Windows of opportunityWindows of opportunityAnnette Nolan Annette Nolan

Swedish National Defence CollegeSwedish National Defence College

Technology - a means to facilitating Technology - a means to facilitating continuity and providing flexible continuity and providing flexible

opportunities for self-directed opportunities for self-directed learninglearning

Context Context

rapid proliferation of high rapid proliferation of high levels of English language levels of English language

competencecompetence in professional in professional communitiescommunities

Placement Level CadetsPlacement Level Cadets

Score range on OPT Score range on OPT percentagespercentages CEFR Level (approx %)CEFR Level (approx %)

95+95+ N/A expert user - 2% (4 cadets)N/A expert user - 2% (4 cadets)

85-9485-94 C2 – Mastery - 20%C2 – Mastery - 20%

75-8475-84 C1 – Advanced - 55%C1 – Advanced - 55%

60-7460-74 B2 – B2+ - 20%B2 – B2+ - 20%

45 - 5945 - 59 B1 – B1+ - 2.5 %B1 – B1+ - 2.5 %

30-4430-44 A1 – A2 - 0.5% (1 cadet)A1 – A2 - 0.5% (1 cadet)

Directing the learnerDirecting the learner

Help the learner minimise selection Help the learner minimise selection difficulties when faced with the ubiquity of difficulties when faced with the ubiquity of materials and delivery options availablematerials and delivery options available

Help the learner develop metalinguistic Help the learner develop metalinguistic competence/analytical and reflective skillscompetence/analytical and reflective skills

Appropriately direct responsive guidance Appropriately direct responsive guidance to facilitate new learningto facilitate new learning

Direct tasks towards salient (un- or- Direct tasks towards salient (un- or- insufficiently- analysed) aspects of the insufficiently- analysed) aspects of the language systemlanguage system

Teacher autonomy is a Teacher autonomy is a prerequisite to effective prerequisite to effective

dialogic learningdialogic learning

The zone of proximal developmentThe zone of proximal development ““the distance between the actual developmental the distance between the actual developmental

level as determined by independent problem solving level as determined by independent problem solving and the level of potential development through and the level of potential development through

problem solving under adult guidance or in problem solving under adult guidance or in collaboration with more capable peers” –Vygotsky collaboration with more capable peers” –Vygotsky

Mind in Society 1978 Cambridge MassMind in Society 1978 Cambridge Mass

JEOPARDYJEOPARDYAbbreviationsAbbreviations General General

vocabularyvocabulary TranslateTranslate Military Military vocabularyvocabulary

500500 500500 500500 500500

400400 400400 400400 400400

300300 300300 300300 300300

200200 200200 200200 200200

100100 100100 100100 100100

APCLUP

ETALD

OC

OOM

UAV

BG

LOC

CO

MBT

TF

FOB

BC

TAORNCO

FAC

MFC

QRF

VCP

ABBREVIATIONSABBREVIATIONS

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Traditional digital Interaction Traditional digital Interaction promotes independent learningpromotes independent learning

Receive and give feedback on writing tasks.Receive and give feedback on writing tasks. Publish answers to routine practice tasks for self-Publish answers to routine practice tasks for self-

correction.correction. Advance distribution of tasks prior to class Advance distribution of tasks prior to class

meetings so that preparatory exercises and meetings so that preparatory exercises and activities can be done prior to class time.activities can be done prior to class time.

Advance distribution of materials/exercises for Advance distribution of materials/exercises for students to process before a lesson, allows more students to process before a lesson, allows more flexible planning and response from students and flexible planning and response from students and eliminates classroom management issues e.g. eliminates classroom management issues e.g. slower readers/lower level members can prepare slower readers/lower level members can prepare tasks at their own pace.tasks at their own pace.

Further examplesFurther examples Individually directing students to grammar and Individually directing students to grammar and

vocabulary exercises and media that relate vocabulary exercises and media that relate specifically to their needs/interests.specifically to their needs/interests.

Allow students to communicate about class and Allow students to communicate about class and language related issues between lessons through language related issues between lessons through online conferencing.online conferencing.

Deal with individual issues with individual Deal with individual issues with individual learners without the rest of the group looking on.learners without the rest of the group looking on.

Set up banks of favourite activities/learning links Set up banks of favourite activities/learning links that you can give your students access to, at the that you can give your students access to, at the touch of a button.touch of a button.

Example of an interactive taskExample of an interactive task

http://www.guardian.co.uk/world/interactive/2007/dec/14/afghanistanhttp://www.guardian.co.uk/world/interactive/2007/dec/14/afghanistan

http://www.guardian.co.uk/commentisfree/2008/jan/12/afghanistan.worldhttp://www.guardian.co.uk/commentisfree/2008/jan/12/afghanistan.world

Formalizing individual learning as a Formalizing individual learning as a goal in course objectivesgoal in course objectives

The main aim ………..Moreover, to raise students’ The main aim ………..Moreover, to raise students’ awareness of key aspects of discourse, vocabulary and awareness of key aspects of discourse, vocabulary and grammar structure to enable them to identify personal grammar structure to enable them to identify personal learning goals both in terms of accuracy and fluency thus learning goals both in terms of accuracy and fluency thus facilitating autonomous strategies for domain-specific facilitating autonomous strategies for domain-specific language learning. language learning.

The key objective is to facilitate the cadets understanding The key objective is to facilitate the cadets understanding and the extension of their range and control over and the extension of their range and control over vocabulary and grammar structures while at the same time vocabulary and grammar structures while at the same time focusing on key topic areas that are of professional interest focusing on key topic areas that are of professional interest to them. to them.

The outcome of such an approach should be that each The outcome of such an approach should be that each cadet develops effective strategies that facilitate further cadet develops effective strategies that facilitate further independent learning and knowledge of key language for independent learning and knowledge of key language for professional purposes.professional purposes.