Blending technologies in second language classrooms:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London
palgrave macmillan
[2018]
|
| Ausgabe: | Second edition |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xxxii, 407 Seiten Illustrationen |
| ISBN: | 9781137536853 |
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| 650 | 4 | |a Language and education | |
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| 650 | 4 | |a Linguistics | |
| 650 | 4 | |a English | |
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Datensatz im Suchindex
| _version_ | 1804178448803954688 |
|---|---|
| adam_text | Contents
1 Evolution of Blended Learning 1
Overview of Blended Learning 2
Computers and Language Learning 7
Considerations in Blended Language Learning 10
Consideration 1: Purpose 10
Consideration 2: Appropriateness 11
Consideration 3: Multimodality 12
Consideration 4: Sustainability 14
Summary 16
References 17
2 Understanding Learning Technologies 23
Toward a Wide Definition of Technologies 24
Performance of Technologies 27
Dimensions of Technologies 28
Dimension 1 : Actions 29
Narrative Actions 30
Interactive Actions 31
Adaptive Actions 33
Communicative Actions 34
Productive Actions 34
xvii
XVIII
Contents
Dimension 2: Timings 35
Dimension 3: Groupings 37
Dimension 4: Spaces 38
Dimension 3: Texts 39
Dimension 6: Tools 42
Summary of Technology Dimensions 42
Applying the Dimensions of Technology 44
Redefinition of Technology for Second Language Learning 45
Merging CALL and Task-Based Learning Theory 46
Summary of Blended Technologies 48
References 49
3 Learning Metaphors and Ecologies 55
The Evolution of Second Language Pedagogy 57
Issue of Metaphors 58
Metaphor 1: Learning as Instruction 60
Metaphor 2: Learning as Acquisition 62
Metaphor 3: Learning as Socialization 64
Succession, Dominance, or Balance? Which Metaphor Is
Best? 67
The Role of Environment 70
The Centrality of Environment 72
Can Learning Ecology5 Unite the Language Learning
Metaphors? 73
Moving to Language Learning Ecologies 74
Normalization as Antidote to Computer Fixation? 76
Air Ecological Paradigm of Technology 77
Summary of Foundations of Blended Language Learning 78
References 79
4 Designs for Blended Language Learning 85
What Is Design? 86
Bottom-Up or Top-Down Design? 87
An Ecological, Iterative, Multi-stakeholder Model of
Design 88
Contents xix
Blended Environments as Hybrid, Human/Technological
Networks 89
Two Ways of Change: Design and Innovation 91
Educational Change as Incremental Design 93
Bricoleur Mode of Design 94
Applying the Principles of Design 95
Educational Change as Disruptive Innovation 95
Disruptive Innovation 1: Social Media and Carnification 97
Disruptive Innovation 2: Flipped Classroom 98
Disruptive Innovation 3: Learner Analytics 98
Disruptive Innovation 4: Visible Learning 99
Disruptive Innovation 5: Quantified Self 99
Disruptive Innovation 6: Virtual Assistants 99
Creative Classroom Research Model 100
Levels of Design: Micro, Meso, Macro 102
Micro-level Design Considerations 102
Task Design 103
Lesson Planning 106
Subject Guidelines 107
Meso-level Design Considerations 108
Graduate Attributes 108
Departmental Goals and Curriculum Structure 110
Risk Management 111
Ethical Vision 112
Macro-level Design Considerations 113
International and National Standards 113
Regional and Association Policies 115
Professional Development Benchmarks 116
Summary 116
References 118
5 Strategies for Blended Language Learning 125
Moving from Tool-Centric to Aim/Assessment-Driven Design 126
PPP: A Dominant Strategy for Curriculum Design 127
TBLT: A Core Strategy for Curriculum Design 129
XX
Contents
What Is a Communicative Task? What Is Not? 130
Types of Tasks: Pedagogic Categories for Differentiating
Levels and Qualities of Tasks 130
Goal of Blending Technologies: To Improve the
Learning Experience 132
Defining a Blended Task 133
Comparing and Separating Tasks and Technologies 135
Selecting Technologies for a Task 137
Analysis of the Task/Technology Relationship: Cases of
EFL Classes in Japan 138
Sequencing: Multiple Technologies Within a Task 140
Strategies in Designing Tasks 143
Flipped Teaching Strategies 144
1. Lectures Are Inverted from Classroom Activities to
Pre-class Homework Activities 144
2. Interactive/Communicative Activities Increase
During Classroom Time 145
3. Texts Change from Single Media to Multimedia 145
4. Synchronous and Asynchronous Activities Are
Remixed in Course Design 145
Case Analysis of Flipped Teaching in Language Learning 146
Gamification and Social Media Strategies 147
Is Gamification a Technology? Is It a Task? 149
Gamification Principles 151
Gamification Elements 152
