Blending Methods for Blended Language Learning

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AbstractMethodology is dead. Long live methodologies. As language teachers take an a la carte approach to classroom methodologies, we enjoy freedom-with a bewildering amount of alternatives-to improve the classroom experience and more seamlessly wed it to experience outside the classroom. We look at one combination of theories, methods, and tools to facilitate a university classroom of language majors with laptops and wireless Internet connections.Borrowing bits from Massively Online Open Courses (MOOCs), Constructionism, Social Learning (Vygotsky), Problem Posing, Krashen, Tolstoy, Roger Schank, Task and Project Based Learning (TBL and PBL), Thornbury and Meddings' Dogme (Teaching Unplugged), Ubiquitous Learning, Gamification (i.e. OnePlusMe), and Peer Teaching, we set about creating a semester-long experience (including vacations) that transcends the classroom.This style is similar to a workshop, is designed for intermediate language learners and above, starts with specifics and moves to general, is Flipped (content outside, activities inside), and focuses on developing autonomy. It uses Moodle, Google Docs, feedback mechanisms, along with many web-based materials. It balances cooperation and competition with peer evaluation and small group work.

8

KJ00007759359

収録刊行物

  • 學苑

    學苑 858 65-77, 2012-04-01

    東京 : 光葉会

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