Korea 101: A course development adventure

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Korean 101 Online

A course development adventure

How we adapted asynchronous online world language courses to enhance language mastery

Brigham Young University

>50 languages taught regularly, +30 languages

70% speak a second language

6% foreign, >110 countries

BYU Independent Study Around since 1920s Distance/online/interactive Global reach 11 languages: HS &

university

-MFS French & Int’l. Education, UW-Madison-Ph.D. student in Instructional Psych & Tech, BYU-academic consultant for blended/online-developed & teaches online French-developed all of BYU’s online & blended world language courses (11 languages)-involved in global literacy initiative-mentor for ACTFL Distance Learning SIG

-M.A.T. in TESOL, Vermont-Ph.D. in Linguistics, Purdue -Section Head of Korean in the Department of Asian and Near Eastern Languages-developed and teaches all of BYU’s Independent Study Korean courses and BYU’s new “BYU Online” hybrid Korean classes-Teaching in The U.S. A Guide for International Educators (2014). -reviewer for highly respected journals and organizations (FLA, Fulbright-Hays, Routledge, etc.)

Jennifer Quinlan

Dr. Julie Damron

I can… Identify ways to use technology to

enhance engagement Identify ways to create collaboration

online Explain the ADDIE process

Guiding Instructional Theories Gagne’s 9 events Lave & Wegner Community of Learners Vygotsky Zone of Proximal Development Vaughn technology for engagement ADDIE design process

ACTFL 5 C’s

ADDIE Analyze Design Develop Implement Evaluate

And revise!Branch, R. M. (2014). Instructional design: the addie approach. Springer.

Languages Online… really?A starting point

1. Awareness of ACTFL standards insufficient

2. Dynamic perspective3. Considerations of student engagement4. Achieving higher order thinking5. Adapting content/asynchronous delivery

Classroom concerns Online concerns

Analyze

How do you integrate technology?

How does it enhance your course?

Does it impact your teaching?

Approaches“A start” (weaker sense)

Add on to deficient approaches Insert technology-based

interactions/assignments without follow-up

“Good progress” (stronger sense) Transformative process: improves the

educational experience Capitalize on technology for engagement

(Norm Vaughan, Mount Royal University, 2013. National Survey of Student Engagement, 2011.)

Design

“Blended” ConsiderationsSynchronous

spontaneous ephemeral peer influence passion preferred

Asynchronous reflective permanent < intimidating reason > rigor

integrate complement

 

Develop

Live interactions with instructor/TA

Dynamic assessments Immediate feedbackPeer interaction

Let’s take a look at the course…

Implement

What We Did…

Course OrientationLive Lesson Schedule

Live Lesson ActivityConversation CaféSpeaking Appointment

Discussion BoardCourse Wiki

GOALS:What do you hope to accomplish in this course?

When do you want to complete?

How many hours a week WILL you practice speaking?

Internal Processes & Corresponding Instructional Events

Internal Process Instructional Event Action ExampleReception Expectancy Gain attention Abrupt stimulus changeRetrieval to working memory

Stimulate recall of prior learning Ask for recall of previously learned knowledge or skills

Selective perception Present stimulus Display content with distinctive features in cafe

Semantic encoding Provide learning guidance Scaffolding in content and café

Responding Elicit performance Ask learner to performReinforcement Provide feedback Give informative feedbackRetrieval & reinforcement Assess performance Require additional learner

performance w/feedback

Retrieval & generalization Enhance retention & transfer Varied practice & spaced reviews (café participation)

Adapted from Gagne, R. M. (1986). The conditions of learning and theory of instruction, p. 246. New York: Holt, Rinehart & Winston.

What students like most:Increased motivationCooperative learningPersonalization & flexibility

Ability to revisit material

Evaluate

What professors like most:Increased motivationPeer influencePersonalization & flexibilityImproved retention/completion

Takeaways:Challenges (online & F2F)Practice mattersCollaboration & synergy

Good pedagogy is good!

Evaluate your program: What matters?

Institutional values Student/learning values Pedagogical values What you value

ADDIE model: Analyze, design, develop, implement, evaluate (+ revise)

Evaluate this session:I can… Identify ways to use technology to

enhance engagement Identify ways to create collaboration

online Explain the ADDIE process

byu.is/languages

For More Information Online: byu.is/languages

Julie Damron Julie.damron@byu.edu

Jennifer Quinlan Jennifer.quinlan@byu.edu

References• ACTFL. (n.d.). Retrieved March 22, 2017, from

https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

• Branch, R. M. (2014). Instructional design: the addie approach. Springer.

• Lave, J., & Wenger, E. (1998). Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press.

• Lloyd, P., & Fernyhough, C. (1999). Lev Vygotsky. critical assessments: The zone of proximal development. London: Routledge.

• Vaughan, Norman. Mount Royal University, 2013. National Survey of Student Engagement, 2011.

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