Applying Gamification to Second Language Learning 152
How Does Gamification Expand Beyond Classroom and
LMS? 154
Summary of Strategies 155
References 155
6 Assessments for Blended Language Learning 161
Defining Assessment for Blended Learning 162
Metaphors of Learning in Assessment 164
Considerations of Blended Learning in Assessment 165
Contents
xxi
Assessment Purposes 167
Assessment for Qualifications 167
Assessment for Administration 168
Assessment for Learning 169
Assessment Principles 171
Clear Aims and Objectives 171
Authenticity and Value 172
Fairness and Objectivity 173
Efficiency and Practicality 174
Embedded Formative Assessment 175
Practice Activities 175
Feedback Activities 176
Graded Activities 177
Evaluation Activities 178
Construction of Blended Assessments 178
Assessment Participants and Roles 179
Modes of Delivery 180
Paper Assessments 180
Face-to-Face Assessments 181
Online Assessments 181
Assessment Formats 182
Transparency of Marking Through Rubrics 184
Choice of Language in Rubric Design 187
Ratios of Self, Peer, and Teacher Assessments 187
Student Development of Criteria 190
Annotations and Essay Assessments 193
Assessment in Programs 194
Action Research in Assessment 194
Institutional Obstacles 195
Instructor Attitudes 195
Perceptions of Technology 198
Learner Analytics 200
Summary 200
References 202
xxii Contents
7 Principles of Research in Blended Environments 207
Contextual Inquiry Versus Experimental Research 207
What Is ‘Effectiveness7 in Teaching and Learning? 210
Post-modernist Inquiry and Classroom Research 210
The Question of Effectiveness 211
Defining a Research Philosophy 213
Question of Epistemology 214
Question of Positionality 215
Question of Inference 217
Question of Validity 218
Reflecting on a Personal and Team Philosophy 221
Acknowledging Positionality 221
Discerning Personal and Collaborative Worldviews 222
Recognizing Potential Blind Spots 223
Reductionism: Analyzing Pieces of Information 224
Objectivism: Seeking Universal Truth or ‘Best Practice’ 224
Determinism: Oversimplified Causality 226
Detachment: A Pretense of Non-bias 227
Minimizing Research Traps and Pitfalls 228
Ethical Considerations 229
Summary 231
References 233
8 Action Research in Blended Environments 237
Defining Action Research in Blended Environments 237
Differentiating Action Research from Other Approaches 239
Justifying Action Research in Blended Environments 240
Issues in the Design of Action Research 242
Individual and Collaborative Positionality 243
External Validity or Transferability 243
Non-human, Hybrid Agency 244
Conducting Action Research 245
Step 1: Problem-Posing (Establishing an Appropriate
Research Question) 247
Step 2: Designing (Creating the Intervention
Classroom and Online Texts/Activities) 250
Contents xxiii
Step 3: Specifying (Deciding What Data to Collect) 250
Step 4: Configuring 250
Step 5: Promoting 250
Step 6: Collecting 251
Step 7: Analyzing 251
Step 8: Reflecting (Debriefing by Faculty and
Evaluation by Students) 252
Step 9: Publishing (Dissemination and Critique of
Research) 252
Step 10: Institutionalizing (Selecting Sustainable
Change and Next Actions) 253
Action Research Cases: Longitudinal Studies 253
Summary 254
References 256
9 Ethnographic Research in Blended Environments 259
What Is Ethnography in Educational Environments? 260
Comparing Ethnography with Other Approaches of
Contextual Inquiry 262
Contextual Frameworks for Studying Blended Ecologies 263
Semiotic Analysis 264
Issues of Ethnographies 266
Types of Ethnographies 267
Type 1: Classroom Ethnography 267
Sample Classroom Ethnography of an Extensive
Reading Ecology 268
Out-of-Class ER Activities Description 269
In-Class ER Activities Description 270
Interpreting the ER Program Ecology 270
Type 2: Institutional Ethnography 273
Sample Institutional Ethnography of a Blended
Language Learning Ecology 274
Data Collection and Reduction with Excerpts 275
Purposive, Manual Coding 275
Analysis of Institutional Change 276
XXIV
Contents
Type 3: Autoethnography 276
Defining Autoethnography 279
The Aims of Autoethnography 280
Data Collection and Analysis in Autoethnography 281
Conducting a Blended Learning Autoethnography 283
Data Collection with Publication Summaries 284
Theme Interpretation 286
Problems and Validity of Autoethnography 287
Summary 288
References 288
10 Blended Technologies in Practice 293
Technology 1: Carouselling 294
Dimensions of Carouselling 295
Variations and Blending 295
Technology 2: Quiz Gaming/Audience Response System 296
Technology 3: Video Assessing with Paper and LMS Rubrics 299
Research Focus: Issues of Rubric Design 300
Research Method: Action Research 301
Curriculum and Course Context 301
