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TRANSCRIPT
Virtual Language
Resource Centres to
promote high student
engagementC. Patricia Alvarez
May 2018
Content
• VLRCs: Concept and
characteristics
• Five core principles
• ID intro
• An ID framework to foster
student engagement in
VLRCs
• Final thoughts
VLRCs concept
• Online
learning
scenarios
• Learning
objectives
• User
profiles
• Target
needs
CoW
VLRCs concept
Adapted from: Khan, B.(2000). A framework for web-based learning. TechTrends, 44 (3),51
Learning management systems
Web 2.0 tools
Connectivity Resources
Learning objects
Turn taking
Contributions
Social presence
Discussions
Collaboration
Characteristics
Use instruccional
design
frameworks to
enable student
engagement and
satisfaction
Characteristics
Screenshot taken from: León, Y. & Rodríguez, L. Let’s try healthy and yummy [Website]. Retrieved from: https://tryhealthyandyummy.wixsite.com/home/copia-de-our-learning-objectives
Characteristics
Supports learning with…
• strategies.
• resources.
• learning objects.
• immediate feedback.
• formative
assessment.
• tutor’s facilitation .
VLRC principles
Every structured learning
experience has four elements with
the learner at the centre
VLRC principles
The environment is a key component of
the every learning experience
VLRC principles
The integration and pedagogical use of
tools support learning
VLRC principles
Faculty are the directors of
the learning
experience
VLRC principles (Boetcher, 2007)
VLRCs propose a
constructivist
learning
experience
Boettcher, J. (2007). Ten core principles for designing effective learning environments: Insights from brain research and pedagogical theory.
Innovative Journal of Online Education, 3(3). Article 2. Available at: http://nsuworks.nova.edu/innovate/vol3/iss3/2
VLRCs
But how can I
translate this into
my VLRC design
practice?
Instructional design: Introduction
OLE
High Quality
Effectiveness
Engagement
Efficiency
Instructional design: Gagne’s model
.
Adapted from: Khadjooi, K., Rostami, K., Ishaq, S. (2011). How to use Gagne's model of instructionaldesign in teaching psychomotor skills. GastroenterolHepatol Bed Bench 4(3), 116–119. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5869749/
Conditions of learning
Learners’ schemata
Stimuli presented to the learner
Anticipating outcomes
Instructional events
Gaining attention
Informing the learner of the objective
Stimulating recall of prerequisite learning
Presenting the stimulus material
Providing learning guidance
Eliciting the performance
Providing feedback
Assessing the performance
Enhancing retention and transfer
Instructional Models
.
Keller, J. M. (2010). Motivational Design for Learning and
Performance: The ARCS model approach. New York: Springer.
The
ADDIE
Model
Grafinger, D.J. (1988). Basics of instructional systems development.
American Society for Training and Development.
Instructional design for socio- cultural LE
Taken from: Grabinger, S., Alpin, C. and Ponnappa-Brenner, G. 2007. Instructional design for sociocultural learning environments. E-Journal of Instructional Science and Technology, 10(1): 1–9. Retreived from: https://eric.ed.gov/?id=EJ846730
ELED engagement design
Time EffortOther
relevantresources
Student
engagement
ELED engagement design
Challenges Benefits
Active and collaborative
learning
Academicchallenge
Student facultyinteraction
Richercommunication
vehicles
Different levels of ICT knowledge
Retention
Student engagement
NSSE Student engagement indicators. Taken from: http://nsse.indiana.edu/NSSE_2017_Results/pdf/NSSE_2017_Annual_Results.pdf#page=16
ELED engagement design
E-learning engagement design (ELED)
E-learnerengagement
Instruccional needs
Instructionalobjectives
Learningenvironments
Assessmenttechniques
(Czerkawski & Lyman,2016)
Learner
Instruccional needs
Instructionalobjectives
Learningenvironments
Summative
assessment
ID framework for student engagement in
online learning Sociocultural e – learning engagement design
Learner’s participation
in community
Community
of practice
Faculty development
Socio-cultural e-learning engagement
design
1. Identify instructional needs
• Conduct needsassessment
• Perform needsanalysis
( Czerkawski and Lyman 2016)
2. Define instructional goals and objectives
Socio-cultural e-learning engagement
design
Socio-cultural e-learning
engagement design
3. Develop learning environments
Screenshot taken from: León, Y. & Rodríguez, L. Let’s try healthy and yummy [Website]. Retrieved from: https://tryhealthyandyummy.wixsite.com/home/copia-de-our-learning-objectives
Socio-cultural e-learning engagement
design
a. Conduct formative assessment
Screenshot taken from: León, Y. & Rodríguez, L. Let’s try healthy and yummy [Website]. Retrieved from: https://tryhealthyandyummy.wixsite.com/home/copia-de-our-learning-objectives
Socio-cultural e-learning engagement
design
b. Develop interaction and collaboration activities
Screenshot taken from: Velandia, B. & López, W. Your power. [Website]. Retrieved from: http://yourpowervlrc.wixsite.com/wilbi/lo1
Socio-cultural e-learning engagement
design
c. Facilitation strategies
Screenshot taken from: Caicedo, N. , Miranda A. & Perdomo Alejandra. Active readers. [Website]. Retrieved from: https://alamies.wixsite.com/activereaders/copia-de-be-good-to-your-body
Socio-cultural e-learning engagement
design
D. Select media and instructional resources
Screenshot taken from: León, Y. & Rodríguez, L. Let’s try healthy and yummy [Website]. Retrieved from: https://tryhealthyandyummy.wixsite.com/home/copia-de-our-learning-objectives
Screenshot taken from: Bernal, J., Castañeda E. & Paramo, M. Reading adventures [Website]. Retrieved from: http://readingadventurers.wixsite.com/onlinecenter/activity-3-c4vs
Socio-cultural e-learning engagement
design
4. Summative assessmentData driven intervention:
Potential applications in the
assessment of students’
learning.
