A SIMPLE GUIDE FOR SDL TEACHING AND LEARNING

Angy Y. Restrepo

Diana G. Prieto

Autonomous Learning Environments and Self-directed Learning course

Assignment 2

Professor Liliana Cuesta November 4th, 2013

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INTRODUCTION

A recurrent situation in EFL classrooms is the high level of dependence on the teacher that

most students display. Promoting autonomy is a hard task and working with computers and

internet would involve so many troubles that affect learning process. The majority of the

problems are related to the use of the computer, some tools, internet, time planning and self-

regulation. Learners have been exposed to different learning contexts where teachers are the ones

who make all the decisions in the classroom. In this framework this manual is an approach to the

development of new ways of teaching in these new demanding contexts.

JUSTIFICATION

The implementation of the credit policy in the Fundación Universitaria Panamericana has

implied that for every class hour students attend, they are expected to work two hours

independently. This type of credit work in the university requires autonomous learners and

teachers to be able to manage this new learning and teaching process. Under this vision, teachers,

are expected to design syllabi considering students’ autonomous practices as an important part of

the development of the courses. Apart from taking two hours of English per week students must

set targets that are achieved completing tasks in seven different skills (listening, speaking,

reading, writing, pronunciation, vocabulary and grammar) that are evaluated during and at the

end of the curse.

The purpose of this manual is to develop the instructional model for enhancing self-

directed learning skills of university students from Engineer program at Panamericana

University, by proposing some activities to study the impacts of the model on their English II

class and self-directed learning ability as well as explore their opinion towards self-directed

learning.

LEARNER PROFILE

Participants in the project consisted of 29 beginner- level adult enrolled in a sixteen week

basic English Course in second semester of the Engineer Program at Panamericana University.

The class is Basic English II from 6:00 pm to 8:00 pm. Students are aged from 19 to 32,

most of them are people who come from low and middle socioeconomic status. Most of them

study at night due to during the day, some of them work in different jobs which are not related to

their career.

RATIONALE

NEW WAYS OF LEARNING

Technology has reshaped student’s life as computers are available to many children and

young people both at school and home. This means the use of a new level of knowledge which

enables them to fit new learning into a coherent framework; to know how to find and evaluate

information so that they can apply it in new situations. This places an emphasis on the skills of

independent learning and on learning how to learn, including the application of what is

“learning” in Self- Directed environments.

This situation implies a new level of interactions, Wagner (1994) and Gilbert & Moore (1998)

describe interaction as "an exchange in which individuals and groups influence each other

occurring when there are reciprocal events requiring two objects and two actions" (p. 20). In a

comparable view, accepted by Roblyer (2000), the assertion that "technologies that allow high

interactivity seem necessary to allow high person-to-person, person to- group, and person-to-

system interaction" (p. 2) matches with Ur's concept of interaction (1990) to the extent that the

teacher is not considered the only one who takes the initiative to build interaction in a class, since

this could take place amongst students –or even between the student and the material.

NEW WAYS OF TEACHING: SDL

These new ways of learning requires new ways of teaching and the answer in this case is Self-

Directed Learning (SDL). In these framework SDL seems to be the answer to this changing

world as in SDL environments, the individual takes the initiative and the responsibility for what

occurs. Teaching emphasizes SDL skills, processes, and systems rather than content coverage

and tests. For the individual, SDL involves initiating personal challenge activities and developing

the personal qualities to pursue them successfully. Effectively supporting self-directed learning is

one of the critical challenges in supporting lifelong learning. Self-directed learning creates new

challenging requirements for learning technologies. Domain-oriented design environments

address these challenges by allowing learners to engage in their own problems, by providing

contextualized support, and by exploiting breakdowns as opportunities for learning.

Teachers’ Role in Self Directed Environments

This context has an important implication for the role of teachers, whom do not merely

deliver the curriculum; they also develop, define and reinterpret it. It is what teachers think, what

teachers believe and what teachers do at the level of the classroom that ultimately shapes the

kind of learning that people receive.

The need to develop and empower learning abilities and the continuous intervention and

assessment of the tutor will be two essential constituents that contribute to the learners´ success

in the course and their satisfaction in the newly adopted learning mode. Tutors need to employ

practices that focus on fulfilling their learner's needs, ensuring their engagement, motivation and

positive response. Success in this depends on the presence and effective use of interactional

patterns and practices generated in the learning environment in which technology acts as a

mediating agent.

