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NFEAP 2013 - Development of an Integrated Online EAP Course at HiOA

Presentation for NFEAP 2013
by

Tulpesh Patel

on 15 November 2014

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Transcript of NFEAP 2013 - Development of an Integrated Online EAP Course at HiOA

Project timeline
2014
NOW
Summer/Autumn 2013
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Outline
Data from preliminary needs analyses
Developing an online EAP course and e-learning resources at
HiOA

Pilot course integrated into the Master Programme in Multicultural and International Education
Online teaching tools
PowerPoint-assisted video lecture
Online tools
Iterative development of course material
Feedback
Analysis of feedback
Resource development
Feasibility
Infrastructure
Budgeting
Needs analysis
Videos
Podcasts (audio)
Transcripts (video + audio)
PowerPoint presentations
Handouts
Assignments
Accessibility and Universal Design
1. Universal design principles and standards
2. National and international legislation
Test each resource with current students, instructors, IT dept, UD academics.
Detailed feedback on utility and usability
Assess feasibility of suggested improvements, Within the constraints imposed by
IT facilities (e.g. Fronter)
Budgets
Resource availability
Discussion fora
1. Motivation for the online EAP project
'Talking head' personalises the material
Oral and written instruction
Lends itself to working with texts
Concretises concepts
Fairly straight-forward to design and create
Tulpesh Patel
June 6th, 2013

Feasability
Utility
Usability
Testing
Small-scale (26 students)
Content-specific
Fully integrated into course design
Mandatory
Academic writing skills
Planning
Referencing and plagiarism
Literature searching
Effective reading and note-making
Critical analysis
Developing macro- and micro Structure
Writing clearly and concisely
Audience awareness
Using evidence
Using formal writing conventions
Identifying claims/arguments/reasons
Use appropriate academic vocabulary
Building an argument

Encourages deeper engagement with material
More detailed and collaborative than instructor/supervisor feedback
Integrates EAP development with improvement in (for example) thesis
Forum structure
Peer feedback
Asynchronous: Fora/discussion boards
Students can discuss issue in depth
In and on their own terms
In their own time
Organic
Creates a classroom away from the classroom
Instructors can track discussions
Synchronous: Formalised Journal Club
Stimulates:
Cooperation and interaction
Content-specific critical analysis
Reflection on individual and collective learning experience
Augmenting conventional teaching practices
Research-oriented evaluation
Giving and using feedback
Course-adapted
content-specific versions
Staff
EAP instructors / EMI staff
Students
Fundamentals of academic English
Academic 'literacies'
Resources for administrative staff
Academic EAP literature
Teaching resources
Handouts
Exercises
Guidelines and rubrics
Using sources
Critical analysis
Building a text
Oral communication & presentation skills
Vocabulary building
Style
Grammar
Links to online courses and resources
Resource bank
Infrastructure
Functionality
Collating materials
Focus groups and interviews
Usage statistics
Analysis of forum data
Resource bank
(Licensing and copyright issues)
Licensing and copyright issues
Creative commons
Public access repository at HiOA
Based on
open source software
Project is in very early stages
Preferred resource media
Preferred tool for peer feedback
Challenging aspects of academic writing
English for Academic Purposes
Current system on
Resources confined to course/module-specific Fronter classrooms
Need a consensus around a standard set of terms and conditions
Time spent per week
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Use of deadlines
Availability of resources
Use of
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"why use the Fronter forum? I am sure there are better ways to communicate."

Facebook/Email is easier
The teachers don't use it
I wasn't aware of Fronter/forum boards
"I used it for practical learning; writing texts on specific topics that were assigned by the teacher. It was a good experience, getting to read the opinions of others on various themes and issues"
"Fronter's an efficient way of disseminating information."
"It's a central place for students to meet"
Challenges
Socialising
Lack of personal contact
Lack of instructor responsiveness to questions
Unfamiliarity with non-traditional teaching methods
Course syllabus
Developing materials
Course-content integration
Re-thinking course design
Lack of student engagement
Time management
Motivation
Self-regulated learning
Digital issues
Basic digital literacy requirements
Reliance on technology
Adhering to UD principles
Licensing and copyright
Academic integrity
Plagiarism
Collusion
Moderating student activities
Providing a learning experience, not just a content delivery system
Consolidate and formalise EAP teaching
Efficient use of resources
Flexible to student needs
Innovative teaching and assessment
Students and staff need and want it
Motivations for an online course
General Discussion
Lectures
Assignments
Course material feedback
Technical feedback
Fixed weekly chat sessions to discuss a journal article or set text
Cuba
Ethiopia
Zambia
South Sudan
Uganda
Palestine
Nicaragua
South Africa
Nepal
International student group
Norway
Long-term
Availability of resources and EAP assignments timed with major course milestones
3 essays (2 x 3000 and 1 x 6000 w0rds)
Research proposal
Thesis
MOOCs
4. Challenges
3. Integrated online EAP course
Tools and resources
Project development timeline
Needs analysis and feedback
2. Resource bank
Student-led formative feedback
Thank you
Full transcript