From print to digital, from static to dynamic:enabling EAP tutors with the knowledge and training to integrate collaborative, interactive activities online

Dustin HosseiniBaleap PIM: Teacher Education for EAPSheffield Hallam University // 29 November 2014

#baleapPIM

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AbstractPre-sessional programmes in the UK can often be intensive learning and teaching environments where tutors can feel overwhelmed by the significant amount of print and static materials they receive and must process. The BALEAP (2008) Competency Framework for Teachers of English for Academic Purposes (CFTEAP) indicates that EAP practitioners should have:

● the knowledge and understanding of electronic media and modes [of assessment] (p4);● the knowledge and understanding of new technologies that can support independent learning (p7);● and the ability to implement IT into the delivery [of teaching] (p8).

However, the CFTEAP does not appear to directly address the competencies specific to ICT and digital literacies that EAP practitioners require to actively and successfully achieve the aforementioned points. EAP practitioners must receive appropriate knowledge and training in order to take full advantage of technologies integrated into the learning and teaching process. Failure to implement and support knowledge exchanges and relevant training can lead to a static ‘electronic document repository’ and ‘poor pedagogical development’ when integrating e-learning activities on VLEs (Badge, Cann and Scott 2005).One solution to this issue is to digitise and dynamise learning and teaching materials by using virtual learning environments (VLEs) to integrate technology into learning and teaching. This will ultimately help EAP practitioners save time and monitor student participation while actively engaging learners (Jisc infoNet 2012). Therefore, this presentation aims to outline concisely what knowledge and training EAP tutors and programme directors should obtain in order to effectively integrate technology into the classroom.Bio Dustin is a senior EAP tutor with remit for learning technology at Coventry University. He advocates integrating technology to facilitate and streamline learning/teaching and to develop student and tutor digital literacies.

About Me● role:

o senior pre-sessional English language tutor with specific remit for integrating technology into learning/teaching

● language learning experience: o studied Russian as a foreign language to

PG level● interests:

o collaborative learning; open source/access for education (and coffee, the good stuff please!)

● professional achievement: o Jisc RSC Scotland iTech 2014: Learning &

Teaching HE

E-mail: dustin.hosseini@coventry.ac.ukTwitter: @DustinAcEd

Outline

● theoretical basis● the issue and gap● proposed solutions

#baleapPIM

Theory: the cathedral and the bazaar

The Grand Bazaar, Istanbul, Turkey. Dustin Hosseini, 2011 The Hagia Sophia. Istanbul, Turkey. Dustin

Hosseini, 2011.

● open to/for all vs ‘tightly knit groups’?

Initial uptake of VLEs in Higher Ed● ‘static repository of resources’ (Badge, Cann & Scott, 2005)o lengthy lists of fileso unsustainableo not engaging for learnerso burden of top-down approach

● many resources with great potentialo can be digitised and dynamisedo great potential for engaging

activities

Basis for the theory● social constructionism

o Lev Vygotsky - educational psychologist ● constructivism

o Jean Piaget - developmental psychologist and philosopher

● open source movemento Eric Raymond - software developer, open

source advocate● many, many others...

o J. Dewey, DA Kolb, KJ Topping#baleapPIM

Context: pre-sessional programmes

● increasing numbers of PSE students

● hectic learning/teaching environments

● many aims before the goal with little time

● students receive little 1-to-1 time w/tutors

The issue BALEAP’s CFTEAP (2008) states that EAP tutors should have:● the knowledge and understanding of electronic media and modes [of

assessment] (p. 4);● the knowledge and understanding of new technologies that can support

independent learning (p. 7);● and the ability to implement IT into the delivery [of teaching] (p. 8)However… what specific ICT & digital literacy competencies do EAP practitioners require to integrate technology into teaching practice and learning/teaching processes?

Informal survey on preferences for acquiring knowledge and training ● Time needed:

o at least 2+ hours each for Moodle & Mahara● How to schedule sessions:

o 1+ face-to-face sessions prior to a PSE programme

o ad hoc/informally arranged sessionso online tutorials (screencasts, how-to PDFs)o a session immediately before using a tool

● Preference for obtaining knowledgeo ‘bite-sized’ sessions that focus on 1 aspect

of a toolo 1-to-1 sessions with a more knowledgeable

othero through short, informal exchanges with peers

Potential solutions

social media & networking for learning/teaching

flipped classroom resources

collaborative tools

Open and extended learning

Tutor guided learning

(a)synchronous quiz tools (with feedback)

virtual peer assisted learning

empowering students with

TurnItInengaging

discussion forumse-portfolios

Engaging discussion forums

Example of a Pre-sessional English forum at Coventry University #baleapPI

M

E-portfolios as evidence of learning

Example of an e-portfolio from CU PSE

Collaborative authoring/sharing tools

Virtual peer assisted learning

● What: ○ activity in Facebook PAL groups - student

initiated ○ some input from subject tutors/GTAs ○ pages maintained by university staff