BLENDED LEARNING

Blended learning refers to a mixing of different learning environments. It combines traditional

face-to-face classroom methods with more modern computer-mediated activities. According to

its proponents, the strategy creates a more integrated approach for both instructors and learners.

Formerly, technology-based materials played a supporting role to face-to-face instruction.

Four broad principles of education design for blended learning. These are: A thoughtful

integration of face-to-face and fully online instructional components innovative use of

technology. Re-thinking the way we teach Sustained assessment and evaluation of blended

learning. According to Bonk & Graham (2006) in their Handbook of Blended Learning, blended

learning should be approached as a fundamental redesign of the instructional model with the

following characteristics: A shift from teacher-centered to student-centered instruction in which

students become active and interactive learners (this shift should apply to the entire course,

including face-to-face contact sessions) Increases in interaction between student-teacher,

student-student, student- content, and student-outside resources.

Blended learning approaches allowed students to shine in competencies other than the

traditional literacies, as leaders, ICT technical experts, cultural experts, resource managers, and

negotiators. They also acquired new literacies of online protocols (cyber safety), intercultural

understanding through exposure to global connections, and constructing/synthesizing knowledge

from non-linear content.

Some useful tips in blended environments:

For many educators and trainers, a blended learning approach provides innovative educational

solutions through an effective mix of traditional classroom teaching with mobile learning and

online activities. The following are aspects of effective course design and instructor behavior that

can be applied to blended courses:

Intended learning outcomes are measurable, achievable, relevant, concise, and

clearly stated.

The learning activities and assignments promote the achievement of the intended

learning outcomes and are aligned with each other.

The course effectively engages students in the learning process through a mix of

student-content, student-instructor, and student-student interaction.

Course activities respect diverse talents, backgrounds and different ways of

learning.

Authentic learning activities are used to help students recognize the relevancy of

course content.

Regular feedback about student performance is provided in a timely manner

throughout the course.

Course activities promote active learning.

The instructor emphasizes the value of time on task and communicates high

expectations to their students.

The instructor creates and fosters a supportive learning environment for learners.

SOME REFLECTIONS ON ASSESSMENT

The ability to provide formative feedback either as and when required or at specific points

such as a mid-semester point also provides a useful mechanism for encouraging a focus on the

process rather than solely on the product. These aspects make it possible to adjust the marking

criteria to, for example, provide reward for regular reflection and making connections between

reflective entries from week to week.

On one hand, formative assessment is used at the beginning of an instructional period and

during the process of instruction as teachers check for student understanding. Diagnostic tools

determine what students already know and where there are gaps and misconceptions. Formative

assessment also includes assessment as learning, where students reflect on and monitor their own

progress.

The information gained guides teachers’ decisions in how to enhance teaching and learning.

Formative assessment enables students to learn through the process of feedback and

opportunities to practice and improve. As students reflect on and monitor their progress this

process effectively becomes assessment as learning and contributes to students planning future

learning goals.

On the other hand, summative assessment is used towards and at the end of the instruction

period. Teachers document the culmination of students’ learning achievements through tasks that

invite students to demonstrate their mastery and knowledge of the course content. Summative

assessment data provides teachers with information about how effective teaching strategies have

been, time needed for instruction and how to improve teaching for future students.

DOSSIER OF SDL LEARNING ACTIVITIES

ACTIVITY 1 MY DAILY ROUTINES

Webcasts

A webcast is media (audio and video) broadcast over the internet. The idea is that users

subscribe to webcasts and can access them using a computer and mobile digital devices, such as

iPods or media players or smart phones. A good example of the use of webcasts is how radio and

television stations often make their programs available as either podcasts (audio) or voadcast

(video).

In this case the activity consists on create a short clip using YouTube in which students

can describe their daily routine.

This is a good way of stimulating creativity, motivating and engaging students in the

process of learning. Each video could be shown to the whole group, and could be self or peer

assessed.

Table 1. My Daily Routines

Teaching objective/desired outcomeWhat would you like your students to

know or demonstrate by the end of thisexercise/activity?

To create a short clip of twenty slides using YouTube in which you can describe your daily routine.To write 20 sentences about daily routines using simple present tense time.

