designing and developing a blended course: best practices for japanese learners

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  • Parisa MehranMehrasa Alizadeh

    Ichiro KoguchiHaruo Takemura

    EUROCALL 2017

    Photo: https://goo.gl/mcUymC

    Designing and Developing a Blended Course: Best Practices for Japanese Learners

    Osaka University Global English Online (OUGEO)

    https://goo.gl/mcUymC

  • Osaka University Global English Online

    (OUGEO)

    Photo: https://goo.gl/gBmGdJ

    https://goo.gl/gBmGdJ

  • Instructional Design for Online Course Delivery

    Photo: https://community.articulate.com/articles/10-things-you-could-create-instead-of-an-e-learning-course

    https://community.articulate.com/articles/10-things-you-could-create-instead-of-an-e-learning-course

  • ADDIE Model

    Analysis

    Design

    DevelopmentImplementation

    Evaluation

    Needs, Requirements,

    Learners current capabilities

    Learning objectives,

    Delivery format, Activities and

    tasks

    Developing course materials,

    Piloting

    Measurement of performance,

    Learning analytics

    Training implementation,

    Observation

    Figure 1. ADDIE Model

  • Successive Approximation Model (SAM 1)

    Figure 2. Basic iterative process in SAM 1

  • Successive Approximation Model (SAM 2)

    Figure 3. Successive Approximation Model (SAM 2)

  • Designing and Developing an Online Course Using SAM

  • Checklists and Rubrics

    Photo: https://community.articulate.com/articles/your-handy-e-learning-course-review-checklist

    https://community.articulate.com/articles/your-handy-e-learning-course-review-checklist

  • The Standards Checklist by Marjorie Vai and Kristen Sosulski (2011)The checklist contains items on:

    learning outcomes

    ease of communication

    pedagogical and organizational design

    visual design

    engaged learning

    collaboration and community

    Assessment

    Feedback

    evaluation and grading

    ease of access

  • Quality Matters Higher Education Course Design Rubric Standards, Fifth Edition (2014):

    A set of eight General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses

  • 1 Course Overview and Introduction

    2 Learning Objectives

    3 Assessment and Measurement

    4 Instructional Materials

    5 Learner Activities and Learner Interaction

    6 Course Technology

    7 Learner Support

    8 Accessibility and Usability

  • Detailed Analysis of the Situation

    Needs Analysis

    e-learning Readiness

  • Needs Analysis Survey

    278 Japanese undergraduate students

    12 instructors

    Listening

    Speaking

    Pronunciation

  • Course Design implications

    Placing emphasis on EGAP ESP courses

    Having three levels based on CEFR (Common European Framework of Reference)

    Integrating all four skills

    Focusing on pronunciation training

  • Willingness

    e-Learning Readiness Survey

    299 Japanese undergraduate students

    The study focused on:

    Educational Use

    Personal Use

    AccessOwnershipComputer

    Literacy

  • Learning/Teaching Implications

    Digital literacy training (e.g., typing)

    Desktop computers and mobile devices

    Edutainment and gamification

  • What to do?

    Determining the course overall goals, learning objectives, and learning outcomes

    Designing a multidimensional syllabus: skill-based and task-based

    Increasing motivation and global awareness among Japanese learners of English

    Addressing copyright issues

    Writing the course calendar

    Designing tasks, activities, and quizzes

    Preparing tutorials and rubrics for writing and speaking assignments

  • Global Themes

    Speaking and Writing Tasks:Global understandingCritical thinkingCollaborationCommunicationCreativity

    Final project: poster presentationDelivered face to face Team projectBroaden global perspectives Develop digital literacy by exploring augmented reality

  • Example of an Online Syllabus

    https://sites.google.com/view/ougeo/homehttps://sites.google.com/view/ougeo/home

  • Prototyping

    Creating a sample for demo at the Osaka University FD Seminar

    Uploading the course content on CLE

    Checking the quality of the content on Blackboard mobile applications

    Iterative review cycles to evaluate, refine, and modify the previous process Course labeling

    Modifying course learning objectives and materials Adding global concerns and issues

  • e-Learning Authoring Tools

    Adobe Captivate iSpring Suite

  • #OsakaUniversityGlobalEnglishOnline

    #OUGEO

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