● Who/where:○ collaborative research undertaken by Sarah

Honeychurch & her colleagues at the University of Glasgow

● Rationale:○ accessible anywhere/anytime/from any device○ great potential for large cohorts○ peer support through text and images○ mostly positive experiences reported

Flipped classroom resources

● What: ○ often video-recorded resources ○ in-built comprehension checking questions○ no more than 5-10 minutes long

● When/where:○ set as homework prior to in-class sessions○ students can access anytime, anywhere; repeat if

needed ● Rationale:

○ accessible anywhere/anytime ○ can be interactive; ○ allow for more focused learning/teaching in

class#baleapPIM

Flipped classroom: potential examples

Genesee Community College Library: Summarizing, Paraphrasing, and Quoting: A Guide to Doing it Right! http://youtu.be/qoCdhJsS6Bw

Oxford Brookes University: How to Interpret TurnItIn reports. http://youtu.be/1yYf8AihndI

Social media for learning/teaching

● What: ○ learners/teachers can exploit various Twitter

feeds/users○ can exploit it for aims related to language/EAP

● When/where:○ tweets published with varying frequency - from

minutes to hours/days○ anytime, anywhere

● Rationale:○ accessible anywhere/anytime and across all

devices○ can be interactive; can be used for research ○ timely, fresh, learning as it happens○ vast potential (corpus; writing; slang;

research, etc.)

Further readingJisc Digital literacies anatomised: access, skills and practice● http://jiscdesignstudio.pbworks.com/w/file/fetch/40474828/Digital%20literacies%20an

atomy.pdf

Jisc Digital Student Project: ● http://www.jisc.ac.uk/research/projects/digital-student● http://digitalstudent.jiscinvolve.org/wp/outcomes/listen-to-students-posters/ ● http://digitalstudent.jiscinvolve.org/wp/outcomes/enhancing-the-digital-experience-

for-students-cards/

Jisc infoKits● http://www.jiscinfonet.ac.uk/infokits/

Leeds Metropolitan University - Embedding digital literacy as a graduate attribute at Leeds Metropolitan University ● https://www.leedsbeckett.ac.uk/partners/files/UG_Embedding_Digital_Literacy.pdf

The Open University - Digital and Information Literacy Framework● http://www.open.ac.uk/libraryservices/pages/dilframework/skill5

Vanderbilt University - Flipping the classroom● http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

References & this paper: http://goo.gl/yK7G9i BALEAP (2008). BALEAP Teacher Competency Framework (CFTEAP).Badge, J. L., Cann, A. J., & Scott, J. (2005). e-Learning versus e-Teaching: Seeing the pedagogic wood for the technological trees. Bioscience Education, (5).Hosseini, D. (2013). ‘“Facts, insight and humour”: Using TED Talks for authentic listening’. Talk presented at Materials for Thought Workshop: moving best practice in EAP forward, University of St Andrews, 2 March. http://goo.gl/C1C40bHosseini, D. (2014). Using Google Docs as a tool for collaborative learning at the University of St Andrews. Jisc RSC Scotland Case Study. http://www.rsc-scotland.org/?p=4084 Honeychurch, S., Barr, N., Brown, C., & Hamer, J. (2013). Peer assessment assisted by technology. International Journal of e-Assessment, 3(1).Love, L., Ahmed, S., & Honeychurch, S. (2013a). Social media for student learning: enhancing the student experience and promoting deep learning. International Conference on Enhancement and Innovation in Higher Education.Love, L., Ahmed, S. & Honeychurch, S. (2013b). Using Facebook groups to support students. Learning and Teaching Centre, University of Glasgow. http://www.academia.edu/5363887/Using_Facebook_groups_to_support_students

McLeod, S. (2011). Simply Psychology. http://www.simplypsychology.org/ Peddycord III, B., Pitts, E. A., & Wisdom, P. W. (2013). Chapter Two: From Open Programming to Open Learning: The Cathedral, the Bazaar, and the Open Classroom. http://goo.gl/QnN6gw Raymond, E. (1999). The cathedral and the bazaar. Knowledge, Technology & Policy, 12(3), 23-49. http://ojphi.org/ojs/index.php/fm/article/view/578/499 The 21st Century Collective. (2013). Field Notes for 21st Century Literacies: A Guide to New Theories, Methods and Practices for Open Peer Teaching and Learning. https://www.hastac.org/field-notes-21st-century-literacies Ward, R., Moule, P., & Lockyer, L. (2009). Adoption of Web 2.0 Technologies in Education for Health Professionals in the UK: Where Are We and Why?.Electronic Journal of e-Learning, 7(2), 165-172.Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, Massachusetts: Harvard University Press.