Mode(s) of interactionHow will students interact? Possible

modes of interaction include beginningsolo and then moving to a group; working

in pairs or a small group; or the wholeclass interacting together.

This is a good way of stimulating creativity, motivating and engaging students in the

process of learning. Each video could be shown to the whole group, and could be self- or peer-assessed.

Type of activityWhat type of activity is it? Possible

activities include reading, writing, viewing,listening, problem-solving, and discussing

in various combinations.

Reading, writing, viewing,

Materials neededPossible materials include photocopies,

index cards, and audio-visual equipment.

Power Point™

Information needed by students Students will receive written instructions to

What information sets up the exercise?Will students receive verbal or written

instructions?

create the clip as well as the information required to complete the task such as grammar

clarification

End result of activityHow will you assess whether the activity has met your learning objectives? Will

students complete a worksheet, report back verbally; write a one-minute paper?

To assess these activities students and teachers must complete Table 2 and Table 3.

Table 2. Checklist for Students’ self-assessment performance in Activity1

In my video did I… Yes because… Not yet, but here’s how I can make better

Choose images that match the topic?

Keep the message focused on the topic?

Limit the amount of text?

Use appropriate music?

Atribute images used?

Write 20 sentences in simple present Tense

Table 3. Teachers’ Grammar Check list

Criteria 5 4 3 2 1Grammar May have

minor grammatical errors.

Few grammatical

errors.

Some grammatical

errors

Consistent grammatical

errors

Serious and consistent

grammaticalerrors

Punctuation,spelling,

word order

Needs little or no editing

Few errors

Some grammatical

errors

Consistent errors

Serious and consistent

errors

Table 4. Tutor and students’ actions

Tasks ActionsTutor actions

Students’ actions

Time

Create short video following guidelines and use it as an instrument to reflect on their own

teaching learning process.

Student 4 hours

To evaluate and inform students strengths and needs facilitating learning.

Teacher 4 hours

ACTIVITY 2. FINAL ACTIVITY OF THE COURSE

E-portfolio

An e-portfolio, or a digital portfolio, is essentially a web-supported repository allowing

an individual to create a collection of digital objects that demonstrate their experiences,

achievements and evidence of learning. E-portfolios provide students with a structured way of

recording their learning experiences and work history, and allow for reflection, planning and

goal setting. E-portfolios can be developed quickly and easily to capture live evidence through

the use of mobile phones and point-of-view devices, and can include a range of digital evidence

such as audio, video, photographs and blogs.

E-portfolios are shareable and so they can be made available to an ‘audience’ (e.g.,

teacher, peer, practicum supervisor or prospective employer). This allows the individual student

to receive feedback which makes it ideal in a teaching and learning context. E-portfolios are

sustainable over a long period of time. They can be created during a program of study at

university but used well beyond this time, which is ideal for encouraging engagement in lifelong

learning.

The e-portfolio provides an excellent opportunity to avoid portfolio work being done at

the last moment and to encourage ongoing ‘little and often’ engagement. Because work is

submitted to workspaces at an early stage and can then be revised and added to at any time until

the deadline, it is very easy to monitor ongoing engagement and progress. It is also easy to break

down a major task such as creating a portfolio to show achievement of a particular module's

learning outcomes into smaller 'sub-tasks' so that students can build up assets that will be of

direct value when they are pulling their portfolio together later

Table 5 My e portfolio

Teaching objective/desired outcomeWhat would you like your students to

know or demonstrate by the end of this exercise/activity?

To create an e portfolio in which you will monitoring your language development.

Mode(s) of interactionHow will students interact? Possible

modes of interaction include beginning

Student must collect, synthesize and/or encourage online reflections with a whole class by comment of partners’ portfolio using

solo and then moving to a group; workingin pairs or a small group; or the whole class

interacting together.

it as key element of reflection and self-monitoring.

Type of activityWhat type of activity is it? Possible

activities include reading, writing, viewing, listening, problem-solving, and discussing

in various combinations.

Student must start discussions by pairs about previous readings related to different topics.

Feedback comments and marks can be added, and processes such as double marking and

moderation can be facilitated.

Materials neededPossible materials include photocopies,

index cards, and audio-visual equipment.

