Panel presentation at TESOL 2019--Adult Ed IS / CALL-IS, Video PLN

1. Christine Bauer-Ramazani
Saint Michael’s College,Vermont, USA
cbauer-ramazani@smcvt.edu
URL to access the presentation:
http://bit.ly/TESOL-2019-Blended-
Learning
Blended Learning – Best Practices:
IntegratingTechnology into Learning and
Teaching in a College Intensive English
Program
InterSection Panel:
Adult Education-IS with
CALL-IS andVideo PLN:
The Blended Learning
Classroom
and the ESLTeacher

2. Blended Learning & Digital Platforms
• How best to integrate technology for blended learning
and teaching?
• What tools to use in order to design effective learning
experiences for students?
2

3. LMSs as the means to integrate technology and
pedagogy for BLENDED LEARNING
• take full advantage of digital platforms
• extend the classroom by leveraging technology, by using
FLIPPED LEARNING inside and outside the classroom
• expand the pedagogical repertoire of teachers to include
collaboration and student-centered learning design INSIDE
and OUTSIDE the classroom
• scaffold assignments with technology
• create assessment instruments (rubrics) with technology
3

4. LEARNING MANAGEMENT SYSTEMS
Proprietary
– Canvas
– Blackboard
– Desire2Learn (D2L)
– Jenzabar
– ….
FREE or OPEN SOURCE
– Google Classroom
– Canvas forTeachers
– Schoology
– Moodle (Moodle server
required)
– Sakai
– Edmodo
– …
4

5. Best Practices: Implementing the Four Strands
&TPACK
The Four Strands—Nation
& Macalister (2010)
1. Meaning-focused input
2. Meaning-focused output
3. Language-focused
learning
4. Fluency development
2
Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. NewYork, NY: Routledge.
Nation, I.S.P., &Yamamoto, A. (2012). Applying the four strands to language learning. International Journal of Innovation in English
LanguageTeaching, 1(2), 1-15.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers
College Record 108 (6), 1017-1054.
TPACK—Technological
Pedagogical Content
Knowledge (Mishra &
Koehler, 2006) – the
integration of
Technological
Knowledge (TK) – CALL
Pedagogical
Knowledge (PK) --
teaching/scaffolding
Content Knowledge
(CK)—
vocabulary/concepts

6. STRAND 1:
Meaning-Focused Input in the
receptive skills of
Reading and Listening
5

7. Meaning-focused input in
READING through Flipped Learning
ESL/EFL
Teaching/Learning
Resources—Reading
(http://bit.ly/ESL-
reading-resources)
Source: Christine’s
7,000+ Links
Compendium
Resources:
• Extensive Reading
• Literature/Books/Stories
• Folktales/Proverbs/Famous Quotations
• Reading & Listening -- ESL-BITS, Dreamreader,
• News -- Newsela
• Magazines
• Newspapers from around the world
6

8. Meaning-focused input in
LISTENING through Flipped Learning
Resources for Listening (audio/video)--
• News /Talks
• History
• Learning English—AUDIO (reduced speed,
simplified, without subtitles or script)
– Voice of America Learning English Broadcast—
audio only (30 min., short news events)
• Learning English—VIDEO (reduced speed,
simplified, without subtitles or transcript)
– Voice of America Learning EnglishTV (video)
• Movies
• Sound clips (to movies, lyrics/songs)
10
ESL/EFL
Teaching/Learning
Resources—Listening
(http://bit.ly/ESL-listening-
resources)
Source: Christine’s 7,000+ Links
Compendium
Danan, M. (2016). Enhancing listening with captions and transcripts:
Exploring learner differences. Applied Language Learning, 26(2), 1-24.

9. STRAND 2:
Meaning-Focused Output –
the productive skills of
Writing and Speaking
13

10. OUTPUT--Examples of possible products
Oral Products Written Products Media/technology
products
 speech
 debate
 presentation
 live newscast
 panel discussion
 summary of a book/article,
etc.
 play/drama
 Storytelling
 poster session
 lesson
 sales pitch
 weekly book/article/ listening
reports & rubric
 vocabulary logs
 tests/quizzes
 summaries/responses/essays
 research paper/report
 letter/memo
 book review
 brochure
 script
 guide/manual (how to)
 blog, editorial
 audio recording/podcast
 slideshow
 drawing/painting
 collage
 photo essay
 video/animation
 web page for a web site
 digital story
14

