Brainstorm+page

Proposed format for our report, what do you think? Thys: I've created a draft page and copied this structure into that page to get us going. Please feel free to edit as required. ** Executive Summary ** ** 1.0 Introduction ** 1.1 Background 1.2 Purpose ** 2.0 Methodology ** ** 3.0 Findings ** ** 4.0 Conclusions and Recommendations ** References

We should probably get started on a draft for discussion at our next skype session :) Thys: I agree. We should finalise our approach and start working on a draft. Maybe we can start adding sentences into the structure above and then create another page for the final report. The structure looks good to me. I may suggest changing points 2 and 3 to Solution and Justification.

I sent an email to Miriam enquiring about the level of detail required and she indicated that an overview of our solution with justification would be adequate, so my understanding from that is that we do not have to specify detailed activities just general approaches. I'll try to add my final ideas for the solution tonight.

"Multimedia instructions should be designed in ways that minimise any unncessary cognitive load". Mayer and Moreno (2003) Been thinking about the HUGE demands on our students: content, language, processes, other demands on their time etc. Our design willl have to take into consideration that "tasks are what managers set... activity is what people actually do". (Goodyear 2005) Learning is only one of the things they have to do, so they will //satisfice// learning tasks. It's unrealistic to expect that the tasks we set will be carried out to the letter. Therefore need to develop in these ESL students the ability to learn on their own, in collaboration with a network of other learners. Should networked learning then be the focus of our design? Cool table illustrating patterns for networked learning from Goodyear: Debate Brainstorm Investigate Critique Assess Summarise Solve puzzle Write essay Develop tool memorise || Dyad Triead T-group (?) Learning set Tutorial group Seminar group Whole class Cohort Project team Self-selecting group || e-print e-journal virtual library discussion board chat room whiteboard shared folder wiki virtual café (?) textbook portal || Needs: Teach ESL students contract drafting skills while improving linguistic skills (word choice, sentence structure, paragraph structure) Diverse educational/cultural backgrounds of students
 *  Tasks ||  Organisational Forms  ||  Learning Environment (tools, resources?  ||
 * Discuss

What do we know about L2 acquistion:
 * reliant on predictable sequences
 * isolated error correction is ineffectual
 * contextualised language is more understandable that de-contextualised language
 * task = enormous because language learning is a huge task+we want them to learn content-specific language

What do we know about drafting contracts?
 * contract law boundaries are fluid - no way to memorise all laws and be up to date
 * contract law intrinsically text-bound
 * clarity is key
 * negotiation skill key

What do we know about knowledge acquisition?
 * knowledge economy requires good thinkers, not good knowers
 * need to limit input to avoid overloading working memory
 * need to foster deep learning: active, critical thinking, creative, collaborative
 * customised learning materials work best
 * knowledge socially constructed

Recommended blended solutions: f2f + online writing, peer editing etc.
 * preferable to online only because it provides the extra support the ESL students need
 * classroom used for improving fuzzy areas (linguistic skills, metacongition, critical thinking)
 * online tools extend the classroom experience: read docs re key contract drafting concepts, tool for collaborative
 * best to adopt an integrated approach? simultaneously teach both declarative (contract drafting) and procedural knowledge
 * necessary to build in opportunity for immediate feedback: skype/classroom
 * need frequent exposure to authentic contexts: contracts/YouTube videos (good cos visual and body language)
 * online concept mapping tools? good for summarising legal concepts. Most are collaborative
 * produce print materials to support the learning: reference guide format
 * students read contract drafting concepts in their own time - use blog for posting thoughts and receiving feedback
 * teacher-led wiki for facilitating the module and networking
 * wouldn't go overboard on the technologies- the students will be struggling enough with the complexity of the language and content
 * supportive environment is key for motivation and ensuring their successful completion of the course

Just putting some initial thoughts down:

A suggested approach could be to deliver the blended module using face-to-face delivery and asynchronous online delivery using wikis and/or blogs.

Face-to-face delivery can be used for teaching the core of the subject matter, that is the contract drafting skills. (suggestion: since the core skills are declarative in nature, can the students we asked to read up on these themselves? That would allow face delivery time spent on more areas where the teacher can provide more valuable insights, like developing metacongitive/critical thinking skills)  The tutor can then design specific activities to be completed online using the wikis and blogs. In these activities the tutor will require his ESL students to firstly draft contracts collaboratively as a group using a wiki page. These studends can then help each other to corrcet language mistakes and learn from each other. At this stage the tutor will also involve english first language students ( great idea!) to act as tutors to support the ESL students by suggesting correct wording, grammar etc when needed. The ESL students can converse with the tutors to refine their language skills and drafting skills. When the students have sufficiently practiced drafting contracts as a group, students will be given the task to draft contracts individually and publising it on a blog page, again being supported by english first language students. Fellow students will also be required to review each others contracts and suggest improvements in terms of language use and contract drafting skills.

