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Online Learning for English

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Chen Li

on 18 February 2016

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Transcript of Online Learning for English

Online Learning for English 4.0
LE!
O
Presenters :
Elaine Teoh, Kelvin Sim
Team
: Samuel Wong, Hannah Tan, Hia Wan Ching, Khaw Kai Yim, Li Chen
Aims
The OLE 4.0 Project aims to help our Yr4 EL students
develop confidence in reading difficult editorial news
develop online independent collaborative learning skills
by scaffolding the various skills, supportive tasks, rubrics
reinforce classroom learning

http://rvhs4bc.blogspot.sg/
OLE Aims
EL Goals
Students' Needs
Teachers' Concerns
Students will become:
- Effective communicators,
through developing good oracy and presentation skills.
- Critical thinkers
by developing critical thinking skills through evaluation, analysing and interpreting issues about their society.

Students will:
-
Build cultural capital and literacy awareness
by understanding current affairs, social issues and various forms of literary works.
- Acquire
strategies
to understand text analysis and production and
argumentative writing skills
and develop their writing style.

RVHS EL Goals
Identifying Students' Needs
lacked vocabulary
hardly read lengthy news and opinion articles
difficulties evaluating writer’s arguments
difficulty writing a clear argument
lacked confidence in their reading ability

Students needs & weaknesses
(Diagnostic Test & Pre-Project Survey)
Teachers' Concerns and Worries
Designing OLE
Maximising Affordances of Social Media Platforms
Scaffolding Pedagogical Elements
Sound Theories
Maximising Affordances of Social Media Platforms
Edmodo Showcase:
Our OLE online platforms (Blogger & Edmodo) incorporated these functions:
ICT as long term systematic solution
efficient: monitor, showcase, safe, free
allow collaboration
make thinking visible
use of multi-modal text and hypertext
Key Pedagogical Elements
blended learning
scaffolding : rubrics, samples, articles, variety
collaboration
reward and feedback
Impacts
post-project survey
self-reflection on learning
student feedback on project
student submissions
The impact of OLE was evaluated by:
Impact on Students:
Self-Reflection on Learning
Student Showcase Posts
Reflection on Learning
Clarity in Understanding
Here are some responses from our students' reflections on learning
Sample Submission
Teachers were given the opportunity to:
conduct action research
harness Web2.0 apps for systematic long term solution
appreciate the effectiveness of online independent learning
Reduce reliance on teacher's feedback
LE4.0
Student Feedback on Project
More autonomy in choice of articles
Greater diversity of articles
Integrate OLE4.0 into classroom lessons
More Autonomy in Selection of Articles
"Maybe a list of reliable news sources could be given so that we can read based on our topics of interest."
--> Students' desire for greater autonomy shows how the project works
Greater Diversity of Articles
"Allow us to discuss more controversial topics (e.v. racism, xenophobia) to broaden our exposure and give us an insight to the harsh realities of society."
Integrate OLE4.0 into Classroom Lessons
"We could include the sharing of opinions on different articles in class when there's time because the same kind of article would invoke a different feeling and thinking [in different students]."
Improving
Future Potential
more authentic tasks
+/- student autonomy
+/ - scaffolding
integration into curriculum
serve as prototype for scalability
developing online community
General Knowledge
Skills
Critical Thinking
Acknowledgements
The RVHS Year 4 EL team would like to thank:
HOD ICT Mr Oh Chee Wee for helping with survey construction and platform ideas
RVHS Teachers - Mr Mark Cordiner, Mr Chow Ban Hoe and Mdm Wan Chiew Inn for participating in our interviews
Our School Leaders who gave strong support for OLE4.0
Blog:
structure in tasks and platform
time consuming for teachers
quality of students' work
safety online
Impact for Teachers
Our opinion is that the NSA's bulk data phone records collection program is unjustified, and should be ceased. This is because the government has been unable to point to any thwarted terrorist attacks that would have been carried out if the program had not existed, yet there were several terrorist attacks that had taken place on US soil since 9/11, after the program was put into effect - the most notable would be the Boston Marathon bombings in 2011. The high-profile nature of both the bombing and its location, coupled with the inability of the US government to thwart said bombing using its telephone data records collection program, although it was described as an 'effective tool', further shows that the program is redundant. In other words, the program has failed to be of any use and we feel that it is not justified for the NSA to place citizens under constants surveillance without providing any tangible benefit for the citizens in return, such as a strengthened sense of security.
Thesis Statement
Elaboration
Example
Elaboration
Teachers' Concerns and Worries
Purpose
ARTICLE:

SUMMARY QUESTION:
Summarise from Paragraphs 6-9 why education might not be the best solution to poverty in about 100 to 150 words.

READER RESPONSE QN:
Do you think the author’s views on why education might not be the best solution is applicable to Singapore? Provide your reasons in 1 paragraph of no more than 200 words.

PEER FEEDBACK:
Provide feedback for another post using the Feedback Rubric (wrt argument, evidence)
Assignment Sample
Design
Impact
Moving Forward
Platform
Pedagogy
Students
Teachers
Student Suggestions
Future Potential
Overview
http://rvhs4bc.blogspot.sg/
Quantitative Data
(Post project Survey)
- 20%
improvement in student confidence in their ability to read difficult news
- 52.5%
felt this project helped them
significantly with EL skills
- 98%
submission rates
- 490
page views per month
References

Coll, C., Rochera, M. J., & de Gispert, I. (2014). Supporting online collaborative learning in small groups: Teacher feedback on learning content, academic task and social participation. Computers & Education, 75, 53-64.

Choo, L. P., Kaur, G., Fook, C. Y., & Yong, T. C. (2014). Patterns of Interaction among ESL Students During Online Collaboration. Procedia-Social and Behavioral Sciences, 123, 307-314.

Fung, Y. Y. (2004). Collaborative online learning: Interaction patterns and limiting factors. Open Learning: The Journal of Open, Distance and e-Learning,19(2), 135-149.

Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46, 49-70.

Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), 470-481
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