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-REMs. 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

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Interrelationship between FLO Topic Connections: Integrative Spiral up

GeographyCulture & Society

Science & Technology

Military & Society

Politics & Economy

Compressed into 20 wks from

47 wks

Level Enhancement

Assessments

Assessments Presentation

Project 2 Project 3

OLL

RE Integrates immersion

lecture topics

PresentationODA

Project 1

Blended Curriculum Design

Pre- Immersion DAEntry 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 one2 hours OLL(DCO)2 hours self-study(Sakai)

Group class

OLL Daily Schedules (4 weeks)

Introduction Content Modules Conclusion

Asynchronous Initial Assignment

AssessmentCourse Evaluation

Synchronous Warm-up/team building

ReviewSummaryNext steps

Assignment (self-correction/Reflection)

Review (Tasks/Feedback)CollaborationTailored one-on-one sessions

Reference: http://www.learningsolutionsmag.com/articles/824/case-study-engaging-learners-in-the-synchronous-distance-environment

OLL Instruction Design

OLL: DCO

LMS: Sakai

OLL Platforms

Assessments

Assessments Presentation

Project 2 Project 3

OLL

RE Integrates immersion

lecture topics

PresentationODA

Project 1

Immersion Integrated RE curriculum

Pre- Immersion DAEntry 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

MondaySubtopic 1

TuesdaySubtopic 2

WednesdaySubtopic 3

ThursdaySubtopic 4

FridayCulminating Activity

Recap Recap Recap Recap Consolidation

Immersive Mode Learning

Immersive Mode Learning

Immersive Mode Learning

Immersive Mode Learning

Tests

Daily Task Daily Task Daily Task Daily Task Scenario Presentation

Non-Immersive Mode

Non-Immersive Mode

Non-Immersive Mode

Non-Immersive Mode

Scenario

Topic related speaking/Writing

Topic related speaking/Writing

Topic related speaking/Writing

Topic related speaking/Writing

Topic Related Scholarly Hour

Tailored HW Tailored HW Tailored HW Tailored HW Introduce Next week’s Topic

1. Scenario/task-based instruction: RE Weekly Schedule ： 1 FLO Topic a Week

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 hourNon-immersive

activities (review, grammar, translation,

etc)

Days 1-4, 6th hourMini-research,

speaking tasks, topic expansion

Days 1-4Homework &

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.

d

HenryPersonality Types : ESTPLearning Styles Auditory 32 Visual 24 Tactile 24 Kinesthetic 14MSLQ IGO7 EGO 2 TV 6 CB5 SEL&P 5 TA2E&L Impulsive 1Ramdom1 Global2 Inductive 2

2+/2/1+ 13/16 16/17/17 23/25/19

BrownPersonality Types : ESTJLearning Styles Visual 34 Tactile 34 Kinesthetic 28 Auditory 14MSLQ IGO6 EGO6.5TV7CB6 SEL&P6.5TA 4.6E&L Global 3 Sequential 7

2+/2/1+ 13/16 17/22/17 23/25/19

TylerPersonality Types : INTJ/INFJLearning Styles Auditory 34 Kinesthetic 30 Visual 28 Tactile 28 MSLQ IGO 6.3 EGO4.5TV6.7CB4SEL&P5TA 7E&L Global 1 Sequential 6 Deductive 6

2+/2/1+ 17/20 19/23/17 19/25/19

Diagnostic Analysis Track

4. Evaluation/Assessments

❖ Purpose: consolidating learning, and adjusting teaching and learning accordingly.

❖ Forms: ➢ Periodic tests (achievement and proficiency)➢ Homework checks ➢ Rubrics (Presentation, Debate/projects/scenario)

DLPT, OPI➢ Sakai “Blog”, “One-on-one Note,” Peer review,

learning logs, journal entries➢ Recall protocol, Response, Learner Autonomy

Discussion

1. Compressed schedule supported by effective

design

2. Blended and collaborative learning

3. Promoting learner autonomy

4. Sustainment training

5. DA accuracy to guide learning and teaching

QUESTIONS?

Thank you!