Some other further ideas from Blended Learning in a Web 2.0 World:

The distance delivery may involve the use of synchronous tools, such as chat, and asynchronous tools, such as bulletin boards. Consequently, a typical blend would involve the posting of materials to the VLE for study before and/or after the language class. One of the main advantages of running such a blended learning course is that the course tutor is able to consider the ‘appropriacy’ of each medium of course delivery, and match the delivery type to the activity. It enables the face-to-face class to be extended in various kinds of ways and also extends the time that the students spend on tasks. Typically, the classroom is used for activities such as developing student fluency through discussion topics, or the clarification of ‘fuzzy’ areas of grammar ,(yes- classroom time good for fuzzy or messy areas) ﻿ areas where immediate teacher clarification is useful. The VLE similarly can be used for appropriate tasks, such as the posting of pre-discussion questions, which can be read at any time before the class, anywhere, at different speeds (self-paced learning) and can be processed in different ways following individual learner preferences, such as whether or not to use a dictionary, and which type (bi-lingual or mono-lingual). Interactive language exercises housed on the VLE could address ‘crisp’ areas of language. //and... //

The teacher has a limited number of hours on the course to develop students’ writing skills. S/he sets up a course wiki, a good example of a Web 2.0 tool. This example of process writing involves both the collaboration and creativity mentioned earlier. In a blended approach, the teacher starts the course and also issues students with their log-on details to the class wiki. Class time is used to brainstorm features of writing. Homework assignments are set with learners writing short essays in pairs. They do this between classes, working collaboratively. The teacher looks at the ‘history’ to see how students arrive at their final product. Further opportunities for collaboration are provided by the wiki, such as inviting peer feedback from class members on student essays. This allows the emphasis to again to be very much on the learner. If wanted, this kind of activity can be extended to include people who are external from the class to comment on the writing.

Also in Blogs and Wikis Environments for On-line Collaboration:

<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">Language learners could use a personal blog, linked to a course, as an electronic portfolio, showing development over time. By publishing the blog on the Internet, the student has the possibility of writing for readers beyond classmates, not usually possible in discussion forums. Readers in turn can comment on what they've read, although blogs can be placed in secured environments as well. Self-publishing encourages ownership and responsibility on the part of students, who may be more thoughtful (in content and structure) if they know they are writing for a real audience. This same degree of personal responsibility is lacking in discussion forums the cognitive load is already huge - new language, new application, new concepts....don't know that we want to have technology overload the whole mix and push them over the edge. should we limit the number of technologies, and provide additional support in the form of printed documents?

<span style="font-family: Arial,Helvetica,sans-serif;">and..

<span style="color: #808080; font-family: Arial,Helvetica,sans-serif;">Wiki sites can be created for specific projects with a set group of allowable users and provide an excellent collaborative environment, since changes are logged along with identification of the author. In fact, a wiki-type site could be ideal for a "community of practice" (COP), such as the ESL/EFL "Webheads in Action". A COP is a way of achieving collective applied learning with the expectation that over time expertise in a given subject area is developed and solutions to common issues and shared problems are found, posted and discussed. A COP might use a variety of collaborative tools, but its goal is to expand knowledge and improve practice in a specific area.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">From Wiki & Blog: Using Social Communication Tools for Teaching Writing:

Blogs, online personal publishing space, have been used with great success in teaching writing (Johnson, 2004; Godwin-Jones, 2003). Blogs are chronological archives of knowledge. One user creates them; the same user modifies them. Wikis are collaborative “subject based archives” (Godwin-Jones, 2003). Anyone using the wiki can create or modify the text. As such, wikis are shared, rather than personal space. and the technology is easy to master, with minimal risk of hiccups

<span style="font-family: Arial,Helvetica,sans-serif; font-size: large; line-height: normal; margin: 0cm 0cm 0pt;">and...

Jonassen suggests that a principle benefit of online learning is that student can create a virtual project space. In this area, students can work on projects that simulate reality and put learning into practice. In this way, students come to better understand the reality that they will eventually encounter (Jonassen, 1994).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: large;">and...

In class writing is less about reality and more about practice: practice grammar, practice using rhetorical devices, practice constructing sentences and paragraphs, practice receiving criticism from an instructor. Yes, yes, yes! we should reserve the in-class time for this kind of activity. can give ss practice in synchronous communication whiel reserving online platform for asynchronous discussions. Might want to use the net to initiate negotiation skills practice, then follow up with a live negotiation in class. this preparation can allow time for the ss to reflect on the issue and refine their remarks - so they will be more willing to speak. Published writing is real. Published writing has a direct connection with real life. It passes actual information, authentic opinion, and heartfelt thoughts to a world of unknown readers. These readers are the unknown other – amateur critics and interested people who have a stake in the writing. These people may be less compassionate about errors of fact and grammar than a writing instructor may. Because of this, publishing is risky.

and...

