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Technology and Pedagogy: Technology and Pedagogy: Getting them Married in Teacher Getting them Married in Teacher
EducationEducation
Rong Yuan & Kueilan ChenRong Yuan & Kueilan Chen
Defense Language InstituteDefense Language Institute
Chinese LEARN 2010Chinese LEARN 2010
Blended Mode of InstructionBlended Mode of Instruction
• dL in language teaching and learning
• Effectiveness of technology integration
(Menaker, 2009)
• Online/Mixed mode vs. f2f (Means et al, 2009)
• New technologies for CMC
Three stages of CALLThree stages of CALL
Stage Structural CALL
1970s-1980s Communicative CALL
1980s-1990s
Integrative CALL
21st Century
Technology Main frame PCs Multimedia & Internet
Language-teaching
Paradigm
Grammar-translation
Audio-lingual
Communicative language teaching
Content-based
View of language Structural Cognitive Social-Cognitive
Principal use of
computers
Drill and practice Communicative
exercise
Authentic discourse
Principal objective accuracy Fluency Agency
State of the Art: Language Teaching/LearningTransmission Transaction Transformation
Goal To know To do To create
Instructional activities
Exercise Tasks, projects, authentic texts
Student-selected materials
Role of teacher Knower Facilitator Advisor
Theoretical base Mastery learning (Bloom, 1968)
Experiential learning (Dewey, 1938)
Humanistic learning (Rogers, 1968)
State of the Art: dL Technology
Where We Are: Teacher Education
State of the
art of
dL
technology
State of the
art of
pedagogy
Teacher education
Teacher Education: Instructional Design Principles
• Integrative approach
• Experiential learning
• Transformational learning
• Social constructivism
Core Knowledge
Pedagogical knowledge
technological knowledge
pedagogical technological knowledge
GLOSS (4218, 620)
Three Forms of Cognitive Load Form Description Example
Intrinsic
(Manage)
The number of elements working memory must hold while processing. Relates to complexity of the content.
Memorizing vocabulary imposes less intrinsic load than responding in a role play.
Extraneous
(Minimize)
Irrelevant mental work imposed on working memory that detracts from learning.
Text explaining a visual appears in a separate location from the visual.
Leads to split attention.
Germane
(Maximize)
Relevant mental work that
serves the learning goal. A relevant practice exercise helps build related skills
Cognitive Load Variables
Variable Description Impact
Content Complexity
Refers to the intrinsic load imposed by training materials.
Higher complexity means greater cognitive load
Learner
Expertise
The more prior knowledge the learner has related to the content, the less complex will be that content and the less cognitive load will be experienced
Learners with less expertise require different instructional methods than learners with more expertise
Instructional Environment
Refers to the use of modes, methods, and architectures in a given delivery medium.
For novice learners, instructional environments should minimize extraneous cognitive load
Tailor GLOSS LOs in LL
• F2F: http://gloss.dliflc.edu/products/gloss/cm_soc038/cm_soc038_act6.html
– HW Assignments (screenshots: link, images, TN)– Speaking/Listening practice class, Brainstorming,
etc.)– A basis for a lesson plan for instruction
• As a basis for refresher courses• As an area study guide• As supplemental material for distant
education courses• …..
How Can GLOSS Lessons Be
F2F, Hybrid, and Virtual Classrooms
GLOSS Lessons
Assessment Tools(placement test)
Supplementary Materials
(4+2, distance course)
Short Quizzes
Core Materials(i.e. basis for refresh courses, lesson
plan for classes)
Self-Study/Area Study Special Assistant
(speaking/listening/FLO skills/others)
Review/Homework(screenshot: links, web page, project)
Sample Activities
• How memory works (CS3)
• Pygmalion effect (Flash Cs4)
• Deep vs. Surface learning (WMV)
• GLOSS lesson planningA: http://gloss.dliflc.edu/products/gloss/cm_soc038/default.html
(CD)
B: http://gloss.dliflc.edu/products/gloss/cm_geo402/cm_geo402_act5.html
(CD)
Text + Video + Audio
References
• Bransford, J. D, Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
• Clark, R., Nguyen F. & Sweller, J. (2006). Efficiency in Learning. San Francisco: Pfeiffer
• Means, B., Toyama,Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education, Office of Planning, Evaluation, and Policy Development: Policy and Program Studies Service.
• Menaker, E. (2009). Distributed learning (dL) in foreign language education: Principles, best practices, and approaches to evaluation. Army Research Institute. Washington, DC.
• Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.), (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy.
• Woolfolk, A. (2007). Educational psychology. (10th Edition) Boston: Pearson.
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