Records of a student's work over time such as text documents (for example, Word,

PowerPoint, PDF) sound, images/pictures multimedia, such as videos to show

The depth, breadth, and development of the student's abilities in reading, writing, listening and speaking and own reflections on language

development.Examples:

Web2.0Wiki e-portfolio Blog e-portfolio

Google D´n´S e-portfolioProtopage e-portfolio

Information needed by studentsWhat information sets up the exercise?Will students receive verbal or written

instructions?

Student will receive verbal instruction to complete the task.

Table 6. Checklist to assess student’s performance

Criteria Item 5 4 3 2 1

Navigation

I’ve created a clear system of navigation that makes sense and that allows the reader to easily navigate my portfolio.

All links are working.

Resume and involvement

I’ve incorporated a theme (via text and/or design) or an extended metaphor that is witty and appropriate to my purpose and that individualizes my portfolio.

I’ve included a resume that highlights my academics and extracurricular involvement (volunteerism, clubs, leadership…) and awards and any other information that would set me apart from the competition.

I’ve organized the information into categories that make sense.I’ve included bulleted details that begin with power verbs and give details about my involvement.

Realizing I am publishing my resume online, I’ve been careful not to divulge sensitive info about myself (like address, phone number…).

Academics

Is it suitable for your e-assessment purposes?

I’ve included at least five samples of my academic work, three of which share work from AP English Language.

My artifacts SHOW my work, utilizing images, documents, videos, and links to existing online work and/or voice narration.

I’ve explained what each assignment is, giving any background information to help the reader understand what the work sample is, what I learned, and what the sample evidences about me and my learning journey.

Design

I’ve included an introduction to my portfolio that explains the purpose of my portfolio and introduces myself to the reader.

My portfolio is visually appealing, showing an impressive snapshot of my unique interests.

The layout is creative but not overly cutesy and doesn’t distract from the content and purpose.I’ve taken full advantage of multimedia (text, images, video, and voice narration), carefully choosing the most appropriate and compelling tools and format for the content.My portfolio has a “wow” factor—a home page that, at first glance, shows my attention to detail and design in presenting a snapshot of me that will impress my readers.

Table 7. Checklist to assess student’s performance in Activity 2. e-Portfolio

Place a (X) General Area Guiding QuestionHas the student set academic goals?Does the portfolio include enough entries in each area to make valid judgments?Does the portfolio include evidence of complex leaning in real setting?Does the portfolio include evidence of various types of student learning?Does the portfolio include student´s self evaluation and reflections on what was learned?Does the portfolio enable one to determine learning progress and current level of learning?Does the portfolio provide clear evidence of learning to users of the portfolio?Does the portfolio provide for student participation and responsibility?Does the portafolio present entries in a well organized and useful manner?Does the portfolio include assessments based on clearly stated criteria of successful performance?Does the portfolio provide for greater interaction between instruction and assessment?

Table 8. Tutor and students’ action

Tasks ActionsTutor Actions

Students’ actions

Time

Reflects on their learning process and can carry their e-portfolio throughout their

learning journey and use it to record, assess, evaluate, and reflect at any time.

Student The portfolio is develop during the

semester but previous work is required in:

Week 5Week 10.

To evaluate knowledge, skills and abilities acquired through the development of the

activity. To encourage and facilitate the learner’s

support to participate and provide feedback on their learning.

Teacher Week 5Week 10Week 16

CONCLUSIONS

The new paradigm demands teachers to be more supportive and collaborative with

students’ processes, where they help learners to define their learning objectives based on the

identification of specific needs, the definition of contents to be explored, the selection of

methods and techniques, and the process of evaluation of what has been achieved. Teachers’ new

roles imply getting actively involved in the process or construction and reconstruction of

knowledge as well as providing challenging decisions during the learning process.

Within this framework this manual wants to start eliminating the philosophy that students

have a passive role in their learning process, and open a new road towards autonomy in teaching

a second language. At the end participants become aware of the importance of using autonomous

learning strategies as a way of becoming better language learners. The result is self-regulated

learners who can approach new learning tasks with confidence and select the most appropriate

strategies for completing the tasks.

Self-directed learners develop by a continuing process. It is unreasonable to expect

people who have matured in an environment that challenged their personal integrity, that spoon

fed them with information, and one that required conforming thought, to become instantaneous

self-directed learners. Environments that nurture, sustain, and develop the personality and

cognitive attributes identified above are important in the development of self-directed learners.

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