Presentation on theme: "相輔相 乘 ！複合式短期課程設計與教學 Merging Virtual Learning Classroom Teaching and Immersion for Optimal Results CLEF 2015 Dr. Hanwei Tan, DLIFLC-CE-RE Ms. Chiayi Lin,"— Presentation transcript:
相輔相 乘 ！複合式短期課程設計與教學 Merging Virtual Learning Classroom Teaching and Immersion for Optimal Results CLEF 2015 Dr. Hanwei Tan, DLIFLC-CE-RE Ms. Chiayi Lin, DLIFLC-CE-DL
複合式課程設計 Blended Curriculum Design ❖ Course structure: (3-in-1) OLL (refresher) + RE (level enhancement) + Immersion (authenticity) ❖ Learning Objectives ： Post-basic students will achieve the 47 week intermediate course goals in 20 weeks. ❖ Design Concept ： Promoting self-directed learning by scenario-based instruction ❖ Means and methods ： student-content (SC) and student- teacher (ST) interaction in collaborative environments
Blended Curriculum - Strength ❖ Course accessibility, flexibility and convenience - increase learning opportunities ❖ Student autonomy, motivation, and readiness ❖ Promotes student-content (SC) and student-teacher (ST) interactions in collaborative environments ❖ Builds up students’ knowledge and proficiency incrementally ❖ Cost
Merging Virtual Learning, Classroom Teaching, and Immersion for Optimal Results Pilot course (20 intensive weeks to achieve language enhancement). The course integrates three learning settings and interweaves four main threads: 1. Scenario/task-based Instruction 2. Semester Projects 3. Diagnostic Assessments and Backward Course Design 4. Evaluation/assessment
RE Interrelationship between Teaching Settings Immersion RE Consistent, Correlative Collaborative (overlapping and promoting each other) OLL Scenario based instruction Semester projects Diagnostic assessments Evaluation/assessment
Interrelationship between FLO Topic Connections: Integrative Spiral up Geography Culture & Society Science & Technology Military & Society Politics & Economy Compressed into 20 wks from 47 wks Level Enhancement
Assessments Assessments Presentation Project 2Project 3 OLL RE Integrates immersion lecture topics Presentation ODA Project 1 Blended Curriculum Design Pre- Immersion DA Entry DA Immersion Lecture Excursion Reflection FLO Topic Extension & Practice DLPT/OPI Preparation Post Immersion DA
2 hours OLL(DCO) 2 hours self- study(Sakai) Group class 2 hours OLL(DCO) 2 hours self- study(Sakai) One on one 2 hours OLL(DCO) 2 hours self- study(Sakai) Group class OLL Daily Schedules (4 weeks)
IntroductionContent ModulesConclusion AsynchronousInitial Assignment Assessment Course Evaluation SynchronousWarm-up/ team building Review Summary Next steps Assignment (self-correction/Reflection) Review (Tasks/Feedback) Collaboration Tailored one-on-one sessions Reference: http://www.learningsolutionsmag.com/articles/824/case-study-engaging-learners-in-the-synchronous-distance- environment OLL Instruction Design
Assessments Assessments Presentation Project 2Project 3 OLL RE Integrates immersion lecture topics Presentation ODA Project 1 I mmersion Integrated RE curriculum Pre- Immersion DA Entry DA Immersion Lecture Excursion Reflection FLO Topic Extension & Practice Post Immersion DA Goals
1. Scenario/task-based Instruction Daily/weekly culminating activities to enhance learning 2. Projects Driven Terms Integrating OLL, RE and Immersion FLO Topics 3. DA and Backward Course Design For self-directed learning/tailored instruction 4. Evaluation/assessment Scaffolding learning to higher levels 4 Main Threads Interweaving the 3 settings
Daily & Weekly Schedule Days 1-5, 1st hr: Introduce/Review & discuss prior day's topics Days 1-4, 2nd-4th hrs Topical R/L texts, analysis & tasks Days 1-4, 5th hour Non-immersive activities (review, grammar, translation, etc) Days 1-4, 6th hour Mini-research, speaking tasks, topic expansion Days 1-4 Homework & preparation for culminating activity Day 5 2nd weekly recap 3rd-4th culminating activity, debriefing and reflection RE Classroom Instructions
2. Projects Driven Terms Connecting learning settings/terms and promoting learner autonomy. Students are encouraged to select a project and develop, expand and deepen it through the whole learning process; that is, select a preliminary project during the OLL learning stage, develop it during the resident learning period, convert it to a higher level research paper in the university immersion phase. Each term, students are required to do a presentation to report their research and progress. This effort represents the students’ research and understanding. It is a measurable tool that helps students develop self-directed learning and brings them closer to their objectives.
3. DA and Backward Course Design ❖ Backward course design: final results and the course goal(s) ➢ What do I want my students to be able to think and do by the end of this course? ➢ How will my students be different by the end of the course? ❖ DA defines the floor, that is, where the student stands and where differentiated/tailored learning design and self-directed learning start.