Technology and Pedagogy: Technology and Pedagogy: Getting them Married in Teacher Getting them Married in Teacher

EducationEducation

Rong Yuan & Kueilan ChenRong Yuan & Kueilan Chen

Defense Language InstituteDefense Language Institute

Chinese LEARN 2010Chinese LEARN 2010

Blended Mode of InstructionBlended Mode of Instruction

• dL in language teaching and learning

• Effectiveness of technology integration

(Menaker, 2009)

• Online/Mixed mode vs. f2f (Means et al, 2009)

• New technologies for CMC

Three stages of CALLThree stages of CALL

Stage Structural CALL

1970s-1980s Communicative CALL

1980s-1990s

Integrative CALL

21st Century

Technology Main frame PCs Multimedia & Internet

Language-teaching

Paradigm

Grammar-translation

Audio-lingual

Communicative language teaching

Content-based

View of language Structural Cognitive Social-Cognitive

Principal use of

computers

Drill and practice Communicative

exercise

Authentic discourse

Principal objective accuracy Fluency Agency

State of the Art: Language Teaching/LearningTransmission Transaction Transformation

Goal To know To do To create

Instructional activities

Exercise Tasks, projects, authentic texts

Student-selected materials

Role of teacher Knower Facilitator Advisor

Theoretical base Mastery learning (Bloom, 1968)

Experiential learning (Dewey, 1938)

Humanistic learning (Rogers, 1968)

State of the Art: dL Technology

Where We Are: Teacher Education

State of the

art of

dL

technology

State of the

art of

pedagogy

Teacher education

Teacher Education: Instructional Design Principles

• Integrative approach

• Experiential learning

• Transformational learning

• Social constructivism

Core Knowledge

Pedagogical knowledge

technological knowledge

pedagogical technological knowledge

GLOSS (4218, 620)

Three Forms of Cognitive Load Form Description Example

Intrinsic

(Manage)

The number of elements working memory must hold while processing. Relates to complexity of the content.

Memorizing vocabulary imposes less intrinsic load than responding in a role play.

Extraneous

(Minimize)

Irrelevant mental work imposed on working memory that detracts from learning.

Text explaining a visual appears in a separate location from the visual.

Leads to split attention.

Germane

(Maximize)

Relevant mental work that

serves the learning goal. A relevant practice exercise helps build related skills

Cognitive Load Variables

Variable Description Impact

Content Complexity

Refers to the intrinsic load imposed by training materials.

Higher complexity means greater cognitive load

Learner

Expertise

The more prior knowledge the learner has related to the content, the less complex will be that content and the less cognitive load will be experienced

Learners with less expertise require different instructional methods than learners with more expertise

Instructional Environment

Refers to the use of modes, methods, and architectures in a given delivery medium.

For novice learners, instructional environments should minimize extraneous cognitive load

Tailor GLOSS LOs in LL

• F2F: http://gloss.dliflc.edu/products/gloss/cm_soc038/cm_soc038_act6.html

– HW Assignments (screenshots: link, images, TN)– Speaking/Listening practice class, Brainstorming,

etc.)– A basis for a lesson plan for instruction

• As a basis for refresher courses• As an area study guide• As supplemental material for distant

education courses• …..

How Can GLOSS Lessons Be

F2F, Hybrid, and Virtual Classrooms

GLOSS Lessons

Assessment Tools(placement test)

Supplementary Materials

(4+2, distance course)

Short Quizzes

Core Materials(i.e. basis for refresh courses, lesson

plan for classes)

Self-Study/Area Study Special Assistant

(speaking/listening/FLO skills/others)

Review/Homework(screenshot: links, web page, project)

Sample Activities

• How memory works (CS3)

• Pygmalion effect (Flash Cs4)

• Deep vs. Surface learning (WMV)

• GLOSS lesson planningA: http://gloss.dliflc.edu/products/gloss/cm_soc038/default.html

(CD)

B: http://gloss.dliflc.edu/products/gloss/cm_geo402/cm_geo402_act5.html

(CD)

Text + Video + Audio

References

• Bransford, J. D, Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

• Clark, R., Nguyen F. & Sweller, J. (2006). Efficiency in Learning. San Francisco: Pfeiffer

• Means, B., Toyama,Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development: Policy and Program Studies Service.

• Menaker, E. (2009). Distributed learning (dL) in foreign language education: Principles, best practices, and approaches to evaluation. Army Research Institute. Washington, DC.

• Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.), (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy.

• Woolfolk, A. (2007). Educational psychology. (10th Edition) Boston: Pearson.