11. AudioTools VideoTools WritingTools Virtual
Reality
• VoiceThread (collaborative space for voice
discussions/narrations with
video/audio/web cam, pictures, slides,
other graphics)
• An audio message board with YouTube
• Voki (a speaking character)
• audioBoom (mobile/web platform for
audio recording/uploading; shareable from
computer, tablet, or phone)
• AudioPal (for voice messages)
• Vocaroo (record speech/messages, save it,
and upload it as a link to a Web space)
• Audacity (excellent audio recorder &
editing tool)
APPS:
• Free iPhoneVoice Recorder
• Free Android PhoneVoice Recorder
Video recorders on smartphones
• YouTube or TeacherTube
(upload/edit/share video)
• Vimeo (upload/share videos)
• Animoto (create a video)
• Movenote (add audio/video to
slides)
• EdPuzzle (Crop a video, add
your voice; add quizzes)
• bubbli (turns photos into 360
degree video with sound)
• moovly (Create animated
videos.)
• Knovio or Knovio Mobile
• Magisto (makes movies out of
photos/videos; adds music,
themes, effects)
For screencasting:
• Jing
• Screencast-O-Matic
Collaboration
• Google Drive
• Sketch
• Edmodo
• PBWorks EduHub
• Trello boards
Storyboards
• Google Drive,
VoiceThread
Reflections
• Blogger
• EduBlogs
• Weebly
• Edmodo
• PBWorks EduHub
• Padlet for posting
reflections, photos, exit
tickets, etc.
• Google Drive
• Google Forms
VR BookTour
• Google'sVRTour
Creator
Steps:
• See this video.
Adding pictures:
• See Photos for Class
• Watch this video on
how to layer-in
pictures from class or
online
• Adding audio: See
this video.
Creating virtual reality
scenes with animated
characters:
• Patches
TOOLS to create oral and written products/projects
15

12. Links to ESL/EFLTeaching/Learning
Resources for Writing and Speaking
16
ESL/EFLTeaching/Learning
Resources—Writing
(http://bit.ly/ESL-writing-resources)
Source: Christine’s 7,000+ Links
Compendium
ESL/EFLTeaching/Learning
Resources—Speaking
(http://bit.ly/ESL-speaking-resources)
Source: Christine’s 7,000+ Links
Compendium

13. STRAND 3:
Language-Focused Learning
17

14. TOOLS to support language-focused learning
1. Electronic dictionaries/apps
2. Electronic highlighters and annotation
tools --Hypothes.is -- Annotate, highlight, and tag web
pages and PDF documents.
3. Vocabulary apps: Quizlet Live, Quizlet—
Flashcards, Learn, Speller,Test, games
4. Electronic sticky notes
5. Graphic organizers
6. Text-to-speech programs
18

15. STRAND 4:
Fluency Development
This means PRACTICE, PRACTICE,
PRACTICE!
Putting it all together for best
practices in blended learning
21

16. Scaffolding projects with technology
1. shared team folders on Google Drive
• Collaborative research
• Collaborative note-taking
• Collaborative writing (summarizing,
scripting, story-telling, etc.)
• Peer reviews
2. Electronic dictionaries/apps
• Collaborative identification of important
vocabulary for pronunciation
3. Google slides
• Collaborative slide show creation
• Practicing
16
Template for Speaking ProjectsTools and components for Speaking
Projects

17. GROUP PROJECT: Campus Survey
on Sleep Habits
17
Technology scaffolds Language scaffolds

18. Campus Survey on Sleep Habits
18
Video: 49 sec.

19. References
• Danan, M. (2016). Enhancing listening with captions and transcripts: Exploring learner
differences. Applied Language Learning, 26(2), 1-24.
• Dean, J. (2015,Aug. 25). Back to School with Annotation: 10Ways to Annotate with
Students. Hypothes.is.
https://hypothes.is/blog/back-to-school-with-annotation-10-ways-to-annotate-with-students/
• Educause Horizon Report Preview: 2019 Higher Education Edition
• Hubbard, P. (2017).Technologies for teaching and learning L2 listening.
In Chapelle & Sauro (Eds). The Handbook ofTechnology and Second LanguageTeaching and
Learning.Wiley-Blackwell.
• Koehler, M., & Mishra, P. (2009). What isTechnological PedagogicalContent Knowledge? CITE
Journal.
• Mishra, P., & Koehler, M. J. (2006).Technological PedagogicalContent Knowledge: A new
framework for teacher knowledge. Teachers College Record, 108 (6), 1017-1054.
• Nation, I.S.P., & Macalister, J. (2010). Language curriculum design. NewYork, NY: Routledge.
• Nation, I.S.P., &Yamamoto,A. (2012). Applying the four strands to language
learning. International Journal of Innovation in English LanguageTeaching, 1(2), 1-15.
19

20. Thank you for participating!
Christine Bauer-Ramazani
Saint Michael’s College,Vermont, USA
cbauer-ramazani@smcvt.edu
20
URL to access the presentation:
http://bit.ly/TESOL-2019-Blended-Learning