Types of Assessments Pre-2012 303
Types of Assessments from 2012 306
Rubric Design: Adapting from Paper to LMS 307
Rubric Design: Weighting Self/Peer/Teacher 311
Rubric Design: Scale Definitions 312
Further Research 313
Summary of Blended Technologies in Practice 315
References 316
11 Blended Language Lessons in Practice 319
Bricolage Process of Lesson Design 321
Blended Tasks and Lessons 325
Contents
xxv
Case 1: Blended Oral Communication Task
Task Background and Aims
Step-by-Step Lesson Flow
Technology Dimensions Within the Lesson
Pedagogical Actions
Pedagogical Groupings/Spaces
Pedagogical Timings
Pedagogical Texts/Interfaces
Pedagogical Tools
Discussion of Blended Technologies as Embedded in a
Lesson
Discussion of Blended Learning Considerations in a
Lesson
Case 2: Blended Process Writing Task
Case 3: Blended Inter-class Exchange
Summary
References
328
329
330
334
334
335
337
337
338
340
341
343
347
352
353
12 Blended Language Programs in Practice 355
Theme 1: Blended Learning Faculty Teams 356
Distributed Structure of Authority and Research 356
Sustained Professional Development 359
Theme 2: Blended Learning Materials Development 363
Years 1—2: Internet Projects and Wireless Notebooks 364
Years 3—4: In-House Project Booklets 365
Years 5—6: Customized Content-Based Materials 366
Considerations in Materials Development 367
Theme 3: Blended Learning Infrastructure 367
Curriculum-Driven Facilities Designs 370
Legacy Facilities and Redesign 371
Role of Infrastructure in Blended Language Learning 375
Principles for Blended Program Design 378
Principle 1: Collaboration 379
XXVI
Contents
Principle 2: Localization 380
Principle 3: Variability 381
Principle 4: Accountability 382
Contributions to Practice 382
Summary 384
References 385
Postlude: Future of Blended Language Learning 387
Assessment Futures 388
Moving to E-assessments 388
Adoption of Video Assessment of Performance 389
Use of Learner Analytics 390
Alignment with Values and Goals 391
Conclusions and Questions: A Third Space for
Learning and Teaching 392
Teaching, Learning and Outcomes 392
Professional Development and Training 393
Policy and Leadership 393
Research and Theory Construction 395
References 397
Index
401
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| spelling | Hinkelman, Don Verfasser aut Blending technologies in second language classrooms Don Hinkelman Second edition London palgrave macmillan [2018] xxxii, 407 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Linguistics English language Language and education Teaching Language and languages / Study and teaching Educational technology English Language Education Technology and Digital Education Language Teaching Teaching and Teacher Education E-Learning (DE-588)4727098-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s E-Learning (DE-588)4727098-6 s DE-604 Erscheint auch als Online-Ausgabe 978-1-137-53686-0 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030290827&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Hinkelman, Don Blending technologies in second language classrooms Linguistics English language Language and education Teaching Language and languages / Study and teaching Educational technology English Language Education Technology and Digital Education Language Teaching Teaching and Teacher Education E-Learning (DE-588)4727098-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4018428-6 |
| title | Blending technologies in second language classrooms |
| title_auth | Blending technologies in second language classrooms |
| title_exact_search | Blending technologies in second language classrooms |
| title_full | Blending technologies in second language classrooms Don Hinkelman |
| title_fullStr | Blending technologies in second language classrooms Don Hinkelman |
| title_full_unstemmed | Blending technologies in second language classrooms Don Hinkelman |
| title_short | Blending technologies in second language classrooms |
| title_sort | blending technologies in second language classrooms |
| topic | Linguistics English language Language and education Teaching Language and languages / Study and teaching Educational technology English Language Education Technology and Digital Education Language Teaching Teaching and Teacher Education E-Learning (DE-588)4727098-6 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Linguistics English language Language and education Teaching Language and languages / Study and teaching Educational technology English Language Education Technology and Digital Education Language Teaching Teaching and Teacher Education E-Learning Fremdsprachenunterricht |
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