Socio-cultural e-learning engagement
design
Faculty development
• Online teaching and learning
methods.
• Best practices of faculty for
retention and engagement
purposes.
• Online education scholarship
and research.
Final thoughts
Final thoughts
VLRCs are learning scenarios that offer students the
possibility to interact with a number of resources in the
pursue of a language-based learning objective.
The adoption of an approach that assist instructional
designers through the process of analysis, design
development, implementation and evaluation of the
VLRC is a condition to foster learner
achievement.
Final thoughts
Online collaboration is also highly associated with
student engagement and higher-order learning. To
this end, the use of specific learner roles, and the
development of leadership, decision-making, trust-
building, communication, and conflict-management
skills may enable effective collaborative learning
practices in online courses.
A high level of interaction in the form of group
discussions constitutes a strong predictor of learner
achievement and personal development
Final thoughts
Although an online environment is different from face-to
face instruction our goal of creating a stimulating
interactive learning environment where students feel
motivated and positively challenged to learn is the same.
Therefore the need to prepare faculty development
programmes for teachingn online learning environments
is imperative.
As in face to face environments, the creation of
instructional practices that encourage greater
engagement are essential if we are to effectively use
digital instructional technologies.
Final thoughts
Online instruction is in need of designing and
disseminating reliable and valid students’
assessment techniques for online learning
environments, crucial to measure student
achievement and student engagement
The design and development of more efficient
and effective online learning environments is
possible with ongoing research and
development
References
Bernal, J., Castañeda E. & Paramo, M. Reading adventures [Website].
Retrieved from: http://readingadventurers.wixsite.com/onlinecenter/activity-3-
c4vs
Boettcher, J. (2007). Ten core principles for designing effective learning
environments: Insights from brain research and pedagogical theory.
Innovative Journal of Online Education, 3(3). Article 2. Available at:
http://nsuworks.nova.edu/innovate/vol3/iss3/2
Czerkawski, Betul C., and Eugene W. Lyman. 2016. “An Instructional Design
Framework for Fostering Student Engagement in Online Learning
Environments.” TechTrends 60 (6):532–39. https://doi.org/10.1007/s11528-
016-0110-z.
Khadjooi, K., Rostami, K., Ishaq, S. (2011). How to use Gagne's model of
instructional design in teaching psychomotor skills. Gastroenterol Hepatol
Bed Bench 4(3), 116–119. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5869749/
References
Khadjooi, K., Rostami, K., Ishaq, S. (2011). How to use Gagne's model of
instructional design in teaching psychomotor skills. Gastroenterol
Hepatol Bed Bench 4(3), 116–119. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5869749/
Khan, B. (2000). A framework for web-based learning. TechTrends, 44
(3),51
León, Y. & Rodríguez, L. Let’s try healthy and yummy [Website]. Retrieved
from: https://tryhealthyandyummy.wixsite.com/home/copia-de-our-
learning-objectives
Grafinger, D.J. (1988). Basics of instructional systems development.
American Society for Training and Development
León, Y. & Rodríguez, L. Let’s try healthy and yummy [Website]. Retrieved
from: https://tryhealthyandyummy.wixsite.com/home/copia-de-our-
learning-objectives
References
Oncu, Semiral, and Hasan Cakir. 2011. “Research in Online Learning
Environments: Priorities and Methodologies.” Computers and
Education 57 (1). Elsevier Ltd:1098–1108.
https://doi.org/10.1016/j.compedu.2010.12.009.
Velandia, B. & López, W. Your power. [Website]. Retrieved from:
http://yourpowervlrc.wixsite.com/wilbi/lo1
