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E-learning in LanguageTeaching 2014

Instructor: LE NGUYEN NHU ANH

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Getting Started on Your Learning Activity

•This class emphasizes the importance ofimages, video, and sound in the learningprocess. Let's take a brief look at the way onegroup of educators chose to use images in a

classroom project on changes being shapedby the urban growth of Hanoi. Review theproject and the way the images add value to

the learning activity.• Download link: http://tinyurl.com/kjz3dzh 

• Be prepared to share your observations with

the whole group.

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Lesson Planning: Getting Started

•Download the Lesson PlanningTemplate:

http://tinyurl.com/l962gca 

•Fill in basic information

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Lesson Planning: Getting Started

Developing a Task

• Part A. Write Your Task

• Your job in this part of the lesson improvement

process is to write your task and add it to the Task

page of your Moodle class.

• Make sure your task:

• Draws on students’ knowledge, beliefs and passions;

• Includes a real, authentic problem;

• Asks students to produce a real product that would be

useful beyond school.

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• Part B: What Makes a Product Real and aQuestion Essential?

• The Center for Problem-Based Learning believes authentic, engaging problems are:

• Real-life, "messy," ill-structured situations.

• Complex in nature, not solved easily.

•Open-ended, not leading to one "right"answer.

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• Part C: Elements of an Effective Task

Sample Task

• Much of Hanoi is surrounded by water, buttoday that water in the Red River ispolluted, and residents of the city cannotdrink it. Without clean water Hanoi maynot be able continue to grow and to meetthe needs of its people. What actions can

you take at home or in school to eliminatepollution and make the water cleaner?What would you urge the government to

do to end pollution of the river?

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•This task has two elements found in

many strong tasks:• A scenario. Scenarios can stimulate students’

interest, and help students by placing what

may be an abstract idea in a moreunderstandable setting and defining an

audience.

• An essential question. Essential questions

help define the product the students willcreate to demonstrate learning.

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• A good essential question“…helps students make

sense of important but complicated ideas,knowledge, and know-how – findings that may

be understood by experts, but not yet grasped or

seen as valuable by the learner.” (Wiggins, 2007)

• Essential questions might also focus studentlearning on, “… key inquiries within a discipline.”

For example, “’What is healthful eating?’

engenders lively debate among nutritionists,physicians, diet promoters, and the general

public.” (Wiggins. 2007)

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• Part D: Sample Task: Here is one scenario, and a varietyof essential questions related to that scenario.

In the past 30 years Ho Chi Minh City has seen enormous

growth:• The population has skyrocketed from 2 million to about 7 million

in 2009. And it grew by more than a million between 2004 and2009.

•

Industrial parks and factories are growing in Binh Tan and othersdistricts almost as fast.

Growth has brought increased prosperity. At the same timetraffic has slowed to a crawl as more and more residentsbuy motor scooters. Air pollution is a growing problem.Traditional culture is being challenged by outside influencesthat come with global industrialization. Traditionalbusinesses are being threatened by goods produced infactories.

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Essential questions

• What would you advise government to do to protect airquality?

• What can you and your family do to reduce air pollution?

• What can you and your family do to protect traditionalbusinesses and industries?

•What would you suggest that government do to protecttraditional businesses?

• What can you do to preserve traditional culture?

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http://tinyurl.com/kl7rb24