(Reflection on reading week 11)
The article suggests that it is invalid to view Learning Management Systems (LMS) as being the starting point or critical component of e-learning when we consider how people really learn.
The article also points out some weaknesses of LMS. In my opinion, LMS is not very helpful to my primary students to manage their learning as there are not many e-materials or e-resources in their learning. Tools that allow for rapid creation and breakdown would be more useful.
Learner Autonomy and Tandem Learning
(Reflection on reading week 10)
Three different approaches to learner autonomy were mentioned in the paper: The first one is individual-cognitive perspective emphasizes that learners constantly try to improve their existing construct system and it has often been related to language and linguistic awareness. The second is the social-interactive perspective is based on Vygotsky’s idea of ‘zone of proximal development’ emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. The third one is experimental-participatory perspective. In learner autonomy, many theorists emphasize that learners should be encouraged to take control over and responsibility of their learning process. All three approaches share a concern for reflection. Through reflective processes, the learner should become more aware of language.
Some examples of tandem learning were also given and examined. The writer suggests that a motivating and authentic learning environment is important for learners to become more autonomous and reflective, social-interactive, and experimental-participatory learner behaviour needs to be fostered by an appropriate manipulation of the learning environment.
Three different approaches to learner autonomy were mentioned in the paper: The first one is individual-cognitive perspective emphasizes that learners constantly try to improve their existing construct system and it has often been related to language and linguistic awareness. The second is the social-interactive perspective is based on Vygotsky’s idea of ‘zone of proximal development’ emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. The third one is experimental-participatory perspective. In learner autonomy, many theorists emphasize that learners should be encouraged to take control over and responsibility of their learning process. All three approaches share a concern for reflection. Through reflective processes, the learner should become more aware of language.
Some examples of tandem learning were also given and examined. The writer suggests that a motivating and authentic learning environment is important for learners to become more autonomous and reflective, social-interactive, and experimental-participatory learner behaviour needs to be fostered by an appropriate manipulation of the learning environment.
HK’s Amended Copyright Law
(Reflection on reading week 8)
The amended copyright law is really a good news for the education sector. The 'fair dealing' exemption helps teachers and students who need to use copyright materials for educational purposes. The ordinance is appropriate as it creates a win-win situation to both copyright owners and users (Indeed I think the ordinance is even more favorable to the users). The ordinance is set to be flexible too as the definitions of ‘fair’ and ‘reasonable’ require interpretations and judgments made by the court.
The amended copyright law is really a good news for the education sector. The 'fair dealing' exemption helps teachers and students who need to use copyright materials for educational purposes. The ordinance is appropriate as it creates a win-win situation to both copyright owners and users (Indeed I think the ordinance is even more favorable to the users). The ordinance is set to be flexible too as the definitions of ‘fair’ and ‘reasonable’ require interpretations and judgments made by the court.
Theory-Driven CALL and the Development Process
(Reflection on reading week 6)
Levy examines the nature of theory-driven CALL and the development process in his paper. The writer believes that CALL should be theory-driven. Yet, I don’t think it is necessary to begin developing a CALL at the theoretical level. I believe that design process could not be simply categorized as a strictly bottom-up nor strictly top-down approach. Teachers or even CALL developers always first consider the learners’ need or to start with a problem instead of having a lot of theories in their minds. A simple CALL that is non theory-driven could be also very practical and useful for teachers and learners.
Levy examines the nature of theory-driven CALL and the development process in his paper. The writer believes that CALL should be theory-driven. Yet, I don’t think it is necessary to begin developing a CALL at the theoretical level. I believe that design process could not be simply categorized as a strictly bottom-up nor strictly top-down approach. Teachers or even CALL developers always first consider the learners’ need or to start with a problem instead of having a lot of theories in their minds. A simple CALL that is non theory-driven could be also very practical and useful for teachers and learners.
Language Learner Behaviour in a Virtual Environment
(Reflection on reading week 5)
The paper reports a study of the behaviour of language learners communicating via a chatroom.
The author believes and proofs from her study that people behave differently when communicating online compared to a face-to-face situation. Some shy and passive learners in the classroom became more outgoing in the chatroom, while some very active or popular learners in the classroom became neglected in the chatroom.
I think learners generally feel more comfortable to chat online because the chatroom in the study is a text one, not a voice or video one. When poeple only deal with the words, they do not need to care about the voice quality such as volume and intonation, and also their body language such as facial expressions and gesture. But I think the behavourial difference would be very little if the nature of the online communication is closer to a face-to-face chat, say, using a mic or web camera.
The paper reports a study of the behaviour of language learners communicating via a chatroom.
The author believes and proofs from her study that people behave differently when communicating online compared to a face-to-face situation. Some shy and passive learners in the classroom became more outgoing in the chatroom, while some very active or popular learners in the classroom became neglected in the chatroom.
I think learners generally feel more comfortable to chat online because the chatroom in the study is a text one, not a voice or video one. When poeple only deal with the words, they do not need to care about the voice quality such as volume and intonation, and also their body language such as facial expressions and gesture. But I think the behavourial difference would be very little if the nature of the online communication is closer to a face-to-face chat, say, using a mic or web camera.
Our plan for the session on Feb 14
After discussion with my group mates, Christine, Connie and Helena, we have decided to evaluate English Builder (sorry, you can't view the details at this moment if you haven't got a login name and password) with the use of Hubbard’s framework for CALL courseware evaluation. We would first state the operational descriptions of the courseware, and then assess the courseware in terms of teacher fit and learner fit. We would also make appropriateness judgments on it and provide some ideas on the use of it.
Internet for English teaching - Teaching Guidelines
(Reflection on reading week 3)
According to the article, the teaching guildlines are Dual Immersion, Integration, Project-Based Learning, Student-Centered Learning and Learning With a Purpose.
The traditional apprach to CALL only views technology as a tool for teaching English, without learning technology at the same time. Due to the development of the Internet, the author believed that this perspective is too limited and therefore the idea of dual immersion has been introduced. Students must learn the English language and the technology together so as to learn effective communication skills. In order to achieve dual immersion, technology is needed to be integrated into the curriculum. Project based learning would be a good method and it facilitates student-centred learning.
I think the Internet has created a very favourable environment for project learning and student-centered learning, as the Internet allows everyone of us to find and access important information and communicate to a real audience very easily.
According to the article, the teaching guildlines are Dual Immersion, Integration, Project-Based Learning, Student-Centered Learning and Learning With a Purpose.
The traditional apprach to CALL only views technology as a tool for teaching English, without learning technology at the same time. Due to the development of the Internet, the author believed that this perspective is too limited and therefore the idea of dual immersion has been introduced. Students must learn the English language and the technology together so as to learn effective communication skills. In order to achieve dual immersion, technology is needed to be integrated into the curriculum. Project based learning would be a good method and it facilitates student-centred learning.
I think the Internet has created a very favourable environment for project learning and student-centered learning, as the Internet allows everyone of us to find and access important information and communicate to a real audience very easily.
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