Transcript Enhancing Learner Autonomy and Motivation by - CLTA-GNY

Enhancing Learner Autonomy and Motivation
by Learners In Front Teaching (LIFT) with
Web 2.0 Applications
Raymond Pai
Defense Language Institute Foreign Language Center
May 4, 2014
Defense Language Institute
Foreign Language Center
53-64 week Basic Chinese Program
6+ class hours / day, 5 days / week
Defense Language Proficiency Test based on the
Interagency Language Roundtable (ILR) testing scale.
Goals: 2+ in Listening, 2+ in Reading and 2 in speaking,
according to the ILR scale.
 It was started in December 2008 for all language courses at the
Defense Language Institute Foreign Language Center, under the
direction of the Assistant Commandant, Air Force Col. William Bare.
 “The program puts language students in the driver’s seat, giving
concrete expression to DLIFLC’s commitment to learner-centered
classes.”
 “The purpose is to motivate students by having student leaders
conduct learning activities for the class.”
 “The bottom line is to get our students more engaged in the learning
process and to help develop stronger leadership qualities”. (Bond,
2009)
Leaders In Front Teaching (LIFT)
•
•
•
•
Facilitate
Be non-intrusive
Give options
Give feedback afterwards
Autonomy is about people taking more control over
their lives - individually and collectively. 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.
(Benson, 2006)
Competence - control of the outcome and
experience of mastery
Relatedness - the universal want to
interact, be connected to, and experience
caring for others
Autonomy - the universal urge to be
causal agents of one's own life and act in
harmony with one's integrated self
Autonomy
• Students take charge
• Students making decisions, such as choosing
what to create and what tools to use
Competence
• Use Web 2.0 tools
• Students are most competent with
Relatedness
• Lasting value for real world audience
• Widely disseminated to and used by others
•Tasks must be within one's ability, but challenging enough to
require full attention.
•Attention must be centered on a limited field.
•One must lose what is usually referred to as "self-consciousness.”
•One must feel in control of both his actions and his environment.
•Demands for action must be clear and non-contradictory and must
be followed by clear, unambiguous feedback.
思想要放鬆
Relaxation
精神要集中
Concentration
1. Google
2. Facebook
3. Yahoo!
4. YouTube
5. Live
6. Wikipedia
7. Blogger.com
8. Microsoft Network (MSN)
9. Myspace
10.Twitter
The term Web 2.0 is associated with web
applications that facilitate participatory information sharing,
interoperability, user-centered design, and collaboration on
the World Wide Web. A Web 2.0 site allows users to
interact and collaborate with each other in a social media
dialogue as creators (prosumers) of user-generated
content in a virtual community, in contrast to websites
where users (consumers) are limited to the passive viewing
of content that was created for them.
•Socialization
•Collaboration
•Creativity
•Authenticity
•Sharing
•
•
•
•
•
User-generated content
Learning Artifacts: Students as “prosumers”
Students take charge
Lasting value for real world audience
Less work for teachers
 learner involvement – engaging learners to share
responsibility for the learning process (the affective and
the metacognitive dimensions);
 learner reflection – helping learners to think critically
when they plan, monitor and evaluate their learning (the
metacognitive dimensions);
 appropriate target language use – using the target
language as the principal medium of language learning
(the communicative and the metacognitive dimensions).
(Little, 1998)
•Free and user-friendly
•Clear and specific instructions
•Simple and focused goals
•Authentic and meaningful contexts
•Learning first, technology second
•Role of coach/facilitator
•Positive feedback
•Usefulness for future reference
http://www.aurasma.com
http://www.fluentu.com
http://edublogs.org
http://www.edmodo.com
http://www.techsmith.com/screenchomp.html
http://www.polleverywhere.com
http://www.socrative.com
http://m.socrative.com/
http://www.nearpod.com/
http://www.showme.com/
http://voicethread.com
http://voicethread.com
#1 #2 #3 #4 #5 #6
http://www.knewton.com/flippedclassroom/
[email protected]