The plan for the UNICA writing project was to have students write complete well-written article and post them on Wikipedia. This would be the final product of an instructional sequence starting with 1) reviewing writing skills and practicing them in class 2) writing and publishing on blogs, 3) writing articles for the Wikipedia encyclopedia, and 4) posting the entries, reflecting on the work then revising them. In this learning design, students would move from simple to complex tasks. As a result, students would acquire skills, transfer knowledge gained in the virtual project space to the real environment, and become comfortable working with increasing levels of risk. totally in line with cognitive psychology findings - sequential /component progression of knowledge building. need to be careful not to over-structure. in the real world unexpected things often crop up and students need to develop the skills to deal with them. especially in law - need to 'think on their feet'.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">From Facilitating Peer-Learning thru Wiki and Online Discussion Forum

Learning process takes place better when learners interact with others, either their teacher or their peers.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">And...

Departing from Vygotsky’s (1978) theory of socio-constructivism, the practice of language learning and teaching now has also emphasized the importance of collaborative, goal-oriented learning.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">And...

Pair or group works have become popular in task-based activities. Prior to the activity, students are made aware of the goal of doing the task, that is not to obtain the mark so that they pass the subject, but to achieve a certain accomplishment that only can be done by using the target language. so need to make sure that we provide students with an opportunity to interact with a 'real' contract, write a real contract and negotiate a real contract. The advent of technology has enabled students to collaborate from different places at different times. The success of language learning through the help of email, chat, discussion board, blog, and webbased content is now evident (Priyanto, 2006). Godwin-Jones (2003) also finds wiki helpful in facilitating collaborative learning.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">And...

Meskill (1999) encourages language teachers to create active, meaning-centered, participatory, and collaborative writing environments. L2 learning is effective, she argues, where there is a balanced focus on the forms as well as on the functions of language. Ideal environments for collaborative work comprise a convergence of learner identity, teacher support, content relevance, and the valuing of the activity as an integral contribution to the overall learning community. For computer-supported tasks, the tasks need to accommodate learners’ needs, goals, and shared experiences.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">And...

As far as wiki is concerned, Kessler (2009) maintains that students show more willingness to edit others’ posts than their own contributions.is this in L1 contexts? not sure about this - much research points to the fact that students from a Confucian educational background regard the teacher as the expert, and peers (novices) as ineffectual sources of knowledge. Could we capitalise on this by making sure ESL students are paired up with local ss? At least in this way the local peers are perceived as knowledge experts This study finds that peer editing focuses on form more frequently than self-editing. LeLoup and Ponterio (2006) also recommend the use of Wikipedia as a valuable source of information to empower foreign language learning. Despite its nature to editable by all internet users, Wikipedia should be viewed as another new tool to increase exposure to a wide variety of topics

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: normal; margin: 0cm 0cm 0pt;">And...

Wiki also meets the principles of incorporating web-based activities (Warchauer, Shetzer, Meloni 2000). First, wiki is a good example of the use of web not only as a vehicle but also as a medium. The nature of wiki being online requires different language from that of traditional medium like newspapers, or wall magazines. This will teach students about what forms of communication should be used, the language, and the technical skills to use. Second, wiki is potential to empower students with autonomy, with less control of teachers. Third, wiki requires integration of all language skills. To be able to contribute an article, students should be able to read, listen, and discuss. In addition, by taking part in a wiki, students are aware of the real audience. The awareness of the audience will also influence the language used in their contribution. They are aware that their posts will be read by others: their teachers, their peers, or even many people around the globe. Consequently, wiki also will triggers further collaboration, since when somebody finds something wrong in the article, (s)he can directly propose a revision.

<span style="font-family: Arial,Helvetica,sans-serif;">One thing I'd like to note is that it would be helpful if the students also had some synchronous activities <span style="color: #d364d3; font-family: Arial,Helvetica,sans-serif;">(yes - important to provide immediate feedback <span style="font-family: Arial,Helvetica,sans-serif;">) <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">﻿ <span style="font-family: Arial,Helvetica,sans-serif;">using a chat tool with english first language students so that they can practice their english writing (and conversation) skills to improve their general language ability in terms of word choice, spelling, grammar etc. <span style="color: #d364d3; font-family: Arial,Helvetica,sans-serif;">﻿what about the need to address their negotiation skills - this seems to be a key issue in drafting contracts. synchronous simulations of negotiations? also need to provide some asynchronous activities for those who struggle with 'thinking on their feet' in a foreign language.

<span style="font-family: Arial,Helvetica,sans-serif;">Hi Thys and Susi, below are my initial thoughts captured in brainstorming. <span style="color: #d900ff; font-family: Arial,Helvetica,sans-serif;">﻿great visual representation! Not sure about the content via face to face..... the content is likely to be pretty factual (laws, i think?), while the language aspect is likely to be more challenging. what do you think?see Boyle's paper. <span style="font-family: Arial,Helvetica,sans-serif;">