxUfKvUcN4• http://www.audioenglish.net/english-learning/basic_countries_nationalities_pronunci
ation1.htm (audio)
• http://www.real-english.com/reo/5/unit5.html• http://whttp://www.englishmedialab.com/beginnervideos/countries/countries.htmlww
.engvid.com/
USEFUL WEBSITES
THE LANGUAGE PORTFOLIO1. What is a language portfolio?
2. Do you evaluate (assess) the language portfolio? Why?
3. What parameters do you have to evaluate (assess) the language portfolio?
3. How often do you evaluate (assess) the language portfolio?
THE E-PORTFOLIOAIMS OF THE EUROPEAN LANGUAGE PORTFOLIO
The Council of Europe aims to build a greater Europe based on shared values, including tolerance and respect for cultural and linguistic diversity. It promotes the use of the European Language Portfolio as a practical means of helping people of all ages and backgrounds to learn more languages and engage with other cultures. The ELP is also a means of presenting language skills and certification in any language, at any level and however acquired, in a clearly understandable way, using a standardized common European system of six language proficiency levels: the Common European Framework of Reference for Languages.
EAQUALS-ALTE electronic ELP
The EAQUALS-ALTE electronic European Language Portfolio (eELP) developed jointly by ALTE, and EAQUALS, is based on the paper version mentioned before. It is recommended for adult users (16+). It has been validated by the Council of Europe and carries the validation number: accredited model No. 06.2000 electronic version.
The EAQUALS-ALTE ePortfolio (e ELP) has been created to act as a tool to help:
• Students develop their capacity to reflect on objectives, ways of learning and success in language learning,
• plan and assume more responsibility for their own learning.
The e-Portfolio uses electronic technologies as a container (rather than the folder in the paper-based version) allowing students to store items in many media • scanned documents, • audio, • video, • graphics.
http://www.eelp.org/eportfolio/index.html
The e-portfolio is a digital archive of students’ work which allows them to develop a portfolio to meet their learning goals.It is important for them to continue working with the same portfolio until the end of their levels.
THE E-PORTFOLIO AT CLUS
CLUS
VIRTUAL PORTFOLIO
Allows students to work according to their needs
and likes
Avoids the use of paper, saving natural resources.
Gives students the possibility to practice
what they have learned in class favoring meaningful
learning
Enhances different literacies (links, videos,
podcast, online exercises, etc)
Increases students’ confidence when using
English as a foreign language
Makes public everyone’s work.
Motivates students to use different technological
tools while learning English
PARAMETERS TO ASSESS THE E-PORTFOLIO
1. Layout: the way students’ portfolio should be in terms of:
• Presentation (creativity, type of file, audio, podcasts, images, technology resources, etc.)
• Organization (its sections are clearly divided and its content is well sequenced)
2. Course contents: Students may include homework, classwork and guided learning activities coherently and cohesively.
3. Students’ independent work : work and/or different activities students do on their own to study, review and learn course contents (this may include students’ activities from the links they work on during the course),
4. Students’ oral performance. Presentation in front of the class: language proficiency to consider conversational, mechanical and lexical competences.
ASPECT SCORE
Layout:• Presentation• Organization
2
Students’ assigned and independent work
3
Students’ oral performance
5
PORTFOLIO ASSESSMENT
WHEN TO ASSESS THE E-PORTFOLIO?
The e-portfolio must be checked and revised by the teacher during the whole level, and it is formally assessed twice:
• Feedback should be provided based on the student’s draft.
• When the students present in front of the class, grounded upon established assessment parameters.
STUDENTS’ PORTFOLIOVIVIANA’S PORTFOLIO
JENNIFER’S PORTFOLIO
CARLOS’ PORTFOLIO
CLUS ON FACEBOOK
CONCLUSIONS
• Autonomous learning needs autonomous teaching.
• The use of technology in teaching is a matter of innovation in methodologies based on students´needs.
• The implementation of CALL for the development of autonomous learning cannot be done as a paralell learning process but as part of such process.
REFERENCES• Jonassen, D., Davidson, A., Collins, M., Campbell, J., and Haag, B. B.
(1995), “Constructivism and Computer-Mediated Communication in Distance Education.” The American Journal of Distance Education, Vol. 9, No. 2, pp. 7-26.
• Picciano, A. G. (1998), “Developing an Asynchronous Course Model at a Large, Urban University.” Journal of Asynchronous Learning Networks, Vol. 2, No. 1, pp. 34-49.
• Shea, P. J., Fredericksen, E. E., Pickett, A. M., and Pelz, W. (2003), “A Preliminary Investigation of ‘Teaching Presence’ in the SUNY Learning Network.” Elements of Quality Online Education: Practice and Direction, Vol. 4 in the Sloan-C Series, edited by J. Bourne and J.C. Moore, pp. 279-312. Sloan Center for Online Education, Needham, MA.
• Swan, K. (2001), “Virtual Interaction: Design Factors Affecting Student Satisfaction and Perceived Learning in Asynchronous Online Courses.” Distance Education, Vol. 22, No. 2, pp. 306-331.
Thanks
La Salle UniversityLanguages Center
Autonomous Learning Based on CALL
Paola